On-line designs for supporting teacher epistemic communities: A comparative analysis

Etan Cohen; Gideon Dishon; Adam Lefstein

On-line designs for supporting teacher epistemic communities: A comparative analysis

Etan Cohen, Gideon Dishon, Adam Lefstein

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › peer-review

1 Scopus citations

Abstract

Over the past four decades, various types of epistemic resources required for teaching, and alternative infrastructures for creating and disseminating them, have been proposed. Today's proliferation of online tools for teachers means that there are infinitely more possibilities, setting the stage for a reinvigorated discussion surrounding what teachers are expected to do, and how best to support them in their work. In this essay, we offer a comparative analysis of three online platforms for teachers, to identify contemporary conceptions of teaching and to highlight some of the considerations and tradeoffs that should be taken into account when designing such a platform.

Original language	English
Title of host publication	International Collaboration toward Educational Innovation for All
Subtitle of host publication	Overarching Research, Development, and Practices - 16th International Conference of the Learning Sciences, ICLS 2022
Editors	Clark Chinn, Edna Tan, Carol Chan, Yael Kali
Publisher	International Society of the Learning Sciences (ISLS)
Pages	131-138
Number of pages	8
ISBN (Electronic)	9781737330653
State	Published - 1 Jan 2022
Event	16th International Conference of the Learning Sciences, ICLS 2022 - Virtual, Online, Japan Duration: 6 Jun 2022 → 10 Jun 2022

Publication series

Name	Proceedings of International Conference of the Learning Sciences, ICLS
ISSN (Print)	1814-9316

Conference

Conference	16th International Conference of the Learning Sciences, ICLS 2022
Country/Territory	Japan
City	Virtual, Online
Period	6/06/22 → 10/06/22

ASJC Scopus subject areas

Computer Science (miscellaneous)
Education

Cite this

Cohen, E., Dishon, G., & Lefstein, A. (2022). On-line designs for supporting teacher epistemic communities: A comparative analysis. In C. Chinn, E. Tan, C. Chan, & Y. Kali (Eds.), International Collaboration toward Educational Innovation for All: Overarching Research, Development, and Practices - 16th International Conference of the Learning Sciences, ICLS 2022 (pp. 131-138). (Proceedings of International Conference of the Learning Sciences, ICLS). International Society of the Learning Sciences (ISLS).

Cohen, Etan ; Dishon, Gideon ; Lefstein, Adam. / On-line designs for supporting teacher epistemic communities : A comparative analysis. International Collaboration toward Educational Innovation for All: Overarching Research, Development, and Practices - 16th International Conference of the Learning Sciences, ICLS 2022. editor / Clark Chinn ; Edna Tan ; Carol Chan ; Yael Kali. International Society of the Learning Sciences (ISLS), 2022. pp. 131-138 (Proceedings of International Conference of the Learning Sciences, ICLS).

@inproceedings{fae4632648ef49ff98518bc79c782f6f,

title = "On-line designs for supporting teacher epistemic communities: A comparative analysis",

abstract = "Over the past four decades, various types of epistemic resources required for teaching, and alternative infrastructures for creating and disseminating them, have been proposed. Today's proliferation of online tools for teachers means that there are infinitely more possibilities, setting the stage for a reinvigorated discussion surrounding what teachers are expected to do, and how best to support them in their work. In this essay, we offer a comparative analysis of three online platforms for teachers, to identify contemporary conceptions of teaching and to highlight some of the considerations and tradeoffs that should be taken into account when designing such a platform.",

author = "Etan Cohen and Gideon Dishon and Adam Lefstein",

note = "Publisher Copyright: {\textcopyright} ISLS.; 16th International Conference of the Learning Sciences, ICLS 2022 ; Conference date: 06-06-2022 Through 10-06-2022",

year = "2022",

month = jan,

day = "1",

language = "English",

series = "Proceedings of International Conference of the Learning Sciences, ICLS",

