ABSTRACT This research study explores the relationship between the socio-cognitive concept of mindfulness and university educators’ learning design conceptualisations. The multi-method research strategy utilises a concept-mapping exercise to reveal learning designer mental models for comparison with Langer Mindfulness Scale scores and critical event interviews to further illuminate the conceptualisations and factors that impact educators’ thinking when designing online units. Research participants were asked to create a concept map of their learning design and to be mindful of concepts incorporated into a Graduate Certificate of Tertiary Education. The analysis highlights some congruence between educators’ mindfulness dimensions and their learning design conceptual frameworks. The mindfulness scores appear to indicate a propensity to be more mindful in designing curriculum, as indicated by participant concept maps, yet not necessarily towards the adaptive use of technology or learner/activity-based pedagogies. The authors suggest metacognitive strategies to encourage learning design reconceptualisation.

中文翻译：

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在线新手教育者概念框架：正念学习设计的心理模型探索

摘要本研究探讨正念的社会认知概念与大学教育者的学习设计概念之间的关系。多种方法的研究策略利用概念映射练习来揭示学习设计师的心理模型，以便与朗格正念量表得分和关键事件访谈进行比较，以进一步阐明影响教育工作者设计在线单元时的思想观念和因素。研究参与者被要求创建他们的学习设计的概念图，并注意纳入高等教育学证书的概念。分析强调了教育者的正念维度与他们的学习设计概念框架之间的一致性。如参与者概念图所示，正念得分似乎表明倾向于在设计课程时更加正念，但不一定是适应性使用技术或基于学习者/活动的教学法。作者提出了元认知策略来鼓励学习设计的重新概念化。