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This paper reports on an iterative design‐based research project to develop an online design tool (the Learning Designer) to support "teachers as designers." The aim is to evaluate the potential of the tool to develop and support a knowledge‐building teaching professional community. The Learning Designer was embedded and evaluated through international online "design challenge" events, and a series of MOOCs, providing both quantitative and qualitative data. Findings indicate that the Learning Designer enables an online community of teachers from across the K‐12, further and higher education sectors (~400 per day) to build and share their developing knowledge of learning design, and that this would be strengthened by further functionality to support collaboration and peer review of the learning designs created. The research shows how digital technology could bring about large‐scale improvements in teacher professional development of TEL. The paper concludes with users' priorities for new features to mobilise community knowledge via large‐scale professional development of teachers as innovative TEL designers. [ABSTRACT FROM AUTHOR]

This paper presents data from the first six‐months of an ongoing speculative design project in which youth and researchers co‐created a videogame club, and later an eSports team, in an urban youth centre in Montréal, Québec. It describes how process philosophy informed researchers' approach to speculative design, allowing youth and researchers to co‐compose a sense of value for the club and the potentials for what they could do together through the club. This speculative process is contrasted with structuralist approaches to design‐based research in education, which can overly or pre‐determine value and mechanisms of social change, with or without the collaboration of youth and communities. [ABSTRACT FROM AUTHOR]

Improving teacher design promises to be a scalable, sustainable approach to building capacity amongst a workforce faced with complex and evolving drivers of change in higher education worldwide. While design has long been recognised as a routine part of teaching, there has been renewed interest in supporting and understanding the design work that teachers do to foster innovation, particularly in technology‐enhanced learning, at institutional scale by influencing teachers' practices. Re‐framing teaching as design usefully emphasises the creative problem‐solving needed to balance pedagogical, logistical and technical considerations within specific educational contexts, tailored to learners' needs. There is potential for this re‐framing to build on and advance work in "learning design" and "design for learning" that has generated a wide range of practical supports and tools. In this article, we explore, problematise and conceptualise the notion of "teacher as designer" within the complexity of contemporary higher education through a critical review of existing empirical and conceptual work internationally. We offer insights into the current state of knowledge about teacher design in higher education, highlight gaps and possibilities, offer a new conceptualisation drawing on practice theory and set out propositions to provoke further debate about teacher design as a vehicle for sustainable innovation in higher education. [ABSTRACT FROM AUTHOR]