Informing Design Research: Learning From Teachers' Designs of Social Infrastructure     

Katerine Bielaczyc 《学习科学杂志》2013,22(2):258-311

The design research methodology as it has currently developed centers on the creation of existence proofs, an important first step. What is needed then are the next steps of expanding the methodology to address the design problems of practical implementation prior to the steps involved in scaling up these designs. This article contributes to such an expansion through developing a systematic approach to learning from teachers' enactments of educational models. Design research focused on practical implementations by teachers can create knowledge regarding critical change processes, thus helping to create a theory of trajectories of change, or “implementation paths” (Bielaczyc & Collins, 2006a Bielaczyc, K. and Collins, A. 2006a. Implementation paths: Supporting the trajectory teachers traverse in implementing technology-based learning environments in classroom practice. Journal of Educational Technology, 46(2): 8–14.  [Google Scholar] Collins, Joseph, & Bielaczyc, 2004 Collins, A., Joseph, D. and Bielaczyc, K. 2004. Design research: Theoretical and methodological issues. Journal of the Learning Sciences, 13: 15–42. [Taylor & Francis Online], [Web of Science ®] , [Google Scholar]). Here I propose using the Social Infrastructure Framework (Bielaczyc, 2006 Bielaczyc, K. 2006. Designing social infrastructure: Critical issues in creating learning environments with technology. Journal of the Learning Sciences, 15: 301–329. [Taylor & Francis Online], [Web of Science ®] , [Google Scholar]) to analyze the design of classroom social structures by developers and teachers in order to better understand their implications for constructing implementation paths. The analytic technique is exemplified through a case study involving a particular team of teachers who worked over the course of several years to adopt a knowledge-building communities approach (Bereiter, 2002 Bereiter, C. 2002. Education and mind in the knowledge age, Mahwah, NJ: Erlbaum. [Crossref] , [Google Scholar]; Scardamalia, 2002 Scardamalia, M. 2002. “Collective cognitive responsibility for the advancement of knowledge”. In Liberal education in the knowledge society, Edited by: Smith, B. 67–98. Chicago, IL: Open Court.  [Google Scholar]; Scardamalia & Bereiter, 1991 Scardamalia, M. and Bereiter, C. 1991. Higher levels of agency for children in knowledge building: A challenge for the design of new knowledge media. Journal of the Learning Sciences, 1: 37–68. [Taylor & Francis Online] , [Google Scholar] 1994). The results are used to discuss implications for the methodology of design research.  相似文献   

Learner-generated designs in participatory culture: what they are and how they are shaping learning     

Beaumie Kim  Lynde Tan  Katerine Bielaczyc 《Interactive Learning Environments》2015,23(5):545-555

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Knowledge building: aligning education with needs for knowledge creation in the digital age     

Tan  Seng Chee  Chan  Carol  Bielaczyc  Katerine  Ma  Leanne  Scardamalia  Marlene  Bereiter  Carl 《Educational technology research and development : ETR & D》2021,69(4):2243-2266

Educational technology research and development - This paper examines the alignment of education with the needs for knowledge creation in the digital age using the Knowledge Building model and...  相似文献   

Revisiting learning communities: innovations in theory and practice     

Yotam Hod  Katerine Bielaczyc  Dani Ben-Zvi 《Instructional Science》2018,46(4):489-506

Research on learning communities has been largely influenced by the sociocultural turn in educational scholarship approximately three decades ago. Here, we present a wider history of research and practice on learning communities as we revisit this highly generative and central topic in the learning sciences. Using this to frame our perspective, we examine several central themes in learning communities by comparing and contrasting four cutting-edge conceptions and innovations. We conclude by asking and providing preliminary answers to three key questions in scholarship on learning communities: (1) Where are the learning and instructional sciences going? (2) Where is education going? (3) Where is the world going? Altogether, this paper can serve as an orientation to the topic of learning communities as research and practice moves forward.  相似文献