Crowdteaching: Supporting teaching as designing in collective intelligence communities

The widespread availability of high-quality Web-based content offers new potential for supporting teachers as designers of curricula and classroom activities. When coupled with a participatory Web culture and infrastructure, teachers can share their creations as well as leverage from the best that...

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Autores principales:	Mimi Recker, Min Yuan, Lei Ye
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2014
Materias:	Distributed learning environments Evaluation of CAL systems Interactive learning environments Pedagogical issues Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/4b8b8b30363f44189d73a80e9c5fe569
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spelling	oai:doaj.org-article:4b8b8b30363f44189d73a80e9c5fe5692021-12-02T16:59:50ZCrowdteaching: Supporting teaching as designing in collective intelligence communities10.19173/irrodl.v15i4.17851492-3831https://doaj.org/article/4b8b8b30363f44189d73a80e9c5fe5692014-08-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/1785https://doaj.org/toc/1492-3831 The widespread availability of high-quality Web-based content offers new potential for supporting teachers as designers of curricula and classroom activities. When coupled with a participatory Web culture and infrastructure, teachers can share their creations as well as leverage from the best that their peers have to offer to support a collective intelligence or crowdsourcing community, which we dub crowdteaching. We applied a collective intelligence framework to characterize crowdteaching in the context of a Web-based tool for teachers called the Instructional Architect (IA). The IA enables teachers to find, create, and share instructional activities (called IA projects) for their students using online learning resources. These IA projects can further be viewed, copied, or adapted by other IA users. This study examines the usage activities of two samples of teachers, and also analyzes the characteristics of a subset of their IA projects. Analyses of teacher activities suggest that they are engaging in crowdteaching processes. Teachers, on average, chose to share over half of their IA projects, and copied some directly from other IA projects. Thus, these teachers can be seen as both contributors to and consumers of crowdteaching processes. In addition, IA users preferred to view IA projects rather than to completely copy them. Finally, correlational results based on an analysis of the characteristics of IA projects suggest that several easily computed metrics (number of views, number of copies, and number of words in IA projects) can act as an indirect proxy of instructionally relevant indicators of the content of IA projects. Mimi ReckerMin YuanLei YeAthabasca University PressarticleDistributed learning environmentsEvaluation of CAL systemsInteractive learning environmentsPedagogical issuesSpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 15, Iss 4 (2014)
institution	DOAJ
collection	DOAJ
language	EN
topic	Distributed learning environments Evaluation of CAL systems Interactive learning environments Pedagogical issues Special aspects of education LC8-6691
spellingShingle	Distributed learning environments Evaluation of CAL systems Interactive learning environments Pedagogical issues Special aspects of education LC8-6691 Mimi Recker Min Yuan Lei Ye Crowdteaching: Supporting teaching as designing in collective intelligence communities
description	The widespread availability of high-quality Web-based content offers new potential for supporting teachers as designers of curricula and classroom activities. When coupled with a participatory Web culture and infrastructure, teachers can share their creations as well as leverage from the best that their peers have to offer to support a collective intelligence or crowdsourcing community, which we dub crowdteaching. We applied a collective intelligence framework to characterize crowdteaching in the context of a Web-based tool for teachers called the Instructional Architect (IA). The IA enables teachers to find, create, and share instructional activities (called IA projects) for their students using online learning resources. These IA projects can further be viewed, copied, or adapted by other IA users. This study examines the usage activities of two samples of teachers, and also analyzes the characteristics of a subset of their IA projects. Analyses of teacher activities suggest that they are engaging in crowdteaching processes. Teachers, on average, chose to share over half of their IA projects, and copied some directly from other IA projects. Thus, these teachers can be seen as both contributors to and consumers of crowdteaching processes. In addition, IA users preferred to view IA projects rather than to completely copy them. Finally, correlational results based on an analysis of the characteristics of IA projects suggest that several easily computed metrics (number of views, number of copies, and number of words in IA projects) can act as an indirect proxy of instructionally relevant indicators of the content of IA projects.
format	article
author	Mimi Recker Min Yuan Lei Ye
author_facet	Mimi Recker Min Yuan Lei Ye
author_sort	Mimi Recker
title	Crowdteaching: Supporting teaching as designing in collective intelligence communities
title_short	Crowdteaching: Supporting teaching as designing in collective intelligence communities
title_full	Crowdteaching: Supporting teaching as designing in collective intelligence communities
title_fullStr	Crowdteaching: Supporting teaching as designing in collective intelligence communities
title_full_unstemmed	Crowdteaching: Supporting teaching as designing in collective intelligence communities
title_sort	crowdteaching: supporting teaching as designing in collective intelligence communities
publisher	Athabasca University Press
publishDate	2014
url	https://doaj.org/article/4b8b8b30363f44189d73a80e9c5fe569
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Crowdteaching: Supporting teaching as designing in collective intelligence communities

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