CIDA: A collective inquiry framework to study and support teachers as designers in technological environments

Michos, Konstantinos; Hernández‐Leo, Davinia

doi:10.1016/j.compedu.2019.103679

Cited by 29 publications

(21 citation statements)

References 57 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The overall aim of the project was to study to what extent and in which form data analytics can support teachers (and schools as teacher communities) in the process of understanding and optimizing the design of learning activities [14]. To do so, the project proposed an experimental professional development program [18,19] that trained teachers in learning design methodologies, with a special focus in the use of authoring tools to design (computer-supported) collaborative learning activities and in the systematic collection of student data during the implementation of the activities with their students. The project was a collaboration between a university research group and two High schools in Spain (Catalonia) and took place from November 2016 until July 2018.…”

Section: Project 1 (Spain)mentioning

confidence: 99%

Involving teachers in learning analytics design

Michos

Lang

Hernández‐Leo

et al. 2020

Proceedings of the Tenth International Conference on Learning Analytics &Amp; Knowledge

Self Cite

View full text Add to dashboard Cite

Involving teachers in the design of technology-enhanced learning environments is a useful method towards bridging the gap between research and practice. This is especially relevant for learning analytics tools, wherein the presentation of educational data to teachers or students requires meaningful sense-making to effectively support data-driven actions. In this paper, we present two case studies carried out in the context of two research projects in the USA and Spain which aimed to involve teachers in the co-design of learning analytics tools through professional development programs. The results of a cross-case analysis highlight lessons learned around challenges and principles regarding the meaningful involvement of teachers in learning analytics tooling design. CCS CONCEPTS• Human-centered computing → Empirical studies in interaction design.

show abstract

Section: Project 1 (Spain)mentioning

confidence: 99%

Involving teachers in learning analytics design

Michos

Lang

Hernández‐Leo

et al. 2020

Proceedings of the Tenth International Conference on Learning Analytics &Amp; Knowledge

Self Cite

View full text Add to dashboard Cite

show abstract

“…This can be seen as a natural result of the study as a predisposition to using technology and digital literacy require additional skills. Most of these skills are already existing in academics working in the Computer Education and Instructional Technology department (Mama & Hennessy, 2010;Michos & Hern|ndez-Leo, 2020). For this reason, the lower tendency of other departments can be considered normal.…”

Section: Discussionmentioning

confidence: 99%

Exploring Digital Literacy Levels and Technology Integration Competence of Turkish Academics

Ayyıldız¹,

Yılmaz²,

Baltaci³

2021

INT J EDUC METHODOL

View full text Add to dashboard Cite

<p style="text-align:justify">Today’s individuals are expected to have skills in many areas as a natural consequence of the advances that have been taking place in society and technology. Particularly in developed countries, these skills are also called 21<sup>st</sup> century skills. Critical, creative and reflective thinking, problem solving and keeping up with the digital age (digital literacy) are some of these skills. Universities play a significant role in raising qualified individuals in our country. Updating the training programs, keeping up with the era and having a say in the digital world makes it a necessity for people who give education in these areas to be competent. From this point of view, this study aimed to explore the digital literacy levels of Turkish academics working in faculties of education and the perceptions of students towards technology integration competence of the academics. In this study, quantitative cross-sectional design was preferred. While selecting the participants, purposeful sampling method was used, and two different participant groups (academics and prospective teachers) were included in the process. Two scales with validity and reliability in the literature were used as data collection tools in the research. In the data collection process, firstly, a survey was administered to academics working in faculties of education, and then another one was conducted with prospective teachers. The results obtained were subjected to quantitative data analysis via SPSS 24 and AMOS 24 software, and descriptive and inferential statistics were generated. The results revealed that the variables of department, age and grade level created a significant difference in the digitalization of academics, whereas the gender variable significantly contributed only to the perceptions of prospective teachers.</p>

show abstract

“…There are opportunities to develop more systematic approaches to how designs for learning could be informed and evaluated. One such example is how learning analytics could be used to inform designs for learning (Michos and Hernández-Leo, 2020; Wiley et al , 2020). However, as found in this paper and related research (Agostinho et al , 2018; Hrastinski, 2021), there are many other resources and methods for evaluation that could support informing designs for learning, which also needs to be further developed and investigated in future research.…”

Section: Discussionmentioning

confidence: 99%

Exploring how teachers suggest informing designs for learning

Hrastinski

2021

IJILT

View full text Add to dashboard Cite

PurposeAn issue that has received limited attention is how teachers make informed decisions when designing learning activities, which makes effective use of resources and technologies. The aim of this paper is to explore how teachers suggest informing their designs for learning.Design/methodology/approachThe study is based on documentation from workshops where adult education teachers were encouraged to suggest how a design for learning can draw on what is known, how the design can be evaluated and how the design and lessons learned can be shared. The data was analyzed using thematic analysis.FindingsMost teachers did not explicitly suggest how to inform their designs for learning, although some suggested to draw on learning theories. The teachers were able to provide many examples of how their designs for learning could be evaluated based on student perceptions and assessment. They primarily suggested to discuss and share their designs and lessons learned at the school.Practical implicationsThe workshop format could be adapted and used in practice.Originality/valueRelatively little attention has been paid to how teachers inform their designs for learning. A key challenge for teachers is to understand design for learning as an informed practice, which could be integrated as part of their daily work.

show abstract

CIDA: A collective inquiry framework to study and support teachers as designers in technological environments

Cited by 29 publications

References 57 publications

Involving teachers in learning analytics design

Involving teachers in learning analytics design

Exploring Digital Literacy Levels and Technology Integration Competence of Turkish Academics

Exploring how teachers suggest informing designs for learning

Contact Info

Product

Resources

About