@inproceedings{83d1f940d2704d0a87affdfe94442e70,
title = "Boundary crossing as a lens for examining scale in collaborative learning sciences innovations",
abstract = "Researchers are increasingly seeking to support the spread of tools, practices, and curricular innovations for more equitable STE(A)M learning, through the development of collaborative relationships with schools and districts. In this study we followed two STE(A)M curricular innovations at different stages of development, as they made attempts to scale across two years through collaborations with practitioners. Our comparative case study explores how instances of dialogical learning facilitated boundary crossing (Akkerman and Bakker, 2011), which played a key role in shaping scaling efforts and usability. We illustrate how scale can be conceptualized and studied as a learning problem, using the lens of boundary crossing. This work addresses the need for longitudinal studies of researcher and practitioner collaborations, as well as the need for research that goes beyond the initial stages of an innovation's implementation, contributing to our understanding of what makes a successful and sustainable scaling effort.",
keywords = "Boundary crossing, Curricular innovation, Dialogical learning, Scale, Usability",
author = "Widman, {Sari A.} and Melia Repko-Erwin and Penuel, {William R.} and Reed Stevens",
note = "Publisher Copyright: {\textcopyright} ISLS; 14th International Conference of the Learning Sciences: The Interdisciplinarity of the Learning Sciences, ICLS 2020 ; Conference date: 19-06-2020 Through 23-06-2020",
year = "2020",
language = "English (US)",
series = "Computer-Supported Collaborative Learning Conference, CSCL",
publisher = "International Society of the Learning Sciences (ISLS)",
pages = "2491--2498",
editor = "Melissa Gresalfi and Horn, {Ilana Seidel}",
booktitle = "14th International Conference of the Learning Sciences",
}