participatory design research in building community through telecollaboration project july 3, 2013...
TRANSCRIPT
Participatory Design Research in Building Community through Telecollaboration Project
July 3, 2013
Alain Breuleux, Ph.D.McGill University, Canada
Gyeong Mi Heo, Ph.D.CEFRIO, Canada
ISCAR C-US 2013
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 this presentation
To present design research and participatory design as an innovative combination of research approaches.
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 sharingBecker & 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 users / participants in the design and implementation of any new technology (Silva & Breuleux, 1994)
Research Question and Context
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.
Building Community through Telecollaboration (BCTN)
40-50 teachers from 9 School boards
Design research(Iterative process)
ResearchersConsultants
40-50 teachers from9 School boards
2 school boards
25-30 teachers/SB
ResearchersConsultants
Cycle lead teachers
Participatory design Research
(Lead teachers)
Participatory design Research
(Two school board-based PLNs)
ResearchersConsultants
SB1 Lead TeamSB2 Lead Team
Phase 1 (2007-2009)
Phase 2 (2009-2011)
Phase 3 (2011-2013)
ListservLive Classroom
BCT Blog & Wiki
BCT SAKAI portalLive ClassroomBCT Website
BCT Website & E-MailSB1: SB portal & Wiki
SB2: SB WebsiteZenlive
Participants
Characteristics
Leadership team
ICT tools
F2F meeting II- Encouraging using the SAKAI portal- Developing collaborative projects: Cycle group planning
F2F meeting III- Developing collaborative projects: Cycle group discussion- Web 2.0 hands-on sessions
F2F meeting IV- Sharing and celebrating BCT project 2009-2010 and collaborative classroom projects
F2F meeting I- Introduction to BCT project- Self-reflection- Group guidelines- Sharing stories
F2F meeting II- Introduction to the process of building collaborative projects - Cycle group discussion- Web 2.0 hands-on sessions
F2F meeting III- Modeling of a classroom practice - Cycle group discussion
F2F meeting IV- Sharing and celebrating BCT project 2010-2011 and collaborative classroom projects - Reviewing and reflection
Year 1 (2009-2010): Potential – To introduce and incubate the BCT community with potential facilitators in cycle groups and cultivate social relationships between the BCT teachers.
Year 2 (2010-2011): Coalescing – To develop shared visions and goals of the BCT community as well as individuals and cultivate a culture of reflecting and sharing practice among the BCT teachers.
F2F meeting I- Introduction to BCT project: Goals, Objectives, Themes, & BCT SAKAI portal- Building cycle groups
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 (III)
An “interpretive community” (Fish, 1980) Interpreting “emerging practice”
Intersection of Teaching, Reflection, and Participatory design
Emerging practice is the object of interpretive conversations
The object of design conversation in an iterative process