In Quebec's Remote Networked School initiative, teacher collaborative design proved to be relevant, feasible, and sustainable despite systemic limits¶
Claim · All claims
Evidence · 1 study · designr2·q2
Currency · newest study 2015 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? Based on multi-iteration design-based research results, the article concludes teacher collaborative design in the RNS initiative proved relevant, feasible, and sustainable. → Joke Voogt 2015
Evidence¶
Joke Voogt 2015¶
Joke Voogt, Therese Laferrière, Alain Breuleux, Rebecca C. Itow, Daniel T. Hickey, Susan McKenney (2015). Collaborative design as a form of professional development. Instr Sci (2015) 43:259-282. https://doi.org/10.1007/s11251-014-9340-7
q2 · i? · design · r2
Design-based research over several iterations of the RNS initiative in Quebec (three school districts and 12 schools in the two-year pilot; over 300 schools engaged overall), drawing on questionnaires, interviews, and online artefacts. The conclusion is the authors' qualitative judgment; no effect sizes are printed.
"Despite these limitations, teacher collaborative design was the result of teachers' exercise of agency and leadership as manifested by boundary crossing, artefacts, stories, and new routines or rituals. Based on these results teacher collaborative design proved to be relevant, feasible, and sustainable."
Discussion¶
Related Claims¶
- CSCL initiatives have produced sustainable educational change at classroom, school, and school-system levels — a broader claim this one bears on
- Interviews after the Inclusive Innovation pilots identified multi-level buy-in, implementation iteration, embedding in existing systems, and demonstrating benefits as key lessons for sustaining district-community solutions — related
- The article argues the durability of the WSS co-design approach depends on institutionalizing authentic engagement as core practice, not a one-time initiative — related
- A standing committee structure sustains middle school change despite personnel turnover — related
- The multi-step activity proved usable, fostered workplace connections, and engaged teacher and students — related
- Development of collaborative classrooms and effective CSCL curriculum is a multi-year, multi-iteration process requiring sustained institutional commitment — a broader claim this one bears on
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
rns-collaborative-design-relevant-feasible-sustainable |
title |
In Quebec's Remote Networked School initiative, teacher collaborative design proved to be relevant, feasible, and sustainable despite systemic limits |
description |
In Quebec's Remote Networked School initiative, teacher collaborative design proved to be relevant, feasible, and sustainable despite systemic limits |
status |
review |
evidence_strength |
weak |
newest_evidence |
2015 |
source_checked |
2026-10-20 |
generated |
by process:wiki-ingest on 2026-10-18 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — joke-voogt-2015 |
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