Document Type

Article

Journal/Book Title/Conference

The Journal of Applied Instructional Design

Volume

13

Issue

1

Publisher

Association for Educational Communications and Technology

Publication Date

1-2024

Journal Article Version

Accepted Manuscript

Award Number

NSF, Division of Research on Learning in Formal and Informal Settings (DRL) 2031382 and 2031404

Award Title

Collaborative Research: Supporting Rural Paraprofessional Educators and their Students with Computer Science Professional Learning and Expansively Framed Curriculum

Funding Agency

NSF, Division of Research on Learning in Formal and Informal Settings (DRL)

First Page

1

Last Page

17

Creative Commons License

Creative Commons Attribution 4.0 License
This work is licensed under a Creative Commons Attribution 4.0 License.

Abstract

Collaborative design, or “co-design”, is a term that has gained popularity in educational research and design communities, including those working with K-12 educators. While more groups are identifying with and pursuing co-design, much remains to be understood about how to structure the work within given different constraints, circumstances, and resources available to different parties. We propose understanding co-design as having inherent asymmetries and that structuring co-design work patterns involves negotiation of those asymmetries. Through a case of an elementary computer science and math integration research-practice partnership, we share ways that those asymmetries are both intentionally softened and leveraged at different times.

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