The collaborative visualization project
Communications of the ACM - Special issue on technology in K–12 education
Co-design of innovations with teachers: definition and dynamics
ICLS '06 Proceedings of the 7th international conference on Learning sciences
The mediating role of coherence in curriculum implementation
ICLS'08 Proceedings of the 8th international conference on International conference for the learning sciences - Volume 2
A blended model for knowledge communities: embedding scaffolded inquiry
ICLS'08 Proceedings of the 8th international conference on International conference for the learning sciences - Volume 2
The impact of web-based collaborative inquiry for science learning in secondary education
ICLS '10 Proceedings of the 9th International Conference of the Learning Sciences - Volume 1
Assessing social construction of knowledge online: A critique of the interaction analysis model
Computers in Human Behavior
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We describe a two-year study of a rich secondary science curriculum that was codesigned in close partnership with teachers, technology specialists and even school administrators. The goal of the research was to provide empirical support for a recent model of learning and instruction that blends the two perspectives of knowledge communities and scaffolded inquiry. A design-oriented method was employed, where the first iteration of the curriculum was evaluated in terms of its fit to the model, as well as its impact on student learning. Based on a set of design recommendations, a much more substantive curriculum was developed for the second iteration, leading to rich measures of student collaboration and deep understanding of the targeted science concepts. This paper describes our co-design process, which allowed teachers to lead the curriculum design and classroom enactment while researchers contributed design guidelines according to the theoretical model.