Looking Back and Forward: What Teaching Materials Do Not Remember About Instructional Reasoning

2026-09-16

AI Summary

本文针对教学材料中缺乏保存教学意图的问题，提出了一种名为Teaching Memory的设计方法来轻量化地保存教学背后的思考。

Abstract

Instructional materials can be passed along to new instructors, yet the instructional reasoning, such as instructional intentions, contextual information, and reflective insights behind their design, is rarely preserved. Traditional Learning Management System (LMS) tools are designed to store instructional artifacts rather than reasoning. To address this issue, we propose Teaching Memory, a design approach that treats instructional reasoning as a primary form of knowledge. We present a design-oriented framework for preserving instructional reasoning in a lightweight manner within instructors' existing workflows, enabling continuity and reuse.

Problem

• instructional reasoning
• teaching materials
• Learning Management System
• knowledge preservation

Innovation

• Teaching Memory
• instructional reasoning
• continuity and reuse