Please use this identifier to cite or link to this item:
Title: Learning Design as a Medium for Scaffolding Teacher Learning and Collaboration
Authors: Law, Nancy
Laurillard, Diana
Lee, Yeung
Issue Date: Jun-2011
Publisher: International Society of the Learning Sciences
Citation: Law, N., Laurillard, D., & Lee, Y. (2011). Learning Design as a Medium for Scaffolding Teacher Learning and Collaboration. In Spada, H., Stahl, G., Miyake, N., & Law, N. (Eds.), Connecting Computer-Supported Collaborative Learning to Policy and Practice: CSCL2011 Conference Proceedings. Volume I — Long Papers (pp. 526-533). Hong Kong, China: International Society of the Learning Sciences.
Abstract: Teachers implementing new curricula targeting the development of 21st century skills face the challenge of learning how to design learning experiences that align with the intended pedagogical approach. Curriculum reform initiatives expect that development will take place at least in part through teacher collaboration and sharing of curriculum resources through digital repositories. However, curriculum artifacts have not so far proved to be an effective medium for teacher collaboration. This paper argues that the teaching profession suffers from not having a shared professional language to describe and communicate their design ideas, and demonstrates that the provision of a design language and format that highlights the multilevel, multi-faceted aspects of a design helps to scaffold teacher discourse to deeper pedagogical discussions. On the basis of the findings from a cross-cultural collaboration, we set out the implications for computer-supported collaborative learning for teachers, to enable more effective teacher learning and collaboration.
Appears in Collections:CSCL 2011

Files in This Item:
File SizeFormat 
526-533.pdf469.49 kBAdobe PDFView/Open

Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.