Version 1
: Received: 18 December 2023 / Approved: 19 December 2023 / Online: 19 December 2023 (14:58:10 CET)
How to cite:
Scott, H.; Smith, M. A Design-Based Research Approach to Developing Teacher-Student Co-creation through Interactive E:books. Preprints2023, 2023121474. https://doi.org/10.20944/preprints202312.1474.v1
Scott, H.; Smith, M. A Design-Based Research Approach to Developing Teacher-Student Co-creation through Interactive E:books. Preprints 2023, 2023121474. https://doi.org/10.20944/preprints202312.1474.v1
Scott, H.; Smith, M. A Design-Based Research Approach to Developing Teacher-Student Co-creation through Interactive E:books. Preprints2023, 2023121474. https://doi.org/10.20944/preprints202312.1474.v1
APA Style
Scott, H., & Smith, M. (2023). A Design-Based Research Approach to Developing Teacher-Student Co-creation through Interactive E:books. Preprints. https://doi.org/10.20944/preprints202312.1474.v1
Chicago/Turabian Style
Scott, H. and Matthew Smith. 2023 "A Design-Based Research Approach to Developing Teacher-Student Co-creation through Interactive E:books" Preprints. https://doi.org/10.20944/preprints202312.1474.v1
Abstract
This paper outlines the evolution of a learning technology interface from a Beta version to launch with educators and its alignment to pedagogical theory, designed to maximise collaboration between teacher and student. It explores how the “co-creation” of curricula via textual sources that underpin teaching and learning can be enhanced through interactive e-books and outlines the challenges involved in this praxis. With a number of stakeholders involved in the live use of the platform (including teachers, students, HE educators, course instructors, curriculum designers and software developers), iterative feedback loops informed real-time design improvements to both the interface and the-ory. This collaboration utilised a design-based research (DBR) approach (Wang and Hannafin, 2005), which is outlined here as explanation of how the tool developed and how iterative feedback helped to reconsider the challenges educators face in implementing pedagogical innovation across differing contexts. We propose how speculative design (Lukens and DiSalvo, 2012) and Activity Theory (Engeström, 1987) workshops can methodologically enhance the planning and evaluation phases inherent to DBR approaches, which involve students to prepare for educators’ innovation. Finally, we conclude with how educators can utilise these design principles using stratified approaches to help prepare organisational approaches for innovation.
Copyright:
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
