Participatory design research and Professional Learning Networks for digital literacy and disciplinary understanding in school

Updated: 3:43pm, 11 Nov, 2022
6 November 2013 (Wed)
Room 101, Runme Shaw Building, The University of Hong Kong
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This presentation discusses participatory design research as an innovative research approach characterized by a more structured inclusion of participants into the design research process. The iterative socio-cultural processes will be illustrated by two interrelated on-going initiatives involving ICT-supported learning as a practice shift for teachers, and mutual close collaboration between teachers, administrators, and a support team including University-based researchers and techno-pedagogical consultants. The main goal of this research is to design and validate a “professional learning network” to develop and investigate digital literacy and disciplinary understanding in mathematics classrooms, with a focus on the transition between elementary and high school. Teachers use digital tools and media for their own on-going professional development within a professional learning network. They also explore a variety of software and digital resources relevant to students learning mathematics. Rich descriptions and artifacts from classroom experiences serve as objects for ongoing sharing, reflection, and sense making. Digital video is used to create “video-based on-line lesson study” opportunities. Measures of teachers” stages of concern, sense of community, TPCK, and students’ learning outcomes are collected and analyzed. Fundamental conceptual underpinnings of our projects include, in addition to a collaborative design-based enterprise, a focus of professional development, adaptive expertise, and fostering a culture of inquiry and knowledge sharing.

About the speaker(s):

<p>Alain Breuleux is a cognitive psychologist collaborating with school teachers and administrators to design and investigate sustainable technology-enabled networks for learning, advanced pedagogical practices, and knowledge management in education. In recent years, he has lead collaborative research to understand how children and educators can best use Internet and multimedia tools to construct and share knowledge (<em>Creating, Collaborating and Computing: Enhancing the Teaching and Learning of Mathematics Using Technology</em>,<em> L&rsquo;&Eacute;cole &Eacute;loign&eacute;e en R&eacute;seau (Remote Netowrked Schools)</em> and <em>Building Community through TeleCollaboration</em>). In these projects students and teachers interact with peers through various collaborative and knowledge-building tools. The research dimension in this design experiment looks at teachers&rsquo; and students&rsquo; knowledge, attitudes, motivation, interaction exchanges, and learning.</p>

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