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research-article

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

Authors:

Konstantinos Michos,

Davinia Hernández-LeoAuthors Info & Claims

Volume 143, Issue C

https://doi.org/10.1016/j.compedu.2019.103679

Published: 01 January 2020 Publication History

Abstract

The use of new technologies such as learning analytics by teachers is challenging due to the changes they bring to teachers’ practices and their pedagogical interventions. A design approach into teaching has been proposed for mapping pedagogy with technology to effectively integrate these changes. However, limited collective approaches exist in which teachers participate in professional communities to build knowledge for the design and implementation of learning scenarios with learning analytics. In this paper, we propose a framework (CIDA) for collective inquiry in such professional communities of teachers. Based on other collective inquiry frameworks for knowledge building, we propose three interconnected components: the inquiry process, the collective process, and technological support to facilitate and study teachers’ design practices in technological environments. We explain the framework with examples of implemented technologies and present empirical results of three cases; two High schools and a Massive Open Online Course (MOOC). Results inform further how our framework can be implemented in practice and its required supports to facilitate knowledge building for inquiry communities of teachers.

Highlights

•

A collective inquiry framework for teachers as designers in technological environments.

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Three teacher community cases show evidence of (pedagogical) knowledge building.

•

Teacher use of data fosters in-depth reflection on classroom inquiry.

•

Technology needs to support integrated collective inquiry for teachers as designers.

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Cited By

Santos PGutierrez-Paez NHernández-Leo DMichos KCarrió M(2024)Motivational Dynamics and Platform Design in Online Communities of Teachers: A Multi-case StudyCollaboration Technologies and Social Computing10.1007/978-3-031-67998-8_3(29-44)Online publication date: 11-Sep-2024
https://dl.acm.org/doi/10.1007/978-3-031-67998-8_3
Khalil MPrinsloo PSlade SWise AMartinez-Maldonado RHilliger I(2022)A Comparison of Learning Analytics Frameworks: a Systematic ReviewLAK22: 12th International Learning Analytics and Knowledge Conference10.1145/3506860.3506878(152-163)Online publication date: 21-Mar-2022
https://dl.acm.org/doi/10.1145/3506860.3506878
Nizzolino SCanals A(2021)Social Network Sites as Community Building Tools in Educational NetworkingInternational Journal of e-Collaboration10.4018/IJeC.202110011017:4(132-167)Online publication date: 1-Oct-2021
https://dl.acm.org/doi/10.4018/IJeC.2021100110

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

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cover image Computers & Education

Computers & Education Volume 143, Issue C

Jan 2020

330 pages

ISSN:0360-1315

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Elsevier Ltd.

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Elsevier Science Ltd.

United Kingdom

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Published: 01 January 2020

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Cited By

Santos PGutierrez-Paez NHernández-Leo DMichos KCarrió M(2024)Motivational Dynamics and Platform Design in Online Communities of Teachers: A Multi-case StudyCollaboration Technologies and Social Computing10.1007/978-3-031-67998-8_3(29-44)Online publication date: 11-Sep-2024
https://dl.acm.org/doi/10.1007/978-3-031-67998-8_3
Khalil MPrinsloo PSlade SWise AMartinez-Maldonado RHilliger I(2022)A Comparison of Learning Analytics Frameworks: a Systematic ReviewLAK22: 12th International Learning Analytics and Knowledge Conference10.1145/3506860.3506878(152-163)Online publication date: 21-Mar-2022
https://dl.acm.org/doi/10.1145/3506860.3506878
Nizzolino SCanals A(2021)Social Network Sites as Community Building Tools in Educational NetworkingInternational Journal of e-Collaboration10.4018/IJeC.202110011017:4(132-167)Online publication date: 1-Oct-2021
https://dl.acm.org/doi/10.4018/IJeC.2021100110
Lai CZhong HChiu P(2021)Investigating the impact of a flipped programming course using the DT-CDIO approachComputers & Education10.1016/j.compedu.2021.104287173:COnline publication date: 23-Aug-2021
https://dl.acm.org/doi/10.1016/j.compedu.2021.104287

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