TY - GEN
T1 - Bridging multiple expertise in collaborative design for technology-enhanced learning
AU - Kali, Yael
AU - Goodyear, Peter
AU - Ward, Mary Helen
AU - Markauskaite, Lina
PY - 2011
Y1 - 2011
N2 - Designing technology-enhanced learning requires merging technological, pedagogical, and content knowledge domains, and thus often carried out by multi-professional expert teams. However, working in such teams may involve challenges resulting from participants' different knowledge bases and ways of thinking. This research examined the collaborative design process of three teams who were part of a university initiative to develop technology-enhanced learning. We found that each of the teams: (1)suggested design solutions only after extensive group exploration of the various aspects of the problem, (2)made design decisions in a balanced process in which all domain experts were equally involved, (3)appreciated each other's expertise and used team meetings to learn from each other, and (4)carefully provided ideas that were not in their own domain of expertise. The success of the three teams in designing solutions that were based on their shared knowledge is explained in light of the management process of the university initiative.
AB - Designing technology-enhanced learning requires merging technological, pedagogical, and content knowledge domains, and thus often carried out by multi-professional expert teams. However, working in such teams may involve challenges resulting from participants' different knowledge bases and ways of thinking. This research examined the collaborative design process of three teams who were part of a university initiative to develop technology-enhanced learning. We found that each of the teams: (1)suggested design solutions only after extensive group exploration of the various aspects of the problem, (2)made design decisions in a balanced process in which all domain experts were equally involved, (3)appreciated each other's expertise and used team meetings to learn from each other, and (4)carefully provided ideas that were not in their own domain of expertise. The success of the three teams in designing solutions that were based on their shared knowledge is explained in light of the management process of the university initiative.
UR - http://www.scopus.com/inward/record.url?scp=84858402069&partnerID=8YFLogxK
M3 - Conference contribution
AN - SCOPUS:84858402069
SN - 9780578091532
T3 - Connecting Computer-Supported Collaborative Learning to Policy and Practice: CSCL 2011 Conf. Proc. - Short Papers and Posters, 9th International Computer-Supported Collaborative Learning Conf.
SP - 831
EP - 835
BT - Connecting Computer-Supported Collaborative Learning to Policy and Practice
T2 - 9th International Computer-Supported Collaborative Learning Conference: Connecting Computer-Supported Collaborative Learning to Policy and Practice, CSCL 2011
Y2 - 4 July 2011 through 8 July 2011
ER -