Digital learning environments are dynamic systems that require learning designers to leverage environmental conditions and the needs of their learners. While many frameworks and studies have explored pedagogical reasoning, little emphasis has been placed on the dynamic decision-making processes of learning designers. To advance the exploration of pedagogical reasoning and dynamic decision-making in digital learning environments, we proffer a conceptual framework that supports these practices through the promotion of reflection-in-action, external representations, and the use of conjecturing strategies to maneuver through the learning design space. Theoretical and practical implications are considered for how pedagogical reasoning and dynamic decision-making can be integrated into learning design curricula and educational policy.

数字学习环境是动态系统，要求学习设计者利用环境条件和学习者的需求。尽管许多框架和研究都探索了教学推理，但很少强调学习设计者的动态决策过程。为了促进对数字学习环境中教学推理和动态决策的探索，我们提供了一个概念框架，通过促进行动中的反思，外部表征以及使用猜想策略来操纵学习，来支持这些实践。设计空间。对于如何将教学推理和动态决策纳入学习设计课程和教育政策，我们考虑了理论和实践意义。