Designing Formative Assessment Software with Teachers: an Analysis of the Co-Design Process
By William R. Penuel, Jeremy Roschelle, Nicole Shechtman. Research and Practice in Technology Enhanced Learning, 2007
318 citations recorded by the source corpus.
Researchers in the learning sciences have explored a collaborative approach to developing innovations that fit into real classroom contexts. The co-design process relies on teachers’ ongoing involvement with the design of educational innovations, which typically employ technology as a critical support for practice. To date, investigators have described the application and results of co-design, but they have not defined the process nor explored how it plays out over time. In this paper, we define co-design as a highly-facilitated, teambased process in which teachers, researchers, and developers work together in defined roles to design an educational innovation, realize the design in one or more prototypes, and evaluate each prototype’s significance for addressing a concrete educational need. We suggest seven key process components and use data from a systematic set of interviews to illustrate the roles of teachers and researchers in co-design and describe how tensions in the process can unfold and be resolved over time.
Subfields: Developmental and Educational Psychology, Education
View Paper: https://www.semanticscholar.org/paper/48f6365e11585c7864f21c601a27630f00afb92c
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Developmental and Educational Psychology
In Education
Citations in the corpus
- The effects of integrating mobile devices with teaching and learning on students' learning performance: A meta-analysis and research synthesis (2016, background): “…research-based mobile learning programs not only transfers researchers' visions and experiences for the use of technology to teachers, but also minimizes the time teachers spend on formulating new ideas and performing trial-and-error iterative procedures (Gerard et al., 2011; Penuel et al., 2007).”