Yael Kali | University of Haifa (original) (raw)

Books by Yael Kali

One of the most significant developments in contemporary education is the view that knowing and u... more One of the most significant developments in contemporary education is the view that knowing and understanding are anchored in cultural practices within communities. This shift coincides with technological advancements that have reoriented end-user computer interaction from individual work to communication, participation and collaboration. However, while daily interactions are increasingly engulfed in mobile and networked Information and Communication Technologies (ICT), in-school learning interactions are, in comparison, technologically impoverished, creating the phenomenon known as the school-society digital disconnect. This volume argues that the theoretical and practical tools of scientists in both the social and educational sciences must be brought together in order to examine what types of interaction, knowledge construction, social organization and power structures: (a) occur spontaneously in technology-enhanced learning (TEL) communities or (b) can be created by design of TEL. This volume seeks to equip scholars and researchers within the fields of education, educational psychology, science communication, social welfare, information sciences, and instructional design, as well as practitioners and policy-makers, with empirical and theoretical insights, and evidence-based support for decisions providing learners and citizens with 21st century skills and knowledge, and supporting well-being in today’s information-based networked society.

Papers by Yael Kali

Learning In a Networked Society, 2019

This chapter describes five waves of learning mediated by information-communication technologies.... more This chapter describes five waves of learning mediated by information-communication technologies. Each wave is identified with particular pedagogies and technologies, and – critically – particular social conceptions of education that those pedagogies and technologies helped bring into being: Wave 1 – information dissemination and consumption; Wave 2 – constructivism and mind tools; Wave 3 – collaborative and social learning; Wave 4 – distributed Intelligence; and Wave 5 – eudaemonic learning. We argue that Wave 5-inspired research requires an epistemological shift, taking into account the mix of intentional and unintentional, engineered vs. accidental, and emergent vs. designed aspects of learning. We demonstrate how the research presented in this book moves toward a vision of research and design of eudaemonic learning. That is – the learning in a networked society research looks at learning as a component of how individuals and society mutually develop each other, while studying how technology helps create the conditions for such learning.

Proceedings of the 2019 AERA Annual Meeting

This study examined the conjecture that engaging students with contemporary science-related ethic... more This study examined the conjecture that engaging students with contemporary science-related ethical dilemmas and modern methods for deliberative dialogue to negotiate such dilemmas will increase their science capital. About 80 students participated in a World-Café out-of-school event, along with about 20 adults (teachers, parents, scientists, community members, school district members, and education researchers). Descriptive statistics and content analysis of survey answers were used for assessing change in students’ science capital. Findings indicate that the World-Café-inspired design supported both science-related behaviors and practices in the form of accountable talk, and students’ feeling that they benefited from discussing science with peers. These served as mediating processes for newly developed science-related dispositions and identities as well as future science affinity among students.

978-1-7324672-4-8, 2019

Interdisciplinary learning (IDL) has become widespread in schools, universities, workplaces and d... more Interdisciplinary learning (IDL) has become widespread in schools, universities, workplaces and diverse R&D settings. However, it is a highly challenging, fragmented and underexplored domain. Research that examined it is dispersed across multiple theoretical and methodological traditions, and targets diverse research problems, yet generating little impact on practice. This workshop aims to create a more holistic understanding of this research field by enabling CSCL researchers to share their theoretical and methodological tools and practices. It further aims at outlining an agenda for synthesizing this work into an integrated theoretical and methodological toolkit that would allow researchers, designers and other practitioners in the IDL field to conceptualize their studies and design IDL environments more holistically and robustly. The workshop is co-organized by an international team of researchers with expertise in studying various aspects of interdisciplinary collaboration, knowledge co-creation and learning, and who operate within diverse research traditions. Participants will be invited through an open call, highlighting the need for contributions of conceptual, methodological and empirical nature.

Inclusion of immigrant students into higher education is of major social, political and academic ... more Inclusion of immigrant students into higher education is of major social, political and academic importance. Hence, much effort has been made to identify factors that are essential for their successful integration into the academic world. One factor that has received only little attention is online networks, and specifically—the online study groups that offer immigrant students important learning, cultural and social resources. Accordingly, this study aimed at (a) examining the obstacles that immigrant students encounter in their participation in OSGs; (b) identifying ways for a more active online participation; and (c) determining the role that such participation plays in immigrant students’ social and academic integration. These goals were achieved using a case study of students of Ethiopian origin in Israel. The study was conducted in two stages: without and with intervention, which included incorporation of a formal OSG into an academic course. The findings show that participati...

International Handbook of Inquiry and Learning, 2021

The Art & Science of Learning Design, 2015

Research in the learning sciences has shown that many opportunities to learn arise in the course ... more Research in the learning sciences has shown that many opportunities to learn arise in the course of designing an artefact in general, and in designing an artefact intended for others to learn with, in particular. Papert (1991), in his description of constructionism claimed that a productive way to support learning is to engage learners in constructing a public artefact “whether sand castle on the beach or a theory of the universe” (p. 1).

