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BCT_AERA 2011
 

BCT_AERA 2011

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Presentation at AERA 2011

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    BCT_AERA 2011 BCT_AERA 2011 Presentation Transcript

    • Participatory Design Research in Building Community through Telecollaboration Project April 9, 2011 Alain Breuleux, Ph.D. McGill University, Canada Gyeong Mi Heo, Ph.D. CEFRIO, Canada AERA 2011, New Orleans, Louisiana
    • Agenda
      • Design-based research for innovative educational environment
      • Case : Building Community through TeleCollaboration
      • Describe participatory design as improvement
    • Introduction: BCT Project
      • Building Community through Telecollaboration (BCT) project is a province-wide initiative with educators and administrators from English school boards across Quebec.
      • A goal of the BCT Project is
      • “ to encourage, facilitate and support collaboration among students, teachers and educational leaders to enhance learning across the community .”
      • BCT Website: http://bctcollaboration.wikispaces.com/
    • Purposes of the Study
      • To discuss design research and participatory design as an innovative combination of research approaches,
      • To demonstrate our research approach along with the development of the BCT project, and
      • To reflect on the iterative process of participatory design research and the values of its application for educational research.
    • Theoretical Framework
      • A collaborative design-based enterprise
        • Brown (1992); Collins (1992); Design-based research collective, ( 2003)
      • A focus on teacher knowledge
        • Cochran-Smith & Lytle (1999); Lieberman & Miller (2001); Shulman (1986)
      • Fostering a culture of sharing
        • Becker & Riel (2000); Louis (2008)
    • Design Research
      • An emerging educational research paradigm
      • To create and extend knowledge about developing, enacting, and sustaining innovative learning environments ( Design-based research collective, 2003, p. 5 ).
      • Characteristics: Interventionist / Iterative / Process-oriented / Utility-oriented / Theory-oriented ( van den Akker et al., 2006, p. 4 )
    • Participatory Design Research
      • Participatory design ( Schuler & Namioka, 1993 ) originated from the industry sectors in Scandinavian countries.
      • The objective of the participatory design is “ the inclusion of the user s / participants in the design and implementation of any new technology ( Silva & Breuleux, 1994 )
    • Research Methods
      • How do we facilitate communication and collaboration in a professional learning network for developing teacher professional practice and enhancing student learning?
      • Project context and Participants:
        • About 50 teachers from 11 schools across all nine English school boards in Quebec in 2010-2011 .
        • BCT teachers attend four F2F meetings per year and communicate and collaborate with each other through diverse ICT tools to develop collaborative classroom projects with their students.
    • Data Sources and Data Analysis
      • An appreciative inquiry at the end of each F2F meeting,
      • Online and offline survey questionnaires Focus interviews with participants,
      • Online activities on Listserv, BCT blog, BCT wiki, BCT discussion forum, and
      • Researcher notes on BCT F2F meetings and Leadership Team meetings both online and offline
      • Data were analyzed for formative evaluations, which enable us to assess, reflect, and refine our design and the implementations through the whole process
    • Design Research
      • Researchers
      • Techno-pedagogical consultants
      • Researchers
      • Techno-pedagogical consultants
      • Cycle group leaders
      Representatives of participants’ active engagement throughout the iterative process Participatory Design Research
      • Listserv
      • BCT Blog / BCT Wiki
      • Live Classroom sessions
      • BCT Sakai portal
      • BCT website
      Phase 1 (2007-2009) Phase 2 (2009-2011) Research approach Characteristics Leadership Team Technical tools for community Iterative process (Design – Implementation - Evaluation – Redesign)
    •  
    • Implications of Participatory Design Research (I)
      • Away from strict reliance on “knowledge-for-practice”
      • Inclusion of “knowledge-in-practice” into the conversations
      • Better opportunities for “knowledge-of-practice” to emerge through intentional investigation and interpretation by teachers and others in the leadership team
    • Implications of Participatory Design Research (II)
    • Implications of Participatory Design Research (II)
      • An “interpretive community” (Fish, 1980)
        • Interpreting “emerging practice”
      • Intersection of Teaching, Reflection, and Participatory design
      • Emerging practice is the object of interpretive conversations
      • T he object of design conversation in an iterative process
    • Conclusions
      • Design-based research with increased and more structured participation
      • Applied to one instance of innovative educational development
      • Applicable in other contexts