McKenney, S. (2012, 4-5 September). What is educational design research? Invited lecture for the Crossfield Graduate School at the University of St. Gallen, St. Gallen, Switzerland.

What is educational design research

Increasingly, teacher involvement in collaborative design of curriculum is viewed as a form of professional development. However, the research base for this stance is limited. While it is assumed that the activities teachers undertake during collaborative design of curricular materials can be beneficial for teacher learning, only a few studies involving such efforts exist. Additionally many lack specific theoretical frameworks for robust investigation of teacher learning by design. The situative perspective articulated by Greeno et al. (1998) and third-generation activity theory as developed by Engestrom (1987) constitute useful conceptual frameworks to describe and investigate teacher learning by collaborative design. In this contribution, three key features derived from these two theories, situatedness, agency and the cyclical nature of learning and change, are used to describe three cases of collaborative design in three different settings. Grounded on this theoretical basis and a synthesis of the three case descriptions, we propose an empirically and theoretically informed agenda for studying teacher learning by collaborative design.

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Collaborative design as a form of professional development

Thank you very much for downloading constructivism and the technology of instruction a conversation. As you may know, people have look hundreds times for their chosen readings like this constructivism and the technology of instruction a conversation, but end up in infectious downloads. Rather than reading a good book with a cup of tea in the afternoon, instead they are facing with some malicious virus inside their laptop.

Constructivism And The Technology Of Instruction A Conversation

/pdf/research-practice-partnerships-in-education-outcomes-4m1rykfg3x.pdf

Research-Practice Partnerships in Education: "Outcomes, Dynamics, and Open Questions." Conference Paper.

The purpose of this paper is to share lessons learned and tools developed that teachers can use to build pedagogically sound online courses Transitioning to online instruction is not learning to teach all over again, and it does not have to feel that way either Through the lens of three common questions new online teachers ask, the principal of a university-run online high school offers practical advice for transforming current pedagogical practices into effective online teaching This transformation is structured with an innovative “multi-level” approach to assessment This structure helps organize the transformation, letting teachers focus on building and/or maintaining crucial relationships and meaningful learning experiences with their students,An innovative assessment lens structures the transformation of practices from brick-and-mortar to online settings, clearing the opacity of the online teaching context so that teachers can return their focus building relationships and meaningful learning experiences with their students,The paper offers immediately-implementable strategies for designing online courses that facilitate relationship building, meet curricular goals, and are pedagogically sound,Teachers can adapt the tools, resources, and advice included in this paper to fit their unique teaching needs as they move to online teaching contexts,This paper uses the pedagogical model and assessment lens developed by the university-run high school and its principal to offer unique, practically implementable strategies for transitioning from brick-and-mortar to online teaching in this tumultuous time

https://www.emerald.com/insight/content/doi/10.1108/ILS-04-2020-0106/full/pdf?title=fostering-valuable-learning-experiences-by-transforming-current-teaching-practices-practical-pedagogical-approaches-from-online-practitioners

Fostering valuable learning experiences by transforming current teaching practices: practical pedagogical approaches from online practitioners

This chapter reframes the question “do badges work?” to explore when badges work. It presents three cases studied by the Design Principles Documentation project to demonstrate dynamic uses of digital badges and discuss the myriad issues associated with using digital badges as an assessment tool.

When Digital Badges Work: It’s Not About the Badges, It’s About Learning Ecosystems

Erin Knight is the senior learning director at the Mozilla Foundation and co-creator of Mozilla's Open Badges Infrastructure. Erin is leading the effort at the Mozilla Foundation to support the dyn...

Rebecca C. Itow

Papers

Collaborative design as a form of professional development

Collaborative design as a form of professional development

Fostering valuable learning experiences by transforming current teaching practices: practical pedagogical approaches from online practitioners

When Digital Badges Work: It’s Not About the Badges, It’s About Learning Ecosystems

Speaking Personally—With Erin Knight