Please use this identifier to cite or link to this item:
|Title:||Beyond and Within Classroom Walls: Designing Principled Pedagogical Tools for Student and Faculty Uptake|
|Authors:||Charles, Elizabeth S.|
|Publisher:||International Society of the Learning Sciences, Inc. [ISLS].|
|Citation:||Charles, E. S., Lasry, N., Whittaker, C., Dugdale, M., Lenton, K., Bhatnagar, S., & Guillemette, J. (2015). Beyond and Within Classroom Walls: Designing Principled Pedagogical Tools for Student and Faculty Uptake In Lindwall, O., Häkkinen, P., Koschman, T. Tchounikine, P. Ludvigsen, S. (Eds.) (2015). Exploring the Material Conditions of Learning: The Computer Supported Collaborative Learning (CSCL) Conference 2015, Volume 1. Gothenburg, Sweden: The International Society of the Learning Sciences.|
|Abstract:||This paper tells the story of DALITE, a design-based experiment, involving a co-design project, spanning three iterations and nearly four years. DALITE was designed around the principles of peer instruction, in particular, self-explanation and intentional reflection. DALITE consists of two databases: a database of college-level physics questions and another of student-generated rationales. We report on the iterative design process that has shaped this web-based asynchronous learning environment and on its use as part of an active learning pedagogy. Using mixed methods we have tested DALITE’s effectiveness to support conceptual change, examined the content of its databases, observed its use in classrooms, and conducted interviews from users – students as well as instructors. These data help to reveal the conditions of DALITE’s effectiveness. We discuss our findings and provide design guidelines.|
|Appears in Collections:||CSCL 2015|
Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.