Information Technology Reference
In-Depth Information
Design, Research & Reflection Space
(for individual student teachers and design teams)
Tools & resources for instructional design: tools for lesson planning,
ICT-enhanced resource design, etc.
Tools for inquiry management: workflows, wikis, milestones, etc. tools
for project design and management
E-research tools and resources: online survey tools, video analysis,
social network analysis, quantitative data analysis, etc.
Tools for reflection, sharing & storing : individual resources, learning and
accreditation portfolios, reflective logbooks, etc.
Federated
Innovation,
Research Evidence
& Data Repository
Innovation
designs,
inquiry
designs,
instruments,
data, findings
Annotated integrated
database of
innovations (e.g.,
learning resources) &
design-based inquiries
(e.g., data, analytical
results, reports, etc.)
Collaboration & Knowledge-
Sharing Space
(for student teachers, researchers, etc.
communities)
Communication & collaborative
knowledge-building tools:
discussions, collaborative wikis,
conferencing, whiteboards, etc.
Distributed e-research tools:
synchronous video analysis, remote
data gathering and analysis, etc.
Generic reusable
design resources:
reusable learning
objects, design
patterns
Dissemination & Decision-
Making Space
(for teachers-innovators,
researchers, decision-makers, etc.)
Tools for interrogation in
innovation and evidence
repository
Tools for meta-research,
gathering of evidence and
decision-making: data mining,
cross-case comparison, etc.
C ases,
instructional
resources,
data, findings,
evidence, etc.
Inquiry & research
resources : manuals,
guides, inquiry
process models,
templates, scripts, etc.
Fig. 12.2 A high-level architecture for an e-inquiry environment
generate reports for dissemination and sharing. Technological tools support var-
ious types of data analysis, including classroom video observations, automatic,
and semiautomatic analysis of student online learning and interaction (e.g., CSCL
[computer-supported collaborative learning], automatic essay analysis tools, and
social network analysis). Such tools, based on the Grid technologies and seman-
tic web architectures, can hide some complexity of educational data analysis, help
to integrate various data sources (e.g., automatically captured data about student
online learning and interactions with data collected in explicit ways, such as online
surveys), and help teachers to use more robust and complex research techniques.
Tools for reflection, sharing, and storing (e.g., e-portfolios or reflective logbooks)
provide virtual spaces for storing created digital artifacts, help to document them
and simplify knowledge sharing (e.g., add standard metadata to created instruc-
tional resources and collected evidence before teachers deposit them into public
repositories).
The collaboration and knowledge-sharing space primarily provides support for
collaborative research, knowledge-building, networking, and sharing. The tools in
this space can serve different purposes. Collaboration tools provide affordances
for intensive communication on designs and other questions within design-based
inquiry teams and for involvement into knowledge-building process of other
community members that are not core members of an inquiry team. They pri-
marily include various synchronous and asynchronous communication means for
discursive knowledge building, such as discussion boards, collaborative wikis, syn-
chronous conferences, and shared whiteboards. Distributed e-research tools provide
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