Abstract
Social practices are well-known mediators in the adoption of educational innovations during professional learning, as postulated by the Knowledge Appropriation Model (KAM). However, understanding how teachers adopt new pedagogical approaches at scale is often difficult due to the lack of evidence available about their daily practices. In that sense, log data from online authoring and learning tools offer the possibility of better understanding the creation process of a learning design that reifies an educational innovation. 
 This paper explores how statistical models and Epistemic Network Analysis (ENA) can help us understand large-scale patterns in the co-creation and adoption of educational innovations, using KAM as a theoretical framework to analyse log data. More concretely, this paper presents a case study on Go-Lab, an initiative to promote inquiry-based learning at school. Its authoring and learning tool -Graasp- gives us a unique opportunity to track, not only the (co)creation of learning designs, but also their potential implementation in the classroom. The case study uses the aforementioned methodological approach to analyse the role of large-scale support initiatives in the co-creation and adoption of learning designs.
Highlights
Professional learning communities (Vescio et al, 2008) or communities of practice (Wenger, 1999) are often used to support Teacher Professional Development (TPD)
We have explored how statistical models and epistemic networks can help researchers understand large-scale patterns in the co-creation and adoption of educational innovations, using Knowledge Appropriation Model (KAM) as a theoretical framework to analyse the platform's log data
Our case study illustrates how this methodological approach helped us understand the role of external support initiatives in the co-creation and eventual classroom adoption of 40,235 learning designs created in the Graasp platform
Summary
Professional learning communities (Vescio et al, 2008) or communities of practice (Wenger, 1999) are often used to support Teacher Professional Development (TPD). Recent advancements in research about professional and workplace learning aim at clarifying this complex system of social practices and the artifacts used in them (e.g., learning designs representing a new way of teaching). Collaborative learning design has been used to help teachers learn and integrate educational innovations (Kirschner, 2015; Mor et al, 2015). Teachers adapt those innovations to their own context. Through codesign, teachers can reflect on their own and other teachers' practices To support these activities, multiple LD technologies for teacher communities have emerged in the last two decades (from LAMS4 or CloudWorks, to Learning Designer or ILDE7)
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