Tracing teacher collaborative learning and innovation adoption: A case study in an inquiry learning platform

María Jesús Rodríguez-Triana, Luis P. Prieto, Tobias Ley, Ton De Jong, Denis Gillet

Research output: Chapter in Book/Report/Conference proceedingConference contributionAcademicpeer-review

1 Citation (Scopus)
36 Downloads (Pure)

Abstract

Social processes play an important role in teachers' ongoing professional learning: Through interactions with peers and experts to solve problems or co-create materials, teachers internalize knowledge developed in their communities. However, these social processes and their influence on teachers' learning (i.e., adopting new practices) are notoriously hard to study, given their implicit and informal nature. In this paper, we apply the Knowledge Appropriation Model (KAM) to trace how different social processes relate with the implementation of pedagogical innovations in the classroom (as a marker of professional learning), through the analysis of more than 20,000 artifacts from Go-Lab, an online community to support inquiry-based learning. Our results not only show how different social processes like sharing or co-creation seem to be related to increased classroom implementation. Also, they provide insights on how we can use traces from digital co-creation platforms, to better understand the social dimension of professional learning.

Original languageEnglish
Title of host publicationA Wide Lens
Subtitle of host publicationCombining Embodied, Enactive, Extended, and Embedded Learning in Collaborative Settings - 13th International Conference on Computer Supported Collaborative Learning, CSCL 2019 - Conference Proceedings
EditorsKristine Lund, Gerald P. Niccolai, Elise Lavoue, Cindy Hmelo-Silver, Gahgene Gweon, Michael Baker
PublisherInternational Society of the Learning Sciences (ISLS)
Pages432-439
Number of pages8
Volume1
ISBN (Electronic)9781732467231
Publication statusPublished - 2019
Event13th International Conference on Computer Supported Collaborative Learning, CSCL 2019: A Wide Lens: Combining Embodied, Enactive, Extended, and Embedded Learning in Collaborative Settings - École Normale Supérieure de Lyon, Lyon, France
Duration: 17 Jun 201921 Jun 2019
Conference number: 13
https://cscl2019.com/

Conference

Conference13th International Conference on Computer Supported Collaborative Learning, CSCL 2019
Abbreviated titleCSCL
CountryFrance
CityLyon
Period17/06/1921/06/19
Internet address

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Cite this

Jesús Rodríguez-Triana, M., Prieto, L. P., Ley, T., De Jong, T., & Gillet, D. (2019). Tracing teacher collaborative learning and innovation adoption: A case study in an inquiry learning platform. In K. Lund, G. P. Niccolai, E. Lavoue, C. Hmelo-Silver, G. Gweon, & M. Baker (Eds.), A Wide Lens: Combining Embodied, Enactive, Extended, and Embedded Learning in Collaborative Settings - 13th International Conference on Computer Supported Collaborative Learning, CSCL 2019 - Conference Proceedings (Vol. 1, pp. 432-439). International Society of the Learning Sciences (ISLS).
Jesús Rodríguez-Triana, María ; Prieto, Luis P. ; Ley, Tobias ; De Jong, Ton ; Gillet, Denis. / Tracing teacher collaborative learning and innovation adoption : A case study in an inquiry learning platform. A Wide Lens: Combining Embodied, Enactive, Extended, and Embedded Learning in Collaborative Settings - 13th International Conference on Computer Supported Collaborative Learning, CSCL 2019 - Conference Proceedings. editor / Kristine Lund ; Gerald P. Niccolai ; Elise Lavoue ; Cindy Hmelo-Silver ; Gahgene Gweon ; Michael Baker. Vol. 1 International Society of the Learning Sciences (ISLS), 2019. pp. 432-439
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Jesús Rodríguez-Triana, M, Prieto, LP, Ley, T, De Jong, T & Gillet, D 2019, Tracing teacher collaborative learning and innovation adoption: A case study in an inquiry learning platform. in K Lund, GP Niccolai, E Lavoue, C Hmelo-Silver, G Gweon & M Baker (eds), A Wide Lens: Combining Embodied, Enactive, Extended, and Embedded Learning in Collaborative Settings - 13th International Conference on Computer Supported Collaborative Learning, CSCL 2019 - Conference Proceedings. vol. 1, International Society of the Learning Sciences (ISLS), pp. 432-439, 13th International Conference on Computer Supported Collaborative Learning, CSCL 2019, Lyon, France, 17/06/19.

Tracing teacher collaborative learning and innovation adoption : A case study in an inquiry learning platform. / Jesús Rodríguez-Triana, María; Prieto, Luis P.; Ley, Tobias; De Jong, Ton; Gillet, Denis.

A Wide Lens: Combining Embodied, Enactive, Extended, and Embedded Learning in Collaborative Settings - 13th International Conference on Computer Supported Collaborative Learning, CSCL 2019 - Conference Proceedings. ed. / Kristine Lund; Gerald P. Niccolai; Elise Lavoue; Cindy Hmelo-Silver; Gahgene Gweon; Michael Baker. Vol. 1 International Society of the Learning Sciences (ISLS), 2019. p. 432-439.

Research output: Chapter in Book/Report/Conference proceedingConference contributionAcademicpeer-review

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AB - Social processes play an important role in teachers' ongoing professional learning: Through interactions with peers and experts to solve problems or co-create materials, teachers internalize knowledge developed in their communities. However, these social processes and their influence on teachers' learning (i.e., adopting new practices) are notoriously hard to study, given their implicit and informal nature. In this paper, we apply the Knowledge Appropriation Model (KAM) to trace how different social processes relate with the implementation of pedagogical innovations in the classroom (as a marker of professional learning), through the analysis of more than 20,000 artifacts from Go-Lab, an online community to support inquiry-based learning. Our results not only show how different social processes like sharing or co-creation seem to be related to increased classroom implementation. Also, they provide insights on how we can use traces from digital co-creation platforms, to better understand the social dimension of professional learning.

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Jesús Rodríguez-Triana M, Prieto LP, Ley T, De Jong T, Gillet D. Tracing teacher collaborative learning and innovation adoption: A case study in an inquiry learning platform. In Lund K, Niccolai GP, Lavoue E, Hmelo-Silver C, Gweon G, Baker M, editors, A Wide Lens: Combining Embodied, Enactive, Extended, and Embedded Learning in Collaborative Settings - 13th International Conference on Computer Supported Collaborative Learning, CSCL 2019 - Conference Proceedings. Vol. 1. International Society of the Learning Sciences (ISLS). 2019. p. 432-439