Open AccessFLIPPING OUT – REFLECTIONS ON TEN YEARS OF DEVELOPMENT, INNOVATION AND DESIGN IN TECHNOLOGY-RICH COLLABORATIVE LEARNING SPACES AND ACTIVE LEARNING PEDAGOGICAL CAPACITY BUILDING
Author(s) -
Chris Whittaker,
Elizabeth S. Charles
Publication year - 2020
Publication title -
proceedings of the ... ceea conference
Language(s) - English
Resource type - Journals
ISSN - 2371-5243
DOI - 10.24908/pceea.vi0.14204
Subject(s) - learning design , capacity building , process (computing) , pedagogy , institution , active learning (machine learning) , capacity development , knowledge management , engineering , sociology , engineering ethics , engineering management , mathematics education , computer science , psychology , political science , social science , artificial intelligence , law , operating system , environmental science , environmental planning
Drawing broadly on the reflective practices of design case research, this paper reviews ten years of development, innovation and design in technology-rich collaborative learning classrooms and active learning pedagogy at Dawson College. Grounded in a process of Design-Based Implementation Research and leveraging Researcher-Practitioner Partnerships, Dawson College has been a leading hub of evidence-based pedagogical development in Quebec for a decade. By recognizing the important interplay of technology, spaces, tools, pedagogy and design, our institution has sustained continual growth in capacity and infrastructure when it comes to student-centred learning, and it has learned important lessons in capacity building that can be applied to higher-education institutions broadly and to engineering in particular.