Understanding teacher design practices for digital inquiry–based science learning: the case of Go-Lab

Producción Científica

Detalhes bibliográficos
Autores: de Jong, Ton, Gillet, Denis, Rodríguez-Triana, María Jesús, Hovardas, Tasos, Dikke, Diana, Doran, Rosa, Dziabenko, Olga, Koslowsky, Jens, Korventausta, Miikka, Law, Effie, Pedaste, Margus, Tasiopoulou, Evita, Vidal, Gérard, Zacharia, Zacharias C.
Formato: artículo
Estado:Versión publicada
Fecha de publicación:2021
País:España
Recursos:Universidad de Valladolid
Repositorio:UVaDOC. Repositorio Documental de la Universidad de Valladolid
OAI Identifier:oai:uvadoc.uva.es:10324/83188
Acesso em linha:https://doi.org/10.1007/s11423-020-09904-z
https://uvadoc.uva.es/handle/10324/83188
Access Level:acceso abierto
Palavra-chave:Digital education
Online labs
Instructional design process
Learning analytics
Inquiry learning
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spelling Understanding teacher design practices for digital inquiry–based science learning: the case of Go-Labde Jong, TonGillet, DenisRodríguez-Triana, María JesúsHovardas, TasosDikke, DianaDoran, RosaDziabenko, OlgaKoslowsky, JensKorventausta, MiikkaLaw, EffiePedaste, MargusTasiopoulou, EvitaVidal, GérardZacharia, Zacharias C.Digital educationOnline labsInstructional design processLearning analyticsInquiry learningProducción CientíficaDesigning and implementing online or digital learning material is a demanding task for teachers. This is even more the case when this material is used for more engaged forms of learning, such as inquiry learning. In this article, we give an informed account of Go-Lab, an ecosystem that supports teachers in creating Inquiry Learning Spaces (ILSs). These ILSs are built around STEM–related online laboratories. Within the Go-Lab ecosystem, teachers can combine these online laboratories with multimedia material and learning apps, which are small applications that support learners in their inquiry learning process. The Go-Lab ecosystem offers teachers ready–made structures, such as a standard inquiry cycle, alternative scenarios or complete ILSs that can be used as they are, but it also allows teachers to configure these structures to create personalized ILSs. For this article, we analyzed data on the design process and structure of 2414 ILSs that were (co)created by teachers and that our usage data suggest have been used in classrooms. Our data show that teachers prefer to start their design from empty templates instead of more domain–related elements, that the makeup of the design team (a single teacher, a group of collaborating teachers, or a mix of teachers and project members) influences key design process characteristics such as time spent designing the ILS and number of actions involved, that the characteristics of the resulting ILSs also depend on the type of design team and that ILSs that are openly shared (i.e., published in a public repository) have different characteristics than those that are kept private.Horizon 2020 Research and Innovation Programme under Grant Agreement No 731685.Springer2021info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://doi.org/10.1007/s11423-020-09904-zhttps://uvadoc.uva.es/handle/10324/83188reponame:UVaDOC. Repositorio Documental de la Universidad de Valladolidinstname:Universidad de ValladolidIngléshttps://link.springer.com/article/10.1007/s11423-020-09904-z#Ack1info:eu-repo/semantics/openAccesshttp://creativecommons.org/licenses/by-nc-nd/4.0/oai:uvadoc.uva.es:10324/831882026-06-13T12:44:47Z
dc.title.none.fl_str_mv Understanding teacher design practices for digital inquiry–based science learning: the case of Go-Lab
title Understanding teacher design practices for digital inquiry–based science learning: the case of Go-Lab
spellingShingle Understanding teacher design practices for digital inquiry–based science learning: the case of Go-Lab
de Jong, Ton
Digital education
Online labs
Instructional design process
Learning analytics
Inquiry learning
title_short Understanding teacher design practices for digital inquiry–based science learning: the case of Go-Lab
title_full Understanding teacher design practices for digital inquiry–based science learning: the case of Go-Lab
title_fullStr Understanding teacher design practices for digital inquiry–based science learning: the case of Go-Lab
title_full_unstemmed Understanding teacher design practices for digital inquiry–based science learning: the case of Go-Lab
title_sort Understanding teacher design practices for digital inquiry–based science learning: the case of Go-Lab
dc.creator.none.fl_str_mv de Jong, Ton
Gillet, Denis
Rodríguez-Triana, María Jesús
Hovardas, Tasos
Dikke, Diana
Doran, Rosa
Dziabenko, Olga
Koslowsky, Jens
Korventausta, Miikka
Law, Effie
Pedaste, Margus
Tasiopoulou, Evita
Vidal, Gérard
Zacharia, Zacharias C.
author de Jong, Ton
author_facet de Jong, Ton
Gillet, Denis
Rodríguez-Triana, María Jesús
Hovardas, Tasos
Dikke, Diana
Doran, Rosa
Dziabenko, Olga
Koslowsky, Jens
Korventausta, Miikka
Law, Effie
Pedaste, Margus
Tasiopoulou, Evita
Vidal, Gérard
Zacharia, Zacharias C.
author_role author
author2 Gillet, Denis
Rodríguez-Triana, María Jesús
Hovardas, Tasos
Dikke, Diana
Doran, Rosa
Dziabenko, Olga
Koslowsky, Jens
Korventausta, Miikka
Law, Effie
Pedaste, Margus
Tasiopoulou, Evita
Vidal, Gérard
Zacharia, Zacharias C.
author2_role author
author
author
author
author
author
author
author
author
author
author
author
author
dc.subject.none.fl_str_mv Digital education
Online labs
Instructional design process
Learning analytics
Inquiry learning
topic Digital education
Online labs
Instructional design process
Learning analytics
Inquiry learning
description Producción Científica
publishDate 2021
dc.date.none.fl_str_mv 2021
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.none.fl_str_mv https://doi.org/10.1007/s11423-020-09904-z
https://uvadoc.uva.es/handle/10324/83188
url https://doi.org/10.1007/s11423-020-09904-z
https://uvadoc.uva.es/handle/10324/83188
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv https://link.springer.com/article/10.1007/s11423-020-09904-z#Ack1
dc.rights.none.fl_str_mv info:eu-repo/semantics/openAccess
http://creativecommons.org/licenses/by-nc-nd/4.0/
eu_rights_str_mv openAccess
rights_invalid_str_mv http://creativecommons.org/licenses/by-nc-nd/4.0/
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Springer
publisher.none.fl_str_mv Springer
dc.source.none.fl_str_mv reponame:UVaDOC. Repositorio Documental de la Universidad de Valladolid
instname:Universidad de Valladolid
instname_str Universidad de Valladolid
reponame_str UVaDOC. Repositorio Documental de la Universidad de Valladolid
collection UVaDOC. Repositorio Documental de la Universidad de Valladolid
repository.name.fl_str_mv
repository.mail.fl_str_mv
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