The DOI matches its Crossref record; 58 of the 60 references it cites were found in a registry or an index.
Teachers as participatory designers: two case studies with technology-enhanced learning environments
Overview
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
In the citing paper
“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
Citations
Cites
(1984) · Cited by 81,983
Case Study Research: Design and Methods
Chaiklin, H. (1991) · The Journal of Nervous and Mental Disease · doi:10.1097/00005053-199102000-00025 · Cited by 39,639
Qualitative Inquiry and Research Design: Choosing Among Five Approaches
Lewis, S. (2015) · Health Promotion Practice · doi:10.1177/1524839915580941 · Cited by 22,105
(2017) · Cited by 16,036
Męcfal, S. (2012) · University of Lodz Repository (University of Łódź) · Cited by 6,617
The Cambridge Handbook of the Learning Sciences
(2005) · Cambridge University Press eBooks · doi:10.1017/cbo9780511816833 · Cited by 4,679
Brown, A. L. (1992) · Journal of the Learning Sciences · doi:10.1207/s15327809jls0202_2 · Cited by 4,000
Design Experiments in Educational Research
Cobb, P., Confrey, J., diSessa, A., Lehrer, R., & Schauble, L. (2003) · Educational Researcher · doi:10.3102/0013189x032001009 · Cited by 3,548
Bødker, S., Dindler, C., Iversen, O. S., & Smith, R. C. (2017) · CRC Press eBooks · doi:10.1201/9780203744338 · Cited by 1,517
Scardamalia, M., & Bereiter, C. (2005) · Cambridge University Press eBooks · doi:10.1017/cbo9780511816833.008 · Cited by 1,159
Research works printed but not linked: 1
- Suchman, L. (1993). Forward. In D. Schuler & A. Namioka (Eds.), Participatory design: Principles and practices (pp. vii–ix). Hillsdale, NJ: Lawrence Erlbaum Associates Inc.
Cited by
Sorted by citations
Virtual reality and gamification in education: a systematic review
Λαμπρόπουλος, Γ., & Kinshuk, K. (2024) · Educational Technology Research and Development · doi:10.1007/s11423-024-10351-3 · Cited by 569
Bond, M., Zawacki‐Richter, O., & Nichols, M. (2019) · British Journal of Educational Technology · doi:10.1111/bjet.12730 · Cited by 243
Learner involvement in the co-creation of teaching and learning: AMEE Guide No. 138
Könings, K. D., Mordang, S. B. R., Smeenk, F. W. J. M., Stassen, L. P. S., & Ramani, S. (2020) · Medical Teacher · doi:10.1080/0142159x.2020.1838464 · Cited by 223
Self-citationTeacher collaboration in curriculum design teams: effects, mechanisms, and conditions
Voogt, J. M., Pieters, J. M., & Handelzalts, A. (2016) · Educational Research and Evaluation · doi:10.1080/13803611.2016.1247725 · Cited by 187
Do we need teachers as designers of technology enhanced learning?
Kirschner, P. A. (2015) · Instructional Science · doi:10.1007/s11251-015-9346-9 · Cited by 170
“Cober et al. (2015) studied different aspects of ownership with respect to the teacher as participatory designer.”
Background
Metadata
- 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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Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
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