The Knowledge Building International Project (KBIP): Scaling Up Professional Development Using Collaborative Technology
暂无分享,去创建一个
Thérèse Laferrière | Alain Breuleux | Nancy Law | Marlene Scardamalia | Christine Hamel | Mireia Montané | M. Scardamalia | N. Law | Thérèse Laferrière | Alain Breuleux | Christine Hamel | Sandrine Turcotte | Stéphane Allaire | M. Montané | Oscar Hernández | Sandrine Turcotte | Stéphane Allaire | Oscar Hernandez
[1] Thérèse Laferrière,et al. Devis sociotechniques pour l’établissement de communautés d’apprentissage en réseau pour l’intégration pédagogique des TIC en formation des maîtres , 2004 .
[2] Ann Lieberman. Networks as Learning Communities , 2000 .
[3] Y. Engeström,et al. Interactive expertise : studies in distributed working intelligence , 1992 .
[4] Christine Hamel,et al. Just-in-time online professional development activities for an innovation in small rural schools , 2012 .
[5] Ann Lieberman,et al. Networks and Reform in American Education , 1996, Teachers College Record: The Voice of Scholarship in Education.
[6] Yrjö Engeström,et al. From design experiments to formative interventions , 2008, ICLS.
[7] Y. Engeström,et al. Perspectives on activity theory: Innovative learning in work teams: Analyzing cycles of knowledge creation in practice , 1999 .
[8] Lisa C. Yamagata-Lynch. Activity Systems Analysis Methods , 2010 .
[9] S. Tan,et al. Knowledge Creation in Education , 2014 .
[10] W. Penuel,et al. Design-Based Implementation Research: An Emerging Model for Transforming the Relationship of Research and Practice , 2013 .
[11] W. Penuel,et al. Organizing Research and Development at the Intersection of Learning, Implementation, and Design , 2011 .
[12] E. Rogers. Diffusion of Innovations , 1962 .
[13] Thérèse Laferrière,et al. Barriers to successful implementation of technology integration in educational settings: a case study , 2013, J. Comput. Assist. Learn..
[14] Allan Collins,et al. Design Research: Theoretical and Methodological Issues , 2004 .
[15] Jaakko Virkkunen,et al. The Change Laboratory , 2013 .
[16] Martha Stone Wiske,et al. Teaching for understanding with technology , 2004 .
[17] Alain Breuleux,et al. Collaborative design as a form of professional development , 2014, Instructional Science.
[18] Thérèse Laferrière,et al. Knowledge building international project: Designs for deep understanding , 2011 .
[19] R. L. Cornu,et al. Reconceptualising professional experiences in pre-service teacher education…reconstructing the past to embrace the future , 2008 .
[20] Multilevel Innovation in Remote Networked Schools , 2010 .
[21] Huang-Yao Hong,et al. Sustaining Knowledge Building as a Principle-Based Innovation at an Elementary School , 2011 .
[22] Jaakko Virkkunen,et al. The Change Laboratory: A Tool for Collaborative Development of Work and Education , 2013 .
[23] Hyo-Jeong So,et al. The Singapore experience: Synergy of national policy, classroom practice and design research , 2011, Int. J. Comput. Support. Collab. Learn..
[24] Y. Engeström,et al. Learning by expanding: An activity-theoretical approach to developmental research , 2014 .
[25] R. Keith Sawyer,et al. The Cambridge Handbook of the Learning Sciences: Analyzing Collaborative Discourse , 2005 .
[26] Margaret Riel. Cooperative learning across classrooms in electronic Learning Circles , 1990 .
[27] Thérèse Laferrière,et al. Développement professionnel d’enseignantes et d’enseignants : les passeurs de frontière qui façonnent l’École éloignée en réseau , 2010 .
[28] M. Scardamalia. Collective cognitive responsibility for the advancement of knowledge , 2002 .
[29] Thérèse Laferrière,et al. An International Knowledge Building Network for Sustainable Curriculum and Pedagogical Innovation. , 2012 .
[30] P. Benson,et al. Bereiter, C., & Scardamalia, M. (1993). Surpassing ourselves: An enquiry into the nature and implications of expertise. Chicago and La Salle, Illinois: Open Court Publications. , 2006 .
[31] Yrjö Engeström,et al. Studies of expansive learning: Foundations, findings and future challenges , 2010 .
[32] Stéphane Allaire,et al. L'école éloignée en réseau. Enseigner et apprendre en réseau: collaborer entre écoles distantes à l’aide des TIC , 2011 .
[33] Carl Bereiter,et al. Principled Practical Knowledge: Not a Bridge but a Ladder , 2014 .
[34] Jaakko Virkkunen,et al. Dilemmas in building shared transformative agency , 2006 .
[35] C. Coburn,et al. Rethinking Scale: Moving Beyond Numbers to Deep and Lasting Change , 2003 .
[36] Carol K. K. Chan,et al. Student-Directed Assessment of Knowledge Building Using Electronic Portfolios , 2007 .
[37] Carol K. K. Chan. Bridging research and practice: Implementing and sustaining knowledge building in Hong Kong classrooms , 2011, Int. J. Comput. Support. Collab. Learn..
[38] Lisa C. Yamagata-Lynch. Activity Systems Analysis Methods: Understanding Complex Learning Environments , 2010 .
[39] L. Vygotsky. Mind in Society: The Development of Higher Psychological Processes: Harvard University Press , 1978 .
[40] Elizabeth Hartnell-Young. Learning for Teaching: Building Professional Knowledge on a National Scale , 2009 .
[41] Etienne Wenger,et al. Situated Learning: Legitimate Peripheral Participation , 1991 .
[42] Ann L. Brown,et al. How people learn: Brain, mind, experience, and school. , 1999 .
[43] Annalisa Sannino,et al. Sustaining a non-dominant activity in school: Only a utopia? , 2008 .
[44] Christine Hamel,et al. Un regard rétrospectif sur le développement professionnel des enseignants dans le modèle de l’École éloignée en réseau , 2013 .
[45] Sylvie Barma,et al. TEACHING, LEARNING, AND KNOWLEDGE BUILDING: THE CASE OF THE REMOTE NETWORKED SCHOOL INITIATIVE , 2012, Problems of Education in the 21st Century.