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 conferencePaperAcademic

    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

    Fingerprint

    teacher
    learning
    research process
    artifact
    innovation
    curriculum
    Teaching
    student

    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.
    Voogt, Joke ; Laferriere, Therese ; Breuleux, Alain ; Itow, Rebecca C. ; McKenney, Susan ; Hickey, Daniel T. / Collaborative design as a form of professional development. Paper presented at 11th International Conference of the Learning Sciences, ICLS 2014, Boulder, United States.
    @conference{115b543b7f9b4d1c8071346fb483a6d2,
    title = "Collaborative design as a form of professional development",
    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.",
    keywords = "METIS-308549",
    author = "Joke Voogt and Therese Laferriere and Alain Breuleux and Itow, {Rebecca C.} and Susan McKenney and Hickey, {Daniel T.}",
    year = "2014",
    month = "6",
    day = "23",
    language = "English",
    pages = "--",
    note = "11th International Conference of the Learning Sciences, ICLS 2014, ICLS ; Conference date: 23-06-2014 Through 27-06-2014",

    }

    Voogt, J, Laferriere, T, Breuleux, A, Itow, RC, McKenney, S & Hickey, DT 2014, 'Collaborative design as a form of professional development' Paper presented at 11th International Conference of the Learning Sciences, ICLS 2014, Boulder, United States, 23/06/14 - 27/06/14, pp. -.

    Collaborative design as a form of professional development. / Voogt, Joke; Laferriere, Therese; Breuleux, Alain; Itow, Rebecca C.; McKenney, Susan; Hickey, Daniel T.

    2014. - Paper presented at 11th International Conference of the Learning Sciences, ICLS 2014, Boulder, United States.

    Research output: Contribution to conferencePaperAcademic

    TY - CONF

    T1 - Collaborative design as a form of professional development

    AU - Voogt, Joke

    AU - Laferriere, Therese

    AU - Breuleux, Alain

    AU - Itow, Rebecca C.

    AU - McKenney, Susan

    AU - Hickey, Daniel T.

    PY - 2014/6/23

    Y1 - 2014/6/23

    N2 - 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.

    AB - 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.

    KW - METIS-308549

    M3 - Paper

    SP - -

    ER -

    Voogt J, Laferriere T, Breuleux A, Itow RC, McKenney S, Hickey DT. Collaborative design as a form of professional development. 2014. Paper presented at 11th International Conference of the Learning Sciences, ICLS 2014, Boulder, United States.