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Conference Paper: Supporting teacher learning for pedagogical innovation through collaborative co-design: issues and challenges

TitleSupporting teacher learning for pedagogical innovation through collaborative co-design: issues and challenges
Authors
Issue Date2014
PublisherInternational Society of the Learning Sciences (ISLS). The Proceedings' web site is located at http://www.isls.org/icls2014/Proceedings.html
Citation
The 2014 International Conference of the Learning Sciences (ICLS), University of Colorado, Boulder, CO., 23-27 June 2014. In Learning and Becoming in Practice, 2014, v. 2, p. 777-784 How to Cite?
AbstractThis study reports on an in-depth analysis of two teachers’ implementation of one collaboratively designed curriculum unit in the context of the school’s participation in an e-learning initiative to integrate ICT use in the grade 5 General Studies curriculum. The analysis reveals significant differences in the actual implementation as well as in the students’ learning outcomes achieved. While both teachers ventured beyond their comfort zone to provide more opportunities for student interactions and explorations, the enacted implementations reflect differences in the learning goals they targeted and their knowledge of practice. Visualizations of learning analytics did not trigger further exploration among teachers, though these reveal strong links between learning outcomes and the enacted curriculum. Findings raise questions about collaborative instructional design as a model for organizing teacher learning for pedagogical innovation, and the paper proposes design principles and further research to better facilitate innovation-focused professional development.
Persistent Identifierhttp://hdl.handle.net/10722/201115
ISSN

 

DC FieldValueLanguage
dc.contributor.authorLaw, Nen_US
dc.contributor.authorYuen, JKLen_US
dc.contributor.authorLee, Yen_US
dc.date.accessioned2014-08-21T07:14:03Z-
dc.date.available2014-08-21T07:14:03Z-
dc.date.issued2014en_US
dc.identifier.citationThe 2014 International Conference of the Learning Sciences (ICLS), University of Colorado, Boulder, CO., 23-27 June 2014. In Learning and Becoming in Practice, 2014, v. 2, p. 777-784en_US
dc.identifier.issn1814-9316-
dc.identifier.urihttp://hdl.handle.net/10722/201115-
dc.description.abstractThis study reports on an in-depth analysis of two teachers’ implementation of one collaboratively designed curriculum unit in the context of the school’s participation in an e-learning initiative to integrate ICT use in the grade 5 General Studies curriculum. The analysis reveals significant differences in the actual implementation as well as in the students’ learning outcomes achieved. While both teachers ventured beyond their comfort zone to provide more opportunities for student interactions and explorations, the enacted implementations reflect differences in the learning goals they targeted and their knowledge of practice. Visualizations of learning analytics did not trigger further exploration among teachers, though these reveal strong links between learning outcomes and the enacted curriculum. Findings raise questions about collaborative instructional design as a model for organizing teacher learning for pedagogical innovation, and the paper proposes design principles and further research to better facilitate innovation-focused professional development.-
dc.languageengen_US
dc.publisherInternational Society of the Learning Sciences (ISLS). The Proceedings' web site is located at http://www.isls.org/icls2014/Proceedings.htmlen_US
dc.relation.ispartofLearning and Becoming in Practice: ICLS 2014 Proceedingsen_US
dc.rightsCreative Commons: Attribution 3.0 Hong Kong License-
dc.titleSupporting teacher learning for pedagogical innovation through collaborative co-design: issues and challengesen_US
dc.typeConference_Paperen_US
dc.identifier.emailLaw, N: nlaw@hku.hken_US
dc.identifier.emailYuen, JKL: jyuen@hku.hken_US
dc.identifier.emailLee, Y: yeunglee@hkucc.hku.hken_US
dc.identifier.authorityLaw, N=rp00919en_US
dc.description.naturepublished_or_final_version-
dc.identifier.hkuros233959en_US
dc.identifier.volume2en_US
dc.identifier.spage777en_US
dc.identifier.epage784en_US
dc.publisher.placeUnited Statesen_US

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