Unit:
Κατεύθυνση Σύγχρονες Τεχνολογίες στην ΕκπαίδευσηLibrary of the School of Philosophy
Supervisors info:
Παπανικολάου Κυπαρισσία, Αναπληρώτρια Καθηγήτρια, Παιδαγωγικό Τμήμα, Ανώτατη Σχολή Παιδαγωγικής και Τεχνολογικής Εκπαίδευσης.
Κυνηγός Χρόνης, Καθηγητής, Διευθυντής Εργαστηρίου Εκπαιδευτικής Τεχνολογίας, Τμήμα Φιλοσοφίας, Παιδαγωγικής και Ψυχολογίας, Εθνικό και Καποδιστριακό Πανεπιστήμιο Αθηνών.
Μακρή Αικατερίνη, Διδάκτωρ, Τμήμα Φιλοσοφίας, Παιδαγωγικής και Ψυχολογίας, Εθνικό και Καποδιστριακό Πανεπιστήμιο Αθηνών.
Original Title:
A framework for developing a Learning Design community in teacher education
Translated title:
A framework for developing a Learning Design community in teacher education
Summary:
Acknowledging the potential of Leaning Design (LD) for educational innovation, its social dimension in teacher education is of high importance so that pre-service teachers develop a dynamic design competence based on collective practice. To this end, this dissertation proposes a framework for developing a LD community in teacher education. The conceptualization of this framework is based on Wenger et al. (2002) perspective of the lifecycle of online communities of practice. Specifically, it focuses on fulfilling the first two phases of “potential” and “coalescing” and triggering the third of “maturing”, i.e. the members recognizing a potential in participating, building connections and sharing knowledge and experiences within the community. The implementation of the proposed framework is based on Salmon’s five stage model (2002, 2013) by restructuring its context from e-learning to blended learning and proposing how the stages should be implemented specifically for developing a LD community around a LD tool.
An empirical study has been conducted in the context of a post graduate study program with pre-service teachers utilizing the ILDE (Hernández-Leo et al., 2014a) as the LD tool for developing a LD community around it. The proposed framework was applied in three modules during two academic semesters with the pre-service teachers as teacher-designers undertaking several assignments related to LD activities.
The contribution of the proposed framework to the development of a LD community is evaluated by four means: (a) the participants’ future plans and intentions regarding the LD community, (b) a pre-post study approach to examine whether participants’ sense of community improved during the study, (c) the analytics for the implementation of the proposed framework from the ILDE platform and (d) the evolvement of the LD community. Findings are divided in the short and the long term impact to the pre-service teachers’ LD practices. The short term impact referring to the LD practices during the implementation of the proposed framework includes findings showing that (a) the pre-service teachers’ sense of community improved and (b) the pre-service teachers performed actions in the ILDE platform which provide evidence that the first three phases according to Wenger’s et al. (2002) perspective of the lifecycle of the communities of practice were actualized. The long term impact referring to the LD practices after the implementation of the proposed framework includes findings showing that (a) the pre-service teachers’ future plans and intentions towards participating in the LD community developed around the ILDE are quite promising and (b) the analytics of their involvement in the ILDE platform after the study are also favorable.
The empirical study further focuses on determining (a) how a Learning Design tool affects teacher-designers’ practices in collaboratively developing learning designs and (b) what features of a LD tool facilitate teacher-designers to act as members of a LD community.
Findings reveal that the availability of a LD tool online along with the social sharing and the co-edition of learning designs are determinant factors for supporting teacher-designers to collaboratively develop a learning design. The participants’ perceptions of the ILDE include their appreciation for features such as commenting and providing revisions of the designs while their “wish list” includes features supporting synchronous and asynchronous communication among co-authors. With regard to the potential of a LD tool towards facilitating the activities of a LD community, the findings of this study suggests that the ILDE is a good example of an easy to use community platform for LD. Participants’ perceptions of the usefulness of specific features of the ILDE as well as the features that they felt missing can serve as evidence towards the features of a LD tool that promote teacher-designers act as members of a LD community.
Main subject category:
Education - Sport science
Keywords:
Learning Design, Learning Design community, teacher education
Number of index pages:
78
Number of references:
101
File:
File access is restricted only to the intranet of UoA.
Zalavra_Dissertation_LD_Community.pdf
4 MB
File access is restricted only to the intranet of UoA.
