TY - GEN
T1 - Best practices for facilitation in a choice-based, peer learning environment
T2 - 14th International Conference of the Learning Sciences: The Interdisciplinarity of the Learning Sciences, ICLS 2020
AU - Ramey, Kay E.
AU - Stevens, Reed
N1 - Funding Information:
This material is based upon work supported by the National Science Foundation under grants DRL-1348800, DRL-1433724, and DRL-1657438. However, any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation. We would also like to thank the rest of the FUSE team for their support of and feedback on this work. Finally, we would like to thank our partner students and educators.
Publisher Copyright:
© 2020 International Society of the Learning Sciences (ISLS). All rights reserved.
PY - 2020
Y1 - 2020
N2 - Teaching is one of the most extensively studied topics in education research. However, most studies of teaching assume a standard learning arrangement, in which the teacher is the content expert and directs student learning. What happens when this is not the case, when the resources for learning lie elsewhere (online, other students) and the expertise that the teacher brings is in how to facilitate learning rather than convey content? How do teachers navigate the role of 'facilitator', and what are the pedagogical best practices for doing so. Here, we address these questions by examining facilitation in one set of in- and after-school making and learning environments, called FUSE. Drawing on student and teacher interviews, classroom observations, and video, we analyze the needs experienced by facilitators and the tools and practices they implemented to address those needs.
AB - Teaching is one of the most extensively studied topics in education research. However, most studies of teaching assume a standard learning arrangement, in which the teacher is the content expert and directs student learning. What happens when this is not the case, when the resources for learning lie elsewhere (online, other students) and the expertise that the teacher brings is in how to facilitate learning rather than convey content? How do teachers navigate the role of 'facilitator', and what are the pedagogical best practices for doing so. Here, we address these questions by examining facilitation in one set of in- and after-school making and learning environments, called FUSE. Drawing on student and teacher interviews, classroom observations, and video, we analyze the needs experienced by facilitators and the tools and practices they implemented to address those needs.
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UR - http://www.scopus.com/inward/citedby.url?scp=85102881327&partnerID=8YFLogxK
M3 - Conference contribution
AN - SCOPUS:85102881327
T3 - Computer-Supported Collaborative Learning Conference, CSCL
SP - 1982
EP - 1989
BT - 14th International Conference of the Learning Sciences
A2 - Gresalfi, Melissa
A2 - Horn, Ilana Seidel
PB - International Society of the Learning Sciences (ISLS)
Y2 - 19 June 2020 through 23 June 2020
ER -