Exploring higher education teachers’ redesign process and design principles: Insights from two case studies.

Recently, the field of Learning Design has gained increasing attention with the objective of supporting teachers as design professionals in creating learning environments and experiences aligned to pedagogical approaches and learning objectives to improve practice (Mor, Craft &
Maina, 2015). Although efforts have been made to support teachers' design capacity building, there is a gap between research and practice, and little is known about university teachers' existing design
practice and the motivations and principles that guide them in redesigning and improving their courses. This ongoing study reports two cases of university teachers' course redesign processes at a Science and Technology university in China. Two approaches to design processes are identified.
We also discuss the motivations that drive redesign, challenges  encountered, and the need for a common language to share design and pedagogical decisions and foster the culture of teaching as design in a larger scope.