Configurations in Co-Design

Potvin, Ashley Seidel; Kaplan, Rebecca G.; Boardman, Alison G.; Polman, Joseph L.

doi:10.4324/9781315268309-9

Cited by 6 publications

(5 citation statements)

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“…Through her micro-process perspective, however, "investigators delve into the ways that the members of an organization create shared meaning and activity through interaction, employing methods of observation that capture what individuals do with one another and with the relevant tools and objects of a field" (p. 6). Potvin, Kaplan, Boardman, and Polman (2017) contribute to this view by maintaining that the process of co-designing with practitioners (e.g., a curriculum or a digital tool) "in the wild" is an ever-morphing process that will attune research-designers to yet undiscovered user necessities and needs of adaptations. This is precisely the locus of design in which our RPP/IS work is situated.…”

Section: Discussionmentioning

confidence: 99%

Designing in Context: Reaching Beyond Usability in Learning Analytics Dashboard Design

et al. 2019

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Researchers and developers of learning analytics (LA) systems are increasingly adopting human-centred design (HCD) approaches, with growing need to understand how to apply design practice in different educational settings. In this paper, we present a design narrative of our experience developing dashboards to support middle school mathematics teachers’ pedagogical practices, in a multi-university, multi-school district, improvement science initiative in the United States. Through documentation of our design experience, we offer ways to adapt common HCD methods — contextual design and design tensions — when developing visual analytics systems for educators. We also illuminate how adopting these design methods within the context of improvement science and research–practice partnerships fundamentally influences the design choices we make and the focal questions we undertake. The results of this design process flow naturally from the appropriation and repurposing of tools by district partners and directly inform improvement goals.

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Section: Discussionmentioning

confidence: 99%

Designing in Context: Reaching Beyond Usability in Learning Analytics Dashboard Design

et al. 2019

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“…Our working definition of co-design rests on earlier work of Penuel et al (2007) who describe co-design as “a highly-facilitated, team-based process in which teachers, researchers, and developers work together in defined roles to design an educational innovation, realize the design in one or more prototypes, and evaluate each prototype’s significance for addressing a concrete educational need” (p. 1). As a central tenet of co-design, active participation and dialogue between team members is essential, with teachers bringing intimate knowledge of their classroom contexts, and with researchers offering expertise in the principles of the innovation as well as in systems for using data iteratively to design (Potvin et al, 2018).…”

Section: Perspectivesmentioning

confidence: 99%

“…Finally, co-design is not a “fully democratic process” since the ultimate decision making rests with the researchers (Penuel et al, 2007). Nonetheless, since teachers’ experiences are used as data for future designs, teachers are encouraged to continually reflect on how curriculum influences their understanding of practice, their expertise, and their influence as educators (Potvin et al, 2018). It is through curricular design, teacher reflections, and interactions that teachers are positioned as experts, and provided multiple opportunities to lead.…”

Section: Perspectivesmentioning

confidence: 99%

“…At the core of teacher leadership initiatives is the idea that teachers—the educators who are the ones interacting with students each day—are critical resources for mobilizing colleagues and influencing change (Wenner & Campbell, 2017). Teachers not only have intimate knowledge of classroom contexts and the complexities of teaching (Mangin & Stoelinga, 2008; Potvin et al, 2018), but as active members of their school communities, they can build upon relationships with colleagues to foster a shared focus on improved student learning (Fairman & Mackenzie, 2012; Lambert, 2003).…”

Section: Introductionmentioning

confidence: 99%

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Leading with Curricular Co-Design: An Exploration of Teacher Leadership Through the Co-Design Process

Scornavacco

Kelly

Boardman

2021

Journal of Research on Leadership Education

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This study bridges teacher leadership research with principles of co-design in an effort to understand teachers’ experiences with co-design as a process of teacher leadership and its implications for strengthening teacher leadership development efforts. Using qualitative data from a multi-year co-design research project aimed at developing curricular materials, we explore how co-design aligns with and promotes multiple dimensions of teacher leadership. Findings revealed that teachers not only engaged in a process that shaped how they saw themselves as leaders, but also that critical elements of co-design promoted teacher leadership enactment.

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“…Eliciting stakeholders' perspectives often entails creating processes that actively reposition partners such as parents, who are usually "targets" of interventions, as equal co-designers of those interventions (Booker & Goldman, 2016;Ishimaru & Takahashi, 2017). It may require processes that reposition teachers, administrators, and community members as well, in order to privilege voices that are not often heard in school reform efforts (Potvin et al, 2017). Partnerships may need to engage in explicit conversations about power inequities that affect partnership relationships and joint work, if they are to arrive at a mutually beneficial focus for shared work (Denner et al, 2019).…”

Section: Valuing Of Input From Educator and Community Partners In Ide...mentioning

confidence: 99%

Supporting Use of Data and Evidence from Early Warning Indicator Systems in Research–Practice Partnerships

Penuel

Farrell

Daniel

2020

Teachers College Record: The Voice of Scholarship in Education

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Background/Context Research on data and evidence use suggest that productive use depends on interactive processes, including sustained interactions between educators and researchers. Recent research on research-practice partnerships (RPPs) has examined conditions under which these sustained collaborations support evidence use. Findings from these studies can inform research on early warning indicators, helping interpret implementation studies of productive use and creating conditions for use of data from early warning indicator systems. Purpose This chapter presents results of a review of studies of data and evidence use within RPPs. It investigates the claim that RPPs can support productive data and evidence use only under certain conditions, conditions that are relevant to studying and supporting the implementation of early warning indicator systems in education. Research Design The synthesis focused on identifying studies published between 2013 and 2019 as journal articles, book chapters, and technical reports that focused on data and evidence use in RPPs. To be included, studies had to be empirical and related to the focal topics. A total of 114 studies met criteria for inclusion. For all studies, members of the research team developed summaries, which the team then discussed. Themes emerged from summaries, grouped by RPP, and from team discussions. Findings The review found six supportive conditions were needed for productive use of data and evidence to guide decision-making and action. These were (1) valuation of knowledge, experience, and perspectives of partners; (2) processes for identifying sources of evidence needed to answer questions that are priorities for educators and community partners; (3) complementarity of knowledge of partners; (4) adoption of a learning perspective on systems change; (5) routines for sensemaking and collaboration; (5) synchrony with decision-making processes; and (6) a commitment to developing and using evidence among partner organizations. Conclusions Developers of early warning indicator systems should consider ways an RPP can support the creation of conditions for productive use of data from systems. Effective systems likely will depend on making room for educator voice and valuing of practitioner perspectives at all stages of design and implementation of systems. They will also require allocation of time and skill for structuring opportunities to make sense of data and developing a culture where evidence plays an important role in decision-making.

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Configurations in Co-Design

Cited by 6 publications

References 0 publications

Designing in Context: Reaching Beyond Usability in Learning Analytics Dashboard Design

Designing in Context: Reaching Beyond Usability in Learning Analytics Dashboard Design

Leading with Curricular Co-Design: An Exploration of Teacher Leadership Through the Co-Design Process

Supporting Use of Data and Evidence from Early Warning Indicator Systems in Research–Practice Partnerships

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