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Title: Community-Based Design Partnerships: Examples from a New Generation of CHAT/DBR
Authors: Melendez, Jose W.
Radinsky, Josh
Vossoughi, Shirin
Marin, Ananda Maria
Bang, Megan
Nolan, Charlene Montano
Phillips, Nathan C
Lund, Virginia Killian
Gonzales, Wendy
Allen, Shawndra
Bild, David
Bruton, Ilana
Carmichae, Jaclyn
Martell, Emma
Schmidt, Ani
Jurow, A. Susan
Hall, Rogers
Issue Date: Jul-2018
Publisher: International Society of the Learning Sciences, Inc. [ISLS].
Citation: Melendez, J. W., Radinsky, J., Vossoughi, S., Marin, A. M., Bang, M., Nolan, C. M., Phillips, N. C., Lund, V. K., Gonzales, W., Allen, S., Bild, D., Bruton, I., Carmichae, J., Martell, E., Schmidt, A., Jurow, A. S., & Hall, R. (2018). Community-Based Design Partnerships: Examples from a New Generation of CHAT/DBR. In Kay, J. and Luckin, R. (Eds.) Rethinking Learning in the Digital Age: Making the Learning Sciences Count, 13th International Conference of the Learning Sciences (ICLS) 2018, Volume 2. London, UK: International Society of the Learning Sciences.
Abstract: There has been great interest recently, across research communities, in the intersection of formative interventionist methodologies (originating in cultural-historical activity theory, or CHAT) and design-based research (originating in the learning sciences). A recent special issue of the Journal of the Learning Sciences was dedicated to exploring “CHAT/DBR” from multiple perspectives (Penuel, Cole & O’Neill, 2016). Beyond the similarities and differences between these methodologies, this scholarship also imagines new possibilities and orientations drawing on the two traditions – new roles for researchers and collaborators, alternative “argumentative grammars” (Kelly, 2004) underlying these approaches, and even new conceptions of learning itself. This symposium highlights the work of emerging scholars whose research employs variations of CHAT-inspired DBR in collaborative, community-grounded work oriented toward social change. The session offers innovative perspectives on how we conceptualize learning; rethinking design in our methods; what constitutes a learning environment; and rethinking relationships among researchers, partners, learners and interventions.
Appears in Collections:ICLS 2018

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