Design-based research (DBR) methods are an important cornerstone in the methodological repertoire... more Design-based research (DBR) methods are an important cornerstone in the methodological repertoire of the learning sciences, and they play a particularly important role in CSCL research and development. In this chapter, we first lay out some basic definitions of what DBR is and is not, and discuss some history of how this concept came to be part of the CSCL research landscape. We then attempt to describe the state-of-the-art by unpacking the contributions of DBR to both epistemology and ontology of CSCL. We describe a tension between two modes of inquiry—scientific and design—which we view as inherent to DBR, and explain why this has provoked ongoing critique of DBR as a methodology, and debates regarding the type of knowledge DBR should produce. Finally, we present a renewed approach for conducting a more methodologically coherent DBR, which calibrates between these two modes of inquiry in CSCL research.

Learning In a Networked Society, 2019

The dramatic technological advancements that characterize our current networked society have shif... more The dramatic technological advancements that characterize our current networked society have shifted the ways that people communicate, educate, and interact with each other. How could we build on these advancements to enhance the democratic essence of learning processes for the benefit of both society as a whole and its individual members? What are the opportunities? What are the challenges and threats? This chapter explores the added value of communication technologies to democracy and education. It then builds on this analysis in its examination of the relations between democracy and education, as exemplified in a specific case study: a set of two interconnected interdisciplinary courses in higher education, entitled, as the name of this book – Learning in a Networked Society. As such, it demonstrated a strong potential for cross-fostering of ideas between educational scientists – who focus on the interventionist, design-based study of learning – and social scientists, who may also focus on analytic study of spontaneous social phenomena.

Design studies provide evidence for the effectiveness of specific supports for learning in techno... more Design studies provide evidence for the effectiveness of specific supports for learning in technology-enhanced environments, and suggest guidelines for the design and use of such features. The Design Principles Database is a public collaborative knowledge building tool that helps capture and synthesize this knowledge using "design principles " as a basic construct. In this chapter we highlight eight pragmatic design principles from the Design Principles Database, which are most likely to support learning, and provide evidence that shows how learning is supported by features in technologies that apply these principles.

This symposium presents our efforts to reconceptualize learning spaces from their traditional not... more This symposium presents our efforts to reconceptualize learning spaces from their traditional notions as bound and immutable to a view in which the physical and social boundaries are flexible and dynamically connected to the learning itself. We present the work from five international research centers that consider space as a multi-dimensional mediational tool that shapes, and is shaped by, the learning communities who use them. In each case, researchers will present their innovative spaces along with the learning community frameworks they use to describe and design them. Each study demonstrates specific insights regarding how to conceptualize and design Future Learning Spaces for Learning Communities.

This series of reports explores new forms of teaching, learning and assessment for an interactive... more This series of reports explores new forms of teaching, learning and assessment for an interactive world, to guide teachers and policy makers in productive innovation. This sixth report proposes ten innovations that are already in currency but have not yet had a profound influence on education. To produce it, a group of academics at the Institute of Educational Technology in The Open University collaborated with researchers from the Learning In a NetworKed Society (LINKS) Israeli Center of Research Excellence (I-CORE). Themes: • Big-data inquiry: thinking with data • Learners making science • Navigating post-truth societies • Immersive learning • Learning with internal values • Student-led analytics • Intergroup empathy • Humanistic knowledge-building communities • Open Textbooks • Spaced Learning

Learning In a Networked Society, 2019

Our approach to learning in a networked society is grounded in the assumption that “schooling” an... more Our approach to learning in a networked society is grounded in the assumption that “schooling” and “society” cannot be considered separate entities. Consequently, research in this area should draw on both educational and social sciences. Bringing together the theoretical and practical tools of both domains allows us to examine the types of interaction, knowledge construction, social organization, and power structures that: (a) occur spontaneously in technology-enhanced learning communities or (b) can be created by design. In this chapter, we present issues that characterize learning in a networked society, such as school-society digital disconnect, digital divides, and the purposeful or invasive permeation of ideas between communities. We discuss the complementary roles that educational and social sciences can play in studying these issues. We conclude with an overview of each of the chapters in this book, highlighting the ways in which they integrate or juxtapose disciplinary lenses to investigate different aspects of learning in a networked society.

EDeR. Educational Design Research, 2017

This research explored the implementation of a technology-enhanced instructional model for interd... more This research explored the implementation of a technology-enhanced instructional model for interdisciplinary learning. The model was developed in a previous phase of this research via DBR in the context of higher-education. Our aim in the current phase was to extend the applicability of the model and refine its underlying design principles based on their implementation in three secondary schools. For this purpose, a research-practice partnership was established, which included researchers, practitioners from an educational non-governmental organization, school principals, and teachers. Three practitioner-teams, facilitated by one of the researchers, collaboratively designed their own technology-enhanced interdisciplinary learning environments, in which they adapted the instructional model. This paper presents a new type of principled practical knowledge (PPK) —enhanced principled instructional model— which was obtained by comparison between the practitioners' designs and the ori...

