This paper addresses a common issue faced by designers who are working with instructors. "The teachers' actions in the design process are clearly centred around the role and work of the teacher, and their ideas about the new design are heavily influenced by their existing teaching practice and by the logics of their face-to-face courses. Technology is added to what they already do..." So the authors ask, "How can one combine the levels of activity: strategic level; tactical level and operational level; in such a way, that teachers' design work is facilitated, regardless of their previous experience?" The authors test an approach called the Collaborative e-Leaning Design method (CoED). Though it's based on data collected over 4-5 years, the paper leaves me wondering about the answer to the question. I wish we'd seen something specific by way of a conclusion rather than vague generalities about online communities of practice.
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