Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/7450
Title: Teachers as Learners in Research Practice Partnerships: A Design Narrative of a Social Design Experiment for Maker-based Learning
Authors: Schindler, Emily
Keywords: Learning Sciences
Issue Date: Jun-2021
Publisher: International Society of the Learning Sciences
Citation: Schindler, E. (2021). Teachers as Learners in Research Practice Partnerships: A Design Narrative of a Social Design Experiment for Maker-based Learning. In de Vries, E., Hod, Y., & Ahn, J. (Eds.), Proceedings of the 15th International Conference of the Learning Sciences - ICLS 2021. (pp. 1163-1164). Bochum, Germany: International Society of the Learning Sciences.
Abstract: This paper offers a comparison of three distinct logics applied to both teacher learning and to modes of research-practice partnerships. Further, this paper puts these modes of partnering in conversation with one another, to reveal that in fact, research-practice partnerships and participatory design-based partnerships often rely on teacher learning, or change in practice, as an essential component, though this fact is only foregrounded in one mode of partnership: social design experimentation. This paper offers a design narrative of a participatory design partnership called the Wisconsin Teacher Studio, where definitions of “teacher” and “learning” were resituated, as educators (formal and informal) came to learn about teaching through making from maker educators in public makerspaces.
URI: https://doi.dx.org/10.22318/icls2021.1163
https://repository.isls.org//handle/1/7450
Appears in Collections:ISLS Annual Meeting 2021

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