publisher = "International Society of the Learning Sciences (ISLS)",

pages = "131--138",

editor = "Clark Chinn and Edna Tan and Carol Chan and Yael Kali",

booktitle = "International Collaboration toward Educational Innovation for All",

}

Cohen, E, Dishon, G & Lefstein, A 2022, On-line designs for supporting teacher epistemic communities: A comparative analysis. in C Chinn, E Tan, C Chan & Y Kali (eds), International Collaboration toward Educational Innovation for All: Overarching Research, Development, and Practices - 16th International Conference of the Learning Sciences, ICLS 2022. Proceedings of International Conference of the Learning Sciences, ICLS, International Society of the Learning Sciences (ISLS), pp. 131-138, 16th International Conference of the Learning Sciences, ICLS 2022, Virtual, Online, Japan, 6/06/22.

On-line designs for supporting teacher epistemic communities: A comparative analysis. / Cohen, Etan; Dishon, Gideon ; Lefstein, Adam.
International Collaboration toward Educational Innovation for All: Overarching Research, Development, and Practices - 16th International Conference of the Learning Sciences, ICLS 2022. ed. / Clark Chinn; Edna Tan; Carol Chan; Yael Kali. International Society of the Learning Sciences (ISLS), 2022. p. 131-138 (Proceedings of International Conference of the Learning Sciences, ICLS).

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › peer-review

TY - GEN

T1 - On-line designs for supporting teacher epistemic communities

T2 - 16th International Conference of the Learning Sciences, ICLS 2022

AU - Cohen, Etan

AU - Dishon, Gideon

AU - Lefstein, Adam

PY - 2022/1/1

Y1 - 2022/1/1

N2 - Over the past four decades, various types of epistemic resources required for teaching, and alternative infrastructures for creating and disseminating them, have been proposed. Today's proliferation of online tools for teachers means that there are infinitely more possibilities, setting the stage for a reinvigorated discussion surrounding what teachers are expected to do, and how best to support them in their work. In this essay, we offer a comparative analysis of three online platforms for teachers, to identify contemporary conceptions of teaching and to highlight some of the considerations and tradeoffs that should be taken into account when designing such a platform.

AB - Over the past four decades, various types of epistemic resources required for teaching, and alternative infrastructures for creating and disseminating them, have been proposed. Today's proliferation of online tools for teachers means that there are infinitely more possibilities, setting the stage for a reinvigorated discussion surrounding what teachers are expected to do, and how best to support them in their work. In this essay, we offer a comparative analysis of three online platforms for teachers, to identify contemporary conceptions of teaching and to highlight some of the considerations and tradeoffs that should be taken into account when designing such a platform.

UR - http://www.scopus.com/inward/record.url?scp=85145775047&partnerID=8YFLogxK

M3 - Conference contribution

AN - SCOPUS:85145775047

T3 - Proceedings of International Conference of the Learning Sciences, ICLS

SP - 131

EP - 138

BT - International Collaboration toward Educational Innovation for All

A2 - Chinn, Clark

A2 - Tan, Edna

A2 - Chan, Carol

A2 - Kali, Yael

PB - International Society of the Learning Sciences (ISLS)

Y2 - 6 June 2022 through 10 June 2022

ER -

Cohen E, Dishon G , Lefstein A. On-line designs for supporting teacher epistemic communities: A comparative analysis. In Chinn C, Tan E, Chan C, Kali Y, editors, International Collaboration toward Educational Innovation for All: Overarching Research, Development, and Practices - 16th International Conference of the Learning Sciences, ICLS 2022. International Society of the Learning Sciences (ISLS). 2022. p. 131-138. (Proceedings of International Conference of the Learning Sciences, ICLS).

On-line designs for supporting teacher epistemic communities: A comparative analysis

Abstract

Publication series

Conference

ASJC Scopus subject areas

Other files and links

Fingerprint

Cite this