Use identified KAM social practices to guide collaborative platform features supporting teacher adoption¶

Strategy · All strategies
Evidence · 2 claims (2 for) · 1 study (1 associational), q2 · 0 of 1 report an effect size · 2 claims rest on one study

Description¶

Building on the finding that KAM traces align with higher adoption, the authors recommend using "the identification of key social practices" to guide future platform development in Graasp. Suggested functionalities include facilitating discussions or helping teachers find relevant peers or experts, helping practitioners communicate and expand their networks, and promoting the imagination and alignment aspects of communities of practice, for example encouraging ILS co-creation and exchange of teaching experiences. The goal is designing collaborative functionalities that encourage social learning and knowledge creation leading to changes in professional practice.

Design Implications¶

Context¶

Requirements¶

• Platform must capture traces of social practices such as sharing, co-editing, expert involvement and reuse

Constraints¶

• The article notes many adoption obstacles precede social practices, including infrastructure, teacher profile, workload and curriculum fit

Target Learners¶

• teachers in online professional communities

Target Learning Goals¶

• adopting pedagogical innovations such as inquiry-based learning

Affordances¶

• Knowledge Appropriation Model Kam

Claims¶

• Logistic regression shows all traced KAM practices except fading are significant positive predictors of adoption, with maturation strongest (odds ratios up to 12.36) and model AUC = 0.79 [+W]
• Teachers who participated in ILSs with KAM practices were far more likely to be involved in an implemented ILS (42–53%) than the dataset average (16.27%) [+W]

Related Strategies¶

• Prioritize process-data instrumentation, open collaboration, and dissemination in learning platforms
• Raise teacher awareness of new features through professional development and outreach

Examples¶

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Key Sources¶

• María Jesús Rodríguez-Triana, Luis P. Prieto, Tobias Ley, Ton de Jong, Denis Gillet. (2020). Social practices in teacher knowledge creation and innovation adoption: a large-scale study in an online instructional design community for inquiry learning. International Journal of Computer-Supported Collaborative Learning. https://doi.org/10.1007/s11412-020-09331-5