Designing a remote professional development course to support teacher customization in science

Bichler, Sarah; Gerard, Libby; Bradford, Allison; Linn, Marcia C.

doi:10.1016/j.chb.2021.106814

Cited by 14 publications

(6 citation statements)

References 47 publications

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“…The learnings about the type of assessment that is useful for LA development was carried over to the development of the particular LA solution described here. Indeed, this approach has been used for a series of LA solutions that targets different science standards (Bichler et al, 2021; Gerard et al, 2020, 2022). The approach of developing a multidisciplinary, multi‐stakeholder design team from a longstanding RPP to iteratively design a LA solution to support teachers in taking effective action in response to students developing understanding is the primary contribution of this paper to the field of HCLA design.…”

Section: Discussionmentioning

confidence: 99%

A human‐centred learning analytics approach for developing contextually scalable K‐12 teacher dashboards

Wiley,

Dimitriadis,

Linn

2023

Brit J Educational Tech

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This paper describes a Human‐Centred Learning Analytics (HCLA) design approach for developing learning analytics (LA) dashboards for K‐12 classrooms that maintain both contextual relevance and scalability—two goals that are often in competition. Using mixed methods, we collected observational and interview data from teacher partners and assessment data from their students' engagement with the lesson materials. This DBR‐based, human‐centred design process resulted in a dashboard that supported teachers in addressing their students' learning needs. To develop the dashboard features that could support teachers, we found that a design refinement process that drew on the insights of teachers with varying teaching experience, philosophies and teaching contexts strengthened the resulting outcome. The versatile nature of the approach, in terms of student learning outcomes, makes it useful for HCLA design efforts across diverse K‐12 educational contexts. Practitioner notesWhat is already known about this topic Learning analytics that are aligned to both a learning theory and learning design support student learning. LA dashboards that support users to understand the associated learning analytics data provide actionable insight. Design‐based research is a promising methodology for Human‐Centred Learning Analytics design, particularly in the K‐12 educational context. What this paper adds Leveraging a longstanding, yet fluid, research‐practice partnership is an effective design‐based research adaptation for addressing the high variation in instructional practices that characterize K‐12 education. Using both quantitative and qualitative data that reflects students' developing knowledge effectively supports teachers' inquiry into student learning. Teachers' use of learning analytics dashboards is heavily influenced by their perspectives on teaching and learning. Implications for practice and/or policy Impact on student learning outcomes, alongside usability and feasibility, should be included as a necessary metric for the effectiveness of LA design. LA dashboard developers should both leverage learning data that reflect students' developing knowledge and position teachers to take responsive pedagogical action to support student learning. LA researchers and developers should utilize a long‐term, yet fluid, research‐practice partnership to form a multi‐stakeholder, multidisciplinary design team for Human‐Centred Learning Analytics design.

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Section: Discussionmentioning

confidence: 99%

A human‐centred learning analytics approach for developing contextually scalable K‐12 teacher dashboards

Wiley,

Dimitriadis,

Linn

2023

Brit J Educational Tech

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“…To enable each partner to contribute to the co‐design process and to ground design in a pedagogical framework, we used the Curriculum Visualizer (Figure 1). The Visualizer makes the KI and social justice pedagogy of the unit visible and captures the insights of each partner during the design process (Bichler et al, 2021; Bradford et al, 2021). Teachers' past participation in the RPP supported the development of a shared understanding of the KI processes among all partners which supported the co‐design process.…”

Section: Methodsmentioning

confidence: 99%

“…Students often perceive the salience of race when examining data, whether or not teachers take up race or racial discrimination as an important factor for making sense of data (Philip et al, 2016). In the designed unit, data visualizations and interactive models comparing the distribution of harmful pollutants and frequency of asthma can illustrate factors impacting students' lives (Bichler et al, 2021). Interactive models can help students explore the disproportionate, negative impact of these environmental phenomena on marginalized communities.…”

Section: Designing and Teaching For Social Justice In Sciencementioning

confidence: 99%

Incorporating investigations of environmental racism into middle school science

Bradford

Gerard

Tate³

et al. 2023

Science Education

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To promote a justice‐oriented approach to science education, we formed a research‐practice partnership between middle school science teachers, their students, curriculum designers, learning scientists, and experts in social justice to co‐design and test an environmental justice unit for middle school instruction. We examine teacher perspectives on the challenges and possibilities of integrating social justice into their standards‐aligned science teaching as they participate in co‐design and teach the unit. The unit supports students to investigate racially disparate rates of asthma in their community by examining pollution maps and historical redlining maps. We analyze interviews and co‐design artifacts from two teachers who participated in the co‐design and taught the unit in their classrooms. Our findings point to the benefits of a shared pedagogical framework and an initial unit featuring local historical content to structure co‐design. Findings also reveal that teachers can share similar goals for empowering students to use science knowledge for civic action while framing the local socio‐political factors contributing to the injustice differently, due in part to different institutional supports and constraints. Student interviews and a pre/postassessment illustrate how the unit facilitated students' progress in connecting socio‐political and science ideas to explain the impacts of particulate matter pollution and who is impacted most. Analyses illuminate how teachers' pedagogical choices may influence whether and how students discuss the impact of systemic racism in their explanations. The findings inform refinement of the unit and suggest supports needed for co‐design partnerships focused on integrating social justice and science.

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“…The participants' adoption of online instruction was influenced by facilitating circumstances, technology self-efficacy, learner characteristics, teaching administration, pedagogical factors, resistance to change, time restraints, and security concerns. Bichler et al (2021) described a remote professional development course for high school teachers who were switching to remote instruction during the COVID-19 pandemic. By enabling them to set and modify objectives based on evidence from the students' prior work on the unit, the innovations aid teachers in tailoring a lesson plan.…”

Section: Instructional Support For Teachers During the Pandemicmentioning

confidence: 99%

Divulging the Lived Experiences of Public School Teachers in the U.S.A. during COVID-19 Pandemic: Phenomenological Analysis

Lopres,

Niadas,

Minez

et al. 2023

IJLTER

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This research examined the lived experiences of public school teachers in the United States during the COVID-19 pandemic. A qualitative design was performed using interpretative phenomenological analysis. Twenty public school teachers in the United States formed the sample, with the inclusion criterion being a minimum of three years’ teaching experience, including the pandemic. To meet the safety measure protocols set by the U.S. government, the data gathering was conducted online using Microsoft Forms. The semi-structured interviews comprised two sections: the first ascertained the respondents’ profiling and the second revealed their first-hand experiences. The thematic analysis approach was utilized to analyze the data. The findings disclosed five emerging themes: 1) low student engagement; 2) unstable internet connection; 3) professional development as school district support; 4) utilization of online engagement tools to leverage classroom engagement; and 5) evident parental support. School districts, teachers, parents, students, and potential researchers were provided with recommendations for improving online and hybrid instruction. In addition to implementing socio-emotional learning programs and addressing slow internet connections, it is advised that school districts train teachers on how to use the tools, software, and techniques for online and hybrid instruction. Teachers who are having difficulty in adjusting to online learning should think about developing their capabilities for helping students while finding a healthy balance in terms of stress management. The use of technology to support students should be adequately taught to parents. Future studies on the pandemic's effects on education should continue.

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Designing a remote professional development course to support teacher customization in science

Cited by 14 publications

References 47 publications

A human‐centred learning analytics approach for developing contextually scalable K‐12 teacher dashboards

A human‐centred learning analytics approach for developing contextually scalable K‐12 teacher dashboards

Incorporating investigations of environmental racism into middle school science

Divulging the Lived Experiences of Public School Teachers in the U.S.A. during COVID-19 Pandemic: Phenomenological Analysis

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