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Proceedings for proceedings of the Fourth Annual Meeting of the International Society of the Learning Sciences (ISLS 2024), 2024
This structured poster session brings together eight presentations of research practice partnersh... more This structured poster session brings together eight presentations of research practice partnership (RPP) projects that have designed and deployed learning design (LD) tools to scaffold teachers’ learning and collaboration as designers. These tools are designed according to the design principles underpinning the respective RPP projects, playing an important role in their implementation. The LD tools presented have diverse features and functionalities, ranging from scaffolding peer review of LDs, visualization of the LD workflow, sharing of LDs for peer adoption, guidance in the design of specific learning activities, design of personalized feedback, fostering collaboration and learning of geographically distributed LD professionals, to the provision of an LD language for shared communication, layered LD decision-making and visualization of design analytics. Such diversities highlight the need for and challenges to establishing LD as a design profession and the potential for LD tools to support the establishment of a learning sciences-grounded designer profession.
Proceedings for International Conference on Computers in Education, 2024
Does technology drive pedagogy, or should the pedagogical horse drive the technological cart when... more Does technology drive pedagogy, or should the pedagogical horse drive the technological cart when leveraging technology for teaching and learning? By tracing teachers' enactment of Knowledge Building (KB), this paper argues that this dichotomy is inadequate in describing the entangled nature of teaching and learning, particularly in educational approaches like KB. With computer-supported collaborative learning technologies such as the Knowledge Forum® (KF) playing a critical role in capturing and recording students' idea improvement over extended periods, most KB teachers regarded the KF as an important tool in their arsenal. However, little is known about how teachers use KF for KB and how their KF usage subsequently shaped KB in their classroom. This paper reports part of the findings in a multi-case study that seeks to develop a meta-lens to characterise KB design and enactment in Singapore. Of interest is how the analysis revealed (a) a variability in teachers' usage of the KF, (b) how this variability alluded to the presence of several mutually reinforcing barriers to change in technology integration, and (c) how these barriers shaped the nature of KB as enacted in their classrooms. The analysis illuminated how three teachers, out of the five observed, experienced more significant barriers to change in KF integration that constrained their KB enactment. This study calls for a deeper exploration of the 'entangled pedagogy' concept and invites discussion on how principle-based educational approaches like KB are influenced by various contextual factors.
Proceedings for proceedings of the Fourth Annual Meeting of the International Society of the Learning Sciences (ISLS 2024), 2024
This structured poster session brings together eight presentations of research practice partnersh... more This structured poster session brings together eight presentations of research practice partnership (RPP) projects that have designed and deployed learning design (LD) tools to scaffold teachers’ learning and collaboration as designers. These tools are designed according to the design principles underpinning the respective RPP projects, playing an important role in their implementation. The LD tools presented have diverse features and functionalities, ranging from scaffolding peer review of LDs, visualization of the LD workflow, sharing of LDs for peer adoption, guidance in the design of specific learning activities, design of personalized feedback, fostering collaboration and learning of geographically distributed LD professionals, to the provision of an LD language for shared communication, layered LD decision-making and visualization of design analytics. Such diversities highlight the need for and challenges to establishing LD as a design profession and the potential for LD tools to support the establishment of a learning sciences-grounded designer profession.
Proceedings for International Conference on Computers in Education, 2024
Does technology drive pedagogy, or should the pedagogical horse drive the technological cart when... more Does technology drive pedagogy, or should the pedagogical horse drive the technological cart when leveraging technology for teaching and learning? By tracing teachers' enactment of Knowledge Building (KB), this paper argues that this dichotomy is inadequate in describing the entangled nature of teaching and learning, particularly in educational approaches like KB. With computer-supported collaborative learning technologies such as the Knowledge Forum® (KF) playing a critical role in capturing and recording students' idea improvement over extended periods, most KB teachers regarded the KF as an important tool in their arsenal. However, little is known about how teachers use KF for KB and how their KF usage subsequently shaped KB in their classroom. This paper reports part of the findings in a multi-case study that seeks to develop a meta-lens to characterise KB design and enactment in Singapore. Of interest is how the analysis revealed (a) a variability in teachers' usage of the KF, (b) how this variability alluded to the presence of several mutually reinforcing barriers to change in technology integration, and (c) how these barriers shaped the nature of KB as enacted in their classrooms. The analysis illuminated how three teachers, out of the five observed, experienced more significant barriers to change in KF integration that constrained their KB enactment. This study calls for a deeper exploration of the 'entangled pedagogy' concept and invites discussion on how principle-based educational approaches like KB are influenced by various contextual factors.