Abstract
Supporting classroom dialogue through developing the Talkwall microblogging tool: Considering emerging concepts that bridge theory, practice, and design
Highlights
Design-based research (DBR) can be described as a collaborative partnership between researchers and practitioners (Roschelle & Penuel, 2006)
Drawing on the notion of bridging concepts, four concepts were derived from the co-design iterations described above
The four concepts for technology design have emerged during a period in which the technological landscape has shifted dramatically; the concepts represent a lasting result because they provide meaning to diverse artefacts when the aim is to facilitate classroom dialogues as the bridging concepts connect the understanding of productive dialogic interactions with the lived experiences of educators and students from everyday classroom talk and the design of socially oriented technology
Summary
Design-based research (DBR) can be described as a collaborative partnership between researchers and practitioners (Roschelle & Penuel, 2006). This paper reflects on a design process involving researchers and teachers; in particular, we address how concepts emerged in the design of a co-located social media service for classrooms, named Talkwall, as a result of collaboration between researchers and practitioners. We reflect on a series of longitudinal and exploratory research-partnerships where the aim has been to incorporate and display ideas for future practice. As such, it contains the embryonic starting point of what ‘might be’ (Rasmussen et al, 2012)
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