Understanding teacher design practices for digital inquiry–based science learning: the case of Go-Lab

Autor:	Zacharias C. Zacharia, Effie Lai-Chong Law, Denis Gillet, Tasos Hovardas, Gérard Vidal, Miikka Korventausta, Evita Tasiopoulou, Ton de Jong, Margus Pedaste, Rosa Doran, María Jesús Rodríguez-Triana, Jens Koslowsky, Diana Dikke, Olga Dziabenko
Přispěvatelé:	Instructional Technology
Rok vydání:	2021
Předmět:	Process (engineering) Computer science UT-Hybrid-D Learning analytics Inquiry learning Usage data 050105 experimental psychology Education Task (project management) framework ComputingMilieux_COMPUTERSANDEDUCATION Mathematics education 0501 psychology and cognitive sciences Digital learning model Instructional design process Online labs Instructional design 05 social sciences Educational technology 050301 education Digital education Featured Paper Engineering design process 0503 education engagement
Zdroj:	Educational technology research and development, 69(2), 417-444. Springer Educational Technology Research and Development
ISSN:	1556-6501 1042-1629
DOI:	10.1007/s11423-020-09904-z
Popis:	Designing and implementing online or digital learning material is a demanding task for teachers. This is even more the case when this material is used for more engaged forms of learning, such as inquiry learning. In this article, we give an informed account of Go-Lab, an ecosystem that supports teachers in creating Inquiry Learning Spaces (ILSs). These ILSs are built around STEM–related online laboratories. Within the Go-Lab ecosystem, teachers can combine these online laboratories with multimedia material and learning apps, which are small applications that support learners in their inquiry learning process. The Go-Lab ecosystem offers teachers ready–made structures, such as a standard inquiry cycle, alternative scenarios or complete ILSs that can be used as they are, but it also allows teachers to configure these structures to create personalized ILSs. For this article, we analyzed data on the design process and structure of 2414 ILSs that were (co)created by teachers and that our usage data suggest have been used in classrooms. Our data show that teachers prefer to start their design from empty templates instead of more domain–related elements, that the makeup of the design team (a single teacher, a group of collaborating teachers, or a mix of teachers and project members) influences key design process characteristics such as time spent designing the ILS and number of actions involved, that the characteristics of the resulting ILSs also depend on the type of design team and that ILSs that are openly shared (i.e., published in a public repository) have different characteristics than those that are kept private.
Databáze:	OpenAIRE
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