From platform access to teacher design work: constraints and affordances of platforms: the Dutch case of Wikiwijs

Birgit Pepin; Zeger-jan Kock

doi:10.17619/UNIPB/1-768

From platform access to teacher design work: constraints and affordances of platforms: the Dutch case of Wikiwijs

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › Academic › peer-review

Abstract

In this paper we analyse a Dutch digital platform regarding its affordances (and constraints) for teachers’ documentation work in terms of “connectivity” at macro (external connections) and micro (internal connections) level. Results showed that at macro level the platform supported the import, modification and use of open shareable resource, as well as teacher collaborative activities with/on educational resources. Moreover, it allowed to some extent for assessment and differentiation to be linked to the designed resources, but not for teacher-teacher, or teacher-student communication. At micro level the functionality allowed connections to be made “internally”, for example between a topic and previous or further knowledge; albeit this functionality was seldom used and no interactive features could be found.

Original language	English
Title of host publication	Proceedings of the Third International Conference on Mathematics Textbook Research and Development. 16–19 September 2019, Paderborn, Germany.
Editors	Sabastian Rezat, Lