Humanizing Co-design through attention to educators’ affective and relational experiences

IF 3 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of the Learning Sciences Pub Date : 2024-02-22 DOI:10.1080/10508406.2024.2318557

Ashley Seidel Potvin, Leah Peña Teeters, William R. Penuel, Sona Dimidjian

引用次数: 0

Abstract

Co-design can be challenging and rewarding as educators explore new roles and ideas. Accounts of co-design rarely examine educators’ affective and relational experiences, nor investigate scaffolds ...

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通过关注教育工作者的情感和关系体验，实现人性化的协同设计

在教育工作者探索新角色和新理念的过程中，共同设计既具有挑战性，又能带来回报。关于共同设计的论述很少研究教育者的情感和关系体验，也很少研究支架......

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来源期刊

Journal of the Learning Sciences Multiple-

CiteScore

10.70

自引率

5.30%

发文量

期刊介绍： Journal of the Learning Sciences (JLS) is one of the two official journals of the International Society of the Learning Sciences ( www.isls.org). JLS provides a multidisciplinary forum for research on education and learning that informs theories of how people learn and the design of learning environments. It publishes research that elucidates processes of learning, and the ways in which technologies, instructional practices, and learning environments can be designed to support learning in different contexts. JLS articles draw on theoretical frameworks from such diverse fields as cognitive science, sociocultural theory, educational psychology, computer science, and anthropology. Submissions are not limited to any particular research method, but must be based on rigorous analyses that present new insights into how people learn and/or how learning can be supported and enhanced. Successful submissions should position their argument within extant literature in the learning sciences. They should reflect the core practices and foci that have defined the learning sciences as a field: privileging design in methodology and pedagogy; emphasizing interdisciplinarity and methodological innovation; grounding research in real-world contexts; answering questions about learning process and mechanism, alongside outcomes; pursuing technological and pedagogical innovation; and maintaining a strong connection between research and practice.