Collaborative design as a form of professional development

Joke Voogt, Therese Laferriere, Alain Breuleux, Rebecca C. Itow, Susan McKenney, Daniel T. Hickey

    Research output: Contribution to conferencePaper

    Abstract

    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.
    Original languageEnglish
    Pages-
    Publication statusPublished - 23 Jun 2014
    Event11th International Conference of the Learning Sciences, ICLS 2014 - Boulder, United States
    Duration: 23 Jun 201427 Jun 2014
    Conference number: 11

    Conference

    Conference11th International Conference of the Learning Sciences, ICLS 2014
    Abbreviated titleICLS
    CountryUnited States
    CityBoulder
    Period23/06/1427/06/14

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    Keywords

    • METIS-308549

    Cite this

    Voogt, J., Laferriere, T., Breuleux, A., Itow, R. C., McKenney, S., & Hickey, D. T. (2014). Collaborative design as a form of professional development. -. Paper presented at 11th International Conference of the Learning Sciences, ICLS 2014, Boulder, United States.