Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/7344
Title: Transition, Lamination, and Personification: Affordances for Teacher Learning in a Mixed Reality Simulation
Authors: Gravell, Jamie
Wilhelm, Anne Garrison
Wernick, Ann Marie
Keywords: CSCL
Issue Date: Jun-2021
Publisher: International Society of the Learning Sciences
Citation: Gravell, J., Wilhelm, A. G., & Wernick, A. M. (2021). Transition, Lamination, and Personification: Affordances for Teacher Learning in a Mixed Reality Simulation. In Hmelo-Silver, C. E., De Wever, B., & Oshima, J. (Eds.), Proceedings of the 14th International Conference on Computer-Supported Collaborative Learning - CSCL 2021 (pp. 281-282). Bochum, Germany: International Society of the Learning Sciences.
Abstract: Collaborative approaches to teacher professional development have the potential to support teacher learning. We studied the affordances of a Mixed-Reality Simulation of a mathematics discussion with a “notice and wonder” protocol in supporting teacher development in a collaborative setting. Qualitative analysis of 8 in-service teachers’ participation in the rehearsals revealed how teacher sensemaking was supported by conversations during transitions between sessions as well as the lamination of different semiotic resources and personification of avatars within those conversations.
URI: https://doi.dx.org/10.22318/cscl2021.281
https://repository.isls.org//handle/1/7344
Appears in Collections:ISLS Annual Meeting 2021

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