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Research Interests:
The dramatic technological advancements that characterize our current networked society have shifted the ways that people communicate, educate, and interact with each other. How could we build on these advancements to enhance the... more
The dramatic technological advancements that characterize our current networked society have shifted the ways that people communicate, educate, and interact with each other. How could we build on these advancements to enhance the democratic essence of learning processes for the benefit of both society as a whole and its individual members? What are the opportunities? What are the challenges and threats? This chapter explores the added value of communication technologies to democracy and education. It then builds on this analysis in its examination of the relations between democracy and education, as exemplified in a specific case study: a set of two interconnected interdisciplinary courses in higher education, entitled, as the name of this book – Learning in a Networked Society. As such, it demonstrated a strong potential for cross-fostering of ideas between educational scientists – who focus on the interventionist, design-based study of learning – and social scientists, who may also focus on analytic study of spontaneous social phenomena.
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Researchers from around the world have shaped knowledge integration (KI), a framework that captures the processes learners use to build on their multiple ideas and refine their understanding. KI emerged 25 years ago from syntheses of... more
Researchers from around the world have shaped knowledge integration (KI), a framework that captures the processes learners use to build on their multiple ideas and refine their understanding. KI emerged 25 years ago from syntheses of experimental, longitudinal, and meta-analytic studies of learning and instruction. Advances in KI have resulted from partnerships that combine expertise in learning, instruction, classroom teaching, assessment, technology, and the disciplines. This structured poster session includes partnerships that have advanced design of instruction, assessment, professional development, learning technologies, and research methodologies. Participants report on new technologies, including games, to strengthen KI; instructional designs that take advantage of collaboration to support KI; and extensions of KI to integrate science with other disciplines. They summarize exciting results and identify promising opportunities for advancing STEM instruction to promote intentio...
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Learning in a networked society is presented in this symposium with the basic assumption that “schooling” and “society” cannot be considered as separate entities and should bring together the theoretical and practical tools of scientists... more
Learning in a networked society is presented in this symposium with the basic assumption that “schooling” and “society” cannot be considered as separate entities and should bring together the theoretical and practical tools of scientists in both the social and educational sciences. Despite the powerful potential for cross-fostering of ideas between these fields, one key question arising inquires whether educational scientists—who focus on the interventionist, design-based study of learning—and social scientists, who concentrate on analytic study of spontaneous social interaction and knowledge construction, can engage in a productive collaboration. This symposium seeks to address this question by adopting an interdisciplinary lens, through which these perspectives have been integrated, or at least juxtaposed, to develop new insights regarding what it means to learn in an information-based networked society. Six interdisciplinary research projects that represent lessons learned from s...
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Our approach to learning in a networked society is grounded in the assumption that “schooling” and “society” cannot be considered separate entities. Consequently, research in this area should draw on both educational and social sciences.... more
Our approach to learning in a networked society is grounded in the assumption that “schooling” and “society” cannot be considered separate entities. Consequently, research in this area should draw on both educational and social sciences. Bringing together the theoretical and practical tools of both domains allows us to examine the types of interaction, knowledge construction, social organization, and power structures that: (a) occur spontaneously in technology-enhanced learning communities or (b) can be created by design. In this chapter, we present issues that characterize learning in a networked society, such as school-society digital disconnect, digital divides, and the purposeful or invasive permeation of ideas between communities. We discuss the complementary roles that educational and social sciences can play in studying these issues. We conclude with an overview of each of the chapters in this book, highlighting the ways in which they integrate or juxtapose disciplinary lenses to investigate different aspects of learning in a networked society.
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This research explored the implementation of a technology-enhanced instructional model for interdisciplinary learning. The model was developed in a previous phase of this research via DBR in the context of higher-education. Our aim in the... more
This research explored the implementation of a technology-enhanced instructional model for interdisciplinary learning. The model was developed in a previous phase of this research via DBR in the context of higher-education. Our aim in the current phase was to extend the applicability of the model and refine its underlying design principles based on their implementation in three secondary schools. For this purpose, a research-practice partnership was established, which included researchers, practitioners from an educational non-governmental organization, school principals, and teachers. Three practitioner-teams, facilitated by one of the researchers, collaboratively designed their own technology-enhanced interdisciplinary learning environments, in which they adapted the instructional model. This paper presents a new type of principled practical knowledge (PPK) —enhanced principled instructional model— which was obtained by comparison between the practitioners' designs and the ori...
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The last decade has witnessed a strong increase in research that moves toward mutually beneficial collaboration between researchers and practitioners. This chapter focuses on such collaborations that aim to design resources for use in... more
The last decade has witnessed a strong increase in research that moves toward mutually beneficial collaboration between researchers and practitioners. This chapter focuses on such collaborations that aim to design resources for use in schools while also advancing theoretical understanding of the dynamics within such partnership. We refer to such endeavors as design-centric research-practice partnerships (DC-RPPs). To guide the development of productive DC-RPPs, we synthesize insights from three theoretical lenses: (1) scholarship of teaching and practitioner research, (2) change laboratory formative interventions, and (3) multilevel boundary crossing. These lenses, together with a framework that characterizes DC-RPPs based on the practical constructs of (1) processes, (2) roles, and (3) habits-of-mind, are used in a 3 × 3 theory-practice matrix to elicit and articulate nine design principles that can support productive DC-RPPs. We describe two cases that illustrate how the design principles come to life in authentic DC-RPPs (one with 3 middle schools, focusing on interdisciplinary learning, and the other with 22 high schools, focusing on physics) and conclude with a discussion of emerging work that could support DC-RPPs and recommendations for future research.
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This research explored the implementation of a technology-enhanced instructional model for interdisciplinary learning. The model was developed in a previous phase of this research via DBR in the context of higher-education. Our aim in the... more
This research explored the implementation of a technology-enhanced instructional model for interdisciplinary learning. The model was developed in a previous phase of this research via DBR in the context of higher-education. Our aim in the current phase was to extend the applicability of the model and refine its underlying design principles based on their implementation in three secondary schools. For this purpose, a research-practice partnership was established, which included researchers, practitioners from an educational non-governmental organization , school principals, and teachers. Three practitioner-teams, facilitated by one of the researchers, collaboratively designed their own technology-enhanced interdisciplinary learning environments , in which they adapted the instructional model. This paper presents a new type of principled practical knowledge (PPK) —enhanced principled instructional model— which was obtained by comparison between the practitioners' designs and the original, higher-education context design. The PPK broadened the partnership's understanding of ways to promote interdisciplinary learning. Furthermore, it has raised new perspectives that were not considered during the development of the model, thereby allowing deeper understanding of the notion of interdisciplinary learning. Thus, this study illustrates how the establishment of productive research-practice partnerships can serve as a powerful strategy for implementing and scaling educational innovations beyond the original DBR context. Abstract Authors For details on the EDeR Text-Mentoring concept: uhh.de/EDeR