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• W2087062777 abstract "The design research methodology as it has currently developed centers on the creation of existence proofs, an important first step. What is needed then are the next steps of expanding the methodology to address the design problems of practical implementation prior to the steps involved in scaling up these designs. This article contributes to such an expansion through developing a systematic approach to learning from teachers' enactments of educational models. Design research focused on practical implementations by teachers can create knowledge regarding critical change processes, thus helping to create a theory of trajectories of change, or “implementation paths” (Bielaczyc & Collins, 2006a Bielaczyc, K. and Collins, A. 2006a. Implementation paths: Supporting the trajectory teachers traverse in implementing technology-based learning environments in classroom practice. Journal of Educational Technology, 46(2): 8–14. [Google Scholar] Collins, Joseph, & Bielaczyc, 2004 Collins, A., Joseph, D. and Bielaczyc, K. 2004. Design research: Theoretical and methodological issues. Journal of the Learning Sciences, 13: 15–42. [Taylor & Francis Online], [Web of Science ®] , [Google Scholar]). Here I propose using the Social Infrastructure Framework (Bielaczyc, 2006 Bielaczyc, K. 2006. Designing social infrastructure: Critical issues in creating learning environments with technology. Journal of the Learning Sciences, 15: 301–329. [Taylor & Francis Online], [Web of Science ®] , [Google Scholar]) to analyze the design of classroom social structures by developers and teachers in order to better understand their implications for constructing implementation paths. The analytic technique is exemplified through a case study involving a particular team of teachers who worked over the course of several years to adopt a knowledge-building communities approach (Bereiter, 2002 Bereiter, C. 2002. Education and mind in the knowledge age, Mahwah, NJ: Erlbaum. [Crossref] , [Google Scholar]; Scardamalia, 2002 Scardamalia, M. 2002. “Collective cognitive responsibility for the advancement of knowledge”. In Liberal education in the knowledge society, Edited by: Smith, B. 67–98. Chicago, IL: Open Court. [Google Scholar]; Scardamalia & Bereiter, 1991 Scardamalia, M. and Bereiter, C. 1991. Higher levels of agency for children in knowledge building: A challenge for the design of new knowledge media. Journal of the Learning Sciences, 1: 37–68. [Taylor & Francis Online] , [Google Scholar] 1994). The results are used to discuss implications for the methodology of design research." @default.
• W2087062777 created "2016-06-24" @default.
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• W2087062777 date "2013-04-01" @default.
• W2087062777 modified "2023-09-26" @default.
• W2087062777 title "Informing Design Research: Learning From Teachers' Designs of Social Infrastructure" @default.
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• W2087062777 doi "https://doi.org/10.1080/10508406.2012.691925" @default.
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