Participants reported increased familiarity with each Designing for Learning topic after attending the Edcamp sessions¶

Claim · All claims
Evidence · 1 study · design r2 · q2
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Across the four Edcamp events, participants reported increases in being very familiar with each topic: individual variability 17 percent, identity 29 percent, motivation 32 percent, and cognition 21 percent. → familiarity-1

Evidence¶

familiarity-1¶

Noakes, S., Modica, A., & Palazzolo, K. (2022, February). Edcamp design for learning series: A new bridge between research and professional learning. Digital Promise. https://doi.org/10.51388/20.500.12265/149

q2 · i? · design · r2

Pre/post survey analysis across the four Edcamp events, with more than 500 responses across eight surveys coded by the Digital Promise team. The report states "individual variability saw a 17 percent increase, identity saw a 29 percent increase, motivation saw the highest increase of 32 percent, and cognition saw a 21 percent increase". No effect sizes or significance tests are printed.

"In each post-survey, respondents reported an increase in being very familiar with the topic compared to responses in the pre-surveys; individual variability saw a 17 percent increase, identity saw a 29 percent increase, motivation saw the highest increase of 32 percent, and cognition saw a 21 percent increase"

Discussion¶

Related Claims¶

• Educators reported large increases in comfort leveraging their knowledge of the topics to share with peer educators — related
• Serving as panelists or moderators increased educators' reported expertise, peer-support confidence, and leadership confidence — related
• The series reached nearly 1,200 registrations across four events, drawing experienced educators from 22 countries — related
• Statewide OPTEL webinars showed high self-reported impact on participant knowledge and perceived quality — related