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

RESUMO

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.