Abstract
Blended learning, a teaching format in which face-to-face and online learning is integrated, nowadays is an important development in education. Little is known, however, about its affordances for teacher education, and for domain specific didactical courses in particular. To investigate this topic, we carried out a design research project in which teacher educators engaged in a co-design process of developing and field-testing open online learning units for mathematics and science didactics. The preliminary results concern descriptions of the work processes by the design teams, of design heuristics, and of typical ways of collaborating. These findings are illustrated for the case of two of the designed online units on statistics didactics and mathematical thinking, respectively.
| Original language | English |
|---|---|
| Title of host publication | Proceedings of the 13th International Conference on Technology in Mathematics Teaching |
| Subtitle of host publication | Ecole Normale Supérieure de Lyon / Université Claude Bernard Lyon 1, 3 to 6 July, 2017 |
| Editors | Gilles Aldon, Jana Trgalova |
| Place of Publication | Lyon |
| Publisher | Universite de Lyon |
| Pages | 339-346 |
| Number of pages | 8 |
| Publication status | Published - 2017 |
Keywords
- blended learning
- design teams
- mathematics education
- STEM
- teacher education