Collaborative design as a form of professional development

Joke Voogt, Thérèse Laferrière, Alain Breuleux, Rebecca C. Itow, Daniel T. Hickey, Susan McKenney

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
Publication statusPublished - 23 Jun 2014
Event11th International Conference of the Learning Sciences, ICLS 2014: Learning and Becoming in Practice - Boulder, United States
Duration: 23 Jun 201427 Jun 2014
Conference number: 11

Conference

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

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