Teachers as participatory designers: two case studies with technology-enhanced learning environments
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For collaborative design to be successful, it is key to establish horizontal relationships of mutual learning in which stakeholders' knowledge and contributions are valued.
“For collaborative design to be successful, it is key to establish horizontal relationships of mutual learning in which stakeholders’ knowledge and contributions are valued (Druin, 2014).”
From Designing learning technology collaboratively: analysis of a chatbot co-design (2023) · cites this paper as Druin, 2014
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- Authors
- Cober, R., Tan, E., Slotta, J., So, H.-J., & Könings, K. D.
- Affiliations
- University of Toronto (CA)
- Ludwig-Maximilians-Universität München (DE)
- Pohang University of Science and Technology (KR)
- Maastricht University (NL)
- Corresponding author
- Cober, Rebecca
- Venue
- Instructional Science
- Published
- 2015-01-15
- Volume
- 43
- Issue
- 2
- Pages
- 203-228
- ISSN
- 0020-4277 (ISSN-L)
- 1573-1952
- OpenAlex
- W2056095986
- Cited by
- 136
- References
- 60
- Citations by year
- 2026: 11 · 2025: 11 · 2024: 14 · 2023: 13 · 2022: 18 · 2021: 12 · 2020: 10 · 2019: 14 · 2018: 12 · 2017: 11 · 2016: 7 · 2015: 3
- FWCI
- 52.07
- Type
- book chapter
- Language
- en
- Open access
- closed
- Licence
- www.springer.com/tdm (tdm)
- Locations
- Instructional Science (publishedVersion)
- Research Publications (Maastricht University) (submittedVersion)
- Open Access System for Information Sharing (Pohang University of Science and Technology) (submittedVersion)
- Topics
- Social Sciences › Education › Education and Technology Integration
- Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
- Social Sciences › Education › Teacher Education and Leadership Studies
- Keywords
- participatory design, technology-enhanced learning environments, collaborative prototyping, contextual inquiry, teacher professional development, design partnerships
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