Learning design as a medium for scaffolding teacher learning and collaboration

Abstract

Teachers implementing new curricula targeting the development of 21st century skills face the challenge of learning how to design learning experiences that align with the intended pedagogical approach. Curriculum reform initiatives expect that development will take place at least in part through teacher collaboration and sharing of curriculum resources through digital repositories. However, curriculum artifacts have not so far proved to be an effective medium for teacher collaboration. This paper argues that the teaching profession suffers from not having a shared professional language to describe and communicate their design ideas, and demonstrates that the provision of a design language and format that highlights the multilevel, multi-faceted aspects of a design helps to scaffold teacher discourse to deeper pedagogical discussions. On the basis of the findings from a cross-cultural collaboration, we set out the implications for computer-supported collaborative learning for teachers, to enable more effective teacher learning and collaboration. © ISLS.