Didactical design principals for hybrid forms of professional learning communities - expanding teachers team collaboration with digital technologies
Student thesis: Master programme thesis
- Erik Dahl Thinggaard Leschly
- Thomas Bork Kjelgaard
- Anne Veiergang
4. term, Master of ICT and Learning (MIL) (Continuing education) (Continuing Education Programme (Master))
The aim of the present master thesis is to contribute to the debate and research on the topic of professional learning communities (PLC) in the Danish public school with special focus on digital technologies and processes of learning when collaborating in teams.
The present thesis may bring new perspectives to this area also by including knowledge gained from the period of COVID19 where teachers had to work at home exclu-sively by virtual technologies.
Our question of interest is:
How do teachers understand and use digital technologies as a part of their collaboration in teams, and how can these findings be the foundation for development of new didactical de-sign principals for hybrid forms of professional learning communities?
The present thesis include theory by Thomas R.S. Albrechtsen’s on the learning space in a Dan-ish school context. Furthermore, in order to create a nuanced discussion of the collaboration between teachers, theory by Robert J. Marzano’s - one of the founders of PLC - on collabora-tive teams, is applied. This is linked to Nancy Baym’s theory on the technology-mediated per-sonal connections in the digital age, and Linda Harasim’s theory on online collaborative learn-ing (OCL), which enable us to understand and describe how digital technologies and functions can support the learning that occur in the hybrid form of team collaboration between teachers.
Our approach to the thesis is action research. Thus, the first part of the analysis has a social-constructivist and hermeneutist approach.
In the second part, there is a shift to a pragmatic and design-orientated perspective. The re-sults indicate that online data sharing and chat/communication is crucial for collaborative pro-cesses in the hybrid form of team collaboration between teachers.
The conclusion is that considering team collaboration in a new hybrid form creates a hybrid learning space for the team where digital and analogue processes support each other.
Ultimately, our project results in three principles of didactive design. These principles can pro-vide the needed framework to start a shared process of development towards a hybrid learning space in the Danish public school.
The present thesis may bring new perspectives to this area also by including knowledge gained from the period of COVID19 where teachers had to work at home exclu-sively by virtual technologies.
Our question of interest is:
How do teachers understand and use digital technologies as a part of their collaboration in teams, and how can these findings be the foundation for development of new didactical de-sign principals for hybrid forms of professional learning communities?
The present thesis include theory by Thomas R.S. Albrechtsen’s on the learning space in a Dan-ish school context. Furthermore, in order to create a nuanced discussion of the collaboration between teachers, theory by Robert J. Marzano’s - one of the founders of PLC - on collabora-tive teams, is applied. This is linked to Nancy Baym’s theory on the technology-mediated per-sonal connections in the digital age, and Linda Harasim’s theory on online collaborative learn-ing (OCL), which enable us to understand and describe how digital technologies and functions can support the learning that occur in the hybrid form of team collaboration between teachers.
Our approach to the thesis is action research. Thus, the first part of the analysis has a social-constructivist and hermeneutist approach.
In the second part, there is a shift to a pragmatic and design-orientated perspective. The re-sults indicate that online data sharing and chat/communication is crucial for collaborative pro-cesses in the hybrid form of team collaboration between teachers.
The conclusion is that considering team collaboration in a new hybrid form creates a hybrid learning space for the team where digital and analogue processes support each other.
Ultimately, our project results in three principles of didactive design. These principles can pro-vide the needed framework to start a shared process of development towards a hybrid learning space in the Danish public school.
| Language | Danish |
|---|---|
| Publication date | 10 Jun 2020 |
| Number of pages | 147 |