Supporting online collaborative design for teacher professional development

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• dc.contributor.author Marín, Victoria I.
• dc.contributor.author Asensio-Pérez, Juan I.
• dc.contributor.author Villagrá-Sobrino, Sara L.
• dc.contributor.author Hernández Leo, Davinia
• dc.contributor.author García-Sastre, Sara
• dc.date.accessioned 2019-10-04T11:12:39Z
• dc.date.issued 2018
• dc.description.abstract This article describes a study of online collaborative design in the context of teacher professional development. Twenty-five teachers from different Spanish universities participated in the online course. The aim was to understand how to support teachers in interuniversity teams to collaborate fully online throughout the learning design process of a scenario based on their discipline integrating information and communications technology (ICT), an issue scarcely tackled in the literature. The described interpretive study, using mixed methods, explores the support of online co-design provided by a novel ICT community platform named ILDE (Integrated Learning Design Environment). Lessons drawn from the results can contribute to the improvement of online collaborative design processes in the context of teacher professional development.
• dc.description.sponsorship This work has been partially supported by the Spanish Ministry of Science, Innovation and Universities [project EDU2017-84223-R], the Spanish State Research Agency (AEI) [projects TIN2017-85179-C3-2-R and TIN2014-53199-C3-2-R, TIN2014-53199-C3-3-R and TIN2017-85179-C3-3-R], the Regional Government of Castilla y León and the European Regional Development Fund [project VA018U16], the European Commission [project 588438-EPP-1-2017-1-EL-EPPKA2-KA], the Spanish Ministry of Economy and Competitiveness [project MDM-2015-0502] and RecerCaixa (CoT).
• dc.format.mimetype application/pdf
• dc.identifier.citation Marín VI, Asensio-Pérez JI, Villagrá-Sobrino S, Hernández-Leo D, García-Sastre S. Supporting online collaborative design for teacher professional development. Technology, Pedagogy and Education. 2018;27(5):571-87. DOI: 10.1080/1475939X.2018.1547787
• dc.identifier.doi http://dx.doi.org/10.1080/1475939X.2018.1547787
• dc.identifier.issn 1475-939X
• dc.identifier.uri http://hdl.handle.net/10230/42391
• dc.language.iso eng
• dc.publisher Taylor & Francis
• dc.relation.ispartof Technology, Pedagogy and Education. 2018;27(5):571-87.
• dc.relation.projectID info:eu-repo/grantAgreement/ES/2PE/TIN2017-85179-C3-2-R
• dc.relation.projectID info:eu-repo/grantAgreement/ES/1PE/TIN2014-53199-C3-2-R
• dc.relation.projectID info:eu-repo/grantAgreement/ES/1PE/TIN2014-53199-C3-3-R
• dc.relation.projectID info:eu-repo/grantAgreement/ES/2PE/TIN2017-85179-C3-3-R
• dc.relation.projectID info:eu-repo/grantAgreement/ES/2PE/EDU2017-84223-R
• dc.rights © This is an Accepted Manuscript of an article published by Taylor & Francis in Technology, Pedagogy and Education on 05 Dec 2018, available online: http://www.tandfonline.com/10.1080/1475939X.2018.1547787
• dc.rights.accessRights info:eu-repo/semantics/openAccess
• dc.subject.keyword Collaborative design
• dc.subject.keyword Learning design
• dc.subject.keyword Teacher professional development
• dc.subject.keyword Online learning
• dc.subject.keyword University teachers
• dc.title Supporting online collaborative design for teacher professional development
• dc.type info:eu-repo/semantics/article
• dc.type.version info:eu-repo/semantics/acceptedVersion