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• W2071136734 abstract "Digital technologies such as personal mobile devices and social learning networks are turning school classrooms into digital classrooms without time and space constraints (Chan, 2010; Dede & Richards, 2012). These changes help to create a seamless learning environment in which learners can access information, communicate and share information with peers, and construct knowledge collaboratively both inside and outside the classroom (Wong, 2012; Wong & Looi, 2011). In this context, educators are advocating for a paradigm shift from teacher-centred teaching to learner-centred learning. The latter approach encourages learners to develop 21st century skills through day-to-day subject learning. Twenty-first century skills include a wide range of generic skills that are required to cope with day-to-day challenges in the twenty-first century, including inquiry skills, critical thinking skills, communication skills and collaboration skills (Hoffman, 2010; Kirschner, Sweller & Clark, 2006). Constructivist learning approach is a suitable pedagogy for developing such skills (Hoffman, 2010; Wong & Looi, 2011). This trend places new demands on teachers and requires a better design for teacher development. This study presents a model of constructivist learning in a seamless learning environment. Then, it identifies the challenges to teachers in the new instructional environment, and finally it proposes a teacher development model for teachers in digital classrooms. Constructivist learning is concerned with how meaning and knowledge are made and built, respectively, within the individual mind, and with how a shared meaning is developed within a social grouping such as a classroom (Kirschner et al, 2006; Richardson, 2003). An ideal constructivist learning environment enables learners to progressively develop deep understandings of domain knowledge through convenient access to appropriate and sufficient resources and extensive sharing of useful information (Kong, 2011; Richardson, 2003). Networked technologies offer opportunities to support constructive learning in seamless learning environments. Learners are exposed to diverse digital resources and tools for learning and communication, which can be extended from the digital classrooms to online interactions (Wong, 2012; Wong & Looi, 2011). These digital technologies give learners the convenience of collecting research data, storing and sharing multimedia resources, exchanging ideas and tracking discussions with peers during the process of knowledge construction. The creation of digital classrooms and the implementation of a constructivist learning approach have placed new demands on teachers to transform their pedagogical practices. In the new learning environment, teachers are expected to be facilitators who monitor students' learning processes and provide them with timely support. Learners control their own learning flow, not only in class but also out of class. This is different from the teacher-centred paradigm in which a teacher's role is to transmit knowledge in traditional classrooms. Research on technology-supported innovations reveals that implementing constructivist instructional practices is challenging for teachers for various reasons. One major issue concerns teachers' lack of pedagogical competence in implementing technology-supported innovative practices. This has led to a series of related problems, such as low quality of produced knowledge, low sustainability of the discourse, heterogeneity in participation and the teacher's dominating role in the discourse (Lakkala, Lallimo & Hakkarainen, 2005). Another major issue is that teachers are reluctant to accept technology-supported innovative approaches because they are deemed not only complex, but also contrary to standard pedagogical designs (Lawless & Pellegrino, 2007). Thus, a new teacher development model is required to build teachers' competence in and acceptance of innovative practices. There are a variety of models for teacher development in the framework of educational innovations. Teacher development studies show that principle-based pedagogical designs are more successful in increasing teachers' competence and acceptance of innovative practices (Song & Looi, 2012; Zhang, Hong, Morley, Scardamalia & Teo, 2011; Zhang et al, 2010). Pedagogical design refers to a plan for learning activities and the actual implementation of such a plan in a learning unit (Lakkala et al, 2005). Principle-based pedagogical designs focus on guiding principles and customizable practices rather than on predefined tasks and rigid procedures in specific learning contexts (Song & Looi, 2012; Zhang et al, 2011). Zhang and colleagues (2010) propose seven constructivist principles that are suitable for a seamless learning environment: exploit the affordances of mobile technologies; integrate formal and informal learning activities supported by mobile technologies; design learner-centred learning activities; make use of community support and resources; facilitate collaborative knowledge building; support teachers to be good curriculum developers and facilitators; and assess learners' learning formatively. Richardson (2003) also presents a set of instructional principles for constructivist learning. These principles include recognizing diversities of learning progress among individual learners; enabling access to different sources of learning information; facilitating group dialogue for generating ideas and sharing understandings; encouraging engagement in decision making and idea refinement; and raising awareness of knowledge understandings and learning processes. Using constructivist theories and based on the aforementioned principles, we recommend the following five constructivist principles as part of our principle-based pedagogical design for constructivist learning in a seamless learning environment: (1) facilitate collaborative activities for idea generation and sharing; (2) recognize diversities of learning progress among individual learners; (3) make full use of the affordances of mobile devices; (4) bridge formal and informal learning activities supported by mobile devices; and (5) make formative assessments. These principles are not exhaustive and may undergo changes during the implementation process. To help teachers clearly understand these constructivist principles and to increase their abilities to plan and implement constructivist learning activities, a community of practice (CoP) (Wenger, 1998) should be formed in the teacher community. In the CoP, teachers develop a shared repertoire of resources through sustained reciprocal interactions; they experience reflective discussions which support mutual growth and the attainment of common curricular goals, and they share their pedagogical principles and instructional practices. More importantly, teachers engage in reflective, interactive principle-based pedagogical practices in the CoP, and thus develop skills in facilitating constructivist learning and improving learning outcomes. Figure 1 shows how teachers in a CoP collaboratively make principle-based pedagogical designs for constructivist learning (see Figure 1 on the left). They then implement their pedagogical designs in seamless learning environments with the aim of advancing both domain knowledge and the 21st century skills of the learners. Learners also reflect on the constructivist learning processes and outcomes (see Figure 1 on the right). Figure 1 illustrates a principle-based pedagogical design framework for developing constructivist learning in a seamless learning environment. A principle-based pedagogical design framework for constructivist learning in a seamless learning environment This model uses a design-based research approach to develop insights into teacher development. Design-based research is an approach based on “progressive refinement in design”; in this case, educational designs are developed based on theoretical principles derived from prior research (Collins, Joseph & Bielaczyc, 2004, p. 18). The results of each intervention can help to clarify goals and identify the refinements that are needed; these results guide the design and implementation of subsequent efforts (Kong, 2008; Song, Chen & Looi, 2012). Teachers in this model improve their skills in facilitating constructivist learning through reflective discussions in the CoP that refine the implemented principle-based pedagogical designs based on the evidence of learning outcomes and previous pedagogical design experiences. With this iterative development process, teacher development is supported by continuous evidence-based research and pedagogical reflection, guided by the constructivist principles of pedagogical design. The teacher development model in the “principle-based pedagogical design framework for constructivist learning in a seamless learning environment” is significant and innovative in two ways. First, the model adopts CoPs that are modelled on “principle-based” pedagogical designs for constructivist learning. This helps teachers understand the principles behind the educational innovations, and this, in turn, will increase the teachers' ability to design and implement flexible constructivist pedagogical practices instead of following rigid tasks and procedures. Second, the model not only focuses on teachers' learning, as most teacher development studies have done, but also links the teachers' learning to learners' learning, which has rarely been explored in the teacher development literature. We have used this model to initiate teacher development and shall report the research findings." @default.
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• W2071136734 title "A principle‐based pedagogical design framework for developing constructivist learning in a seamless learning environment: A teacher development model for learning and teaching in digital classrooms" @default.
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