Theory-Based Design of Tools for Analyzing Learning in Educational Environments

• In Event: 25.052 - Designing Activity Systems to Support the Communities of Practice and Community Engaged Learning

Abstract

Tools for analyzing learning often contain only traces of theoretical and philosophical origins of which teachers may not be aware. Tools that fail to provide clear origin stories for teachers perpetuate the theory-practice gaps in understanding of learning. Consequences of this deficiency include the notions that it is acceptable for professional development materials and curriculum guides to omit theory-rich explanations and that teachers can be prepared to study learning with these incomplete tools. We illustrate a process for using theoretical frameworks to develop new tools that include origin stories. With the approach, we argue the possibility of empowering teachers and their students to become primary authors of tools for analyzing learning and use them to improve teaching-learning in their contexts.

Authors

• Susan A. Kirch, New York University

• Pooneh Sabouri, New York University

• Moyu Zhang, New York University

• Wanjing Ma, New York University