Interdisciplinary Journal of e-Skills and Lifelong Learning, 2015

Students of Ethiopian origin belong to one of the weakest sectors in the Jewish population of Isr... more Students of Ethiopian origin belong to one of the weakest sectors in the Jewish population of Israel. During their studies they have to deal with social alienation, cultural gaps, economic hardships, and racial stereotypes which reduce their chances to successfully complete their academic degree. In this respect, the present research asks whether online social media could provide those youngsters with tools and resources for their better social integration and adaptation to the academic life. For this purpose, the study was conducted in one of Israel’s largest academic colleges while adopting a design-based research approach, which advanced gradually on a continuum between ‘ambient’ and ‘designed’ technology-enhanced learning communities. The interventions applied for this study aimed at examining how they may encourage students of Ethiopian origin to expand their activities in the online social learning groups. The findings indicate that the main pattern of students of Ethiopian or...

Interdisciplinary Journal of e-Skills and Lifelong Learning, 2016

This study examined a professional development program designed to support Civics teachers in the... more This study examined a professional development program designed to support Civics teachers in their efforts to promote empathy among Israeli Jewish students towards Israeli Arabs. The design rationale for the program is that teachers should experience empathic processes themselves before supporting their students in such an endeavor and that meaningful empathic processes can occur online if activities are properly designed. All phases of the program were designed to support teachers to participate as part of an online community of practice. Sixty Jewish teachers participated in two iterations of the design study. Refinements were made in the second iteration to provide teachers with explicit definitions of empathy and specific instructions for reflection. Findings indicate that these changes were reflected in higher degrees of empathic responses among teachers. Teachers also indicated that being a part of an online learning community contributed to the learning process they experien...

British Journal of Educational Technology, 2018

Extending teaching beyond the classroom walls has been known for its potential to promote inquiry... more Extending teaching beyond the classroom walls has been known for its potential to promote inquiry learning in various disciplinary domains. Current technologies can enhance these benefits, especially by enabling supports for seamless learning between contexts. But even without technology, teachers tend to refrain from implementing outdoor inquiry due to the many complexities involved. To address this challenge, a design‐based research (DBR) was employed to develop and explore a teacher professional development (TPD) model for supporting teachers in designing TEL environments for outdoor inquiry. The study included two exploratory iterations, both implemented within TPD programs comprised of three stages (teachers‐as‐learners, teachers‐as‐designers, teachers‐as‐enactors). Analysis of the TEL environments' teachers designed in the first iteration revealed insufficient supports for students' seamless learning. Based on these findings, we developed the Supporting Outdoor Inquiry Learning (SOIL) guidelines to support teachers in designing seamless flows of activities for learning within and between four dimensions: scientific practices, outdoor learning, physical settings and social activity structures. Findings from the second iteration, in which the SOIL guidelines were embedded in each of the TPD stages, indicate that they enabled teachers to productively analyze and design TEL environments for outdoor inquiry. [ABSTRACT FROM AUTHOR]

Learning In a Networked Society, 2019

Proceedings of the 2019 AERA Annual Meeting

978-1-7324672-4-8, 2019

International Handbook of Inquiry and Learning, 2021

The Art & Science of Learning Design, 2015

Learning In a Networked Society, 2019

EDeR. Educational Design Research, 2017

Interdisciplinary Journal of e-Skills and Lifelong Learning, 2015

Interdisciplinary Journal of e-Skills and Lifelong Learning, 2016

British Journal of Educational Technology, 2018

Interdisciplinary Journal of e-Skills and Lifelong Learning, 2015

Implementing inquiry in the outdoors introduces many challenges for teachers, some of which can b... more Implementing inquiry in the outdoors introduces many challenges for teachers, some of which can be dealt with using mobile technologies. For productive use of these technologies, teachers should be provided with the opportunity to develop relevant knowledge and practices. In a professional development (PD) program in this design-based research, 24 teachers were involved in adaptation of a learning environment supporting inquiry in the outdoors that included the use of mobile technologies. They first experienced the learning environment as learners, then adapted it for their own use, and finally, enacted the adapted environment with peers. We examined the scope and character of teacher involvement in adaptation, and the consequent professional growth, by analyzing observations, questionnaires, interviews and the adapted learning-environments. Findings indicate that all teachers demonstrated change processes, including changes in knowledge and practice, but the coherence of the learni...

Design of (technology-enhanced) learning activities and materials is one fruitful process through... more Design of (technology-enhanced) learning activities and materials is one fruitful process through which teachers learn and become professionals. To facilitate this process, research is needed to understand how teachers learn through design, how this process may be supported, and how teacher involvement in design partnerships with researchers impacts the quality of the artifacts created, their implementation, and ultimately, student learning. This session speaks to that need by bringing together diverse researchers who, together with practitioners, have explored various affordances of (technology-enhanced learning) design activities for facilitating teaching, learning, curriculum innovation and teacher professional development.