Gestures orchestrating the multimodal development of ideas in educational design team meetings

Wardak, Dewa

doi:10.1016/j.destud.2016.08.001

Cited by 9 publications

(6 citation statements)

References 41 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…But each arrangement supports the emergence of qualitatively distinct forms of learning activity, and this learning activity is indirectly influenced by the material properties and spatial distribution of these furnishings (Figure 15). (Goodwin, 2000)-their stance, general affect, the inflection of their voice, how long they pause in relation to the orientation of their gaze-and the ways in which others do or do not track this orchestration of thought, representation and shared sensemaking (Goodwin, 2007;Wardak, 2016). Good lines of sight connect learners, educators, tools and resources in person and at a distance in moments of (a)synchronous collective sensemaking and it is in these connections between humans and things that you find the lifeblood of learning in networked societies .…”

Section: Author Manuscriptmentioning

confidence: 99%

Designing for situated learning: Understanding the relations between material properties, designed form and emergent learning activity

Yeoman¹,

Wilson²

2019

Brit J Educational Tech

View full text Add to dashboard Cite

show abstract

Section: Author Manuscriptmentioning

confidence: 99%

Designing for situated learning: Understanding the relations between material properties, designed form and emergent learning activity

Yeoman¹,

Wilson²

2019

Brit J Educational Tech

View full text Add to dashboard Cite

show abstract

“…Research on the intersection of technology, educational design and collaboration has focused on tools to support this collaboration [58] or collaborative practices [59], or the design of a course to accommodate a particular type of technology [e.g. MOOCs [60]; or online learning [61]].…”

Section: Team Teaching As Designmentioning

confidence: 99%

Analytics-enabled teaching as design

Alhadad

Thompson

Knight

et al. 2018

Proceedings of the 8th International Conference on Learning Analytics and Knowledge

View full text Add to dashboard Cite

As a human-centred educational practice and field of research, learning analytics must account for key stakeholders in teaching and learning. The focus of this paper is on the role of institutions to support teachers to incorporate learning analytics into their practice by understanding the confluence of internal and external factors that influence what they do. In this paper, we reconceptualise 'teaching as design' for 'analytics-enabled teaching as design' to shape this discussion to allow for the consideration of external factors, such as professional learning or ethical considerations of student data, as well as personal considerations, such as data literacy and teacher beliefs and identities. In order to address the real-world challenges of progressing teachers' efficacy and capacity toward analyticsenabled teaching as design, we have placed the teacher-as a cognitive, social, and emotional being-at the center. In so doing, we discuss potential directions towards research for practice in elucidating underpinning factors of teacher inquiry in the process of authentic design.

show abstract

“…We do advocate that this skill could be implemented first with co-workers, leading at the same time to the construction of the shared cognition and mutual understanding among team members. This practice could also improve an efficient communication in the team, which is highlighted as fundamental in design collective processes as well (Wardak, 2016).…”

Section: Teamwork and Designmentioning

confidence: 99%

“…The core of meaning-making process within design collaborations relies on the correlations between words, images and gestures (Wardak, 2016). We therefore assumed that all those communication modes should have been present in the tool, because they are necessary during the meaning-making process and because they ensure a right cognitive load.…”

Section: Light Cognitive Loadmentioning

confidence: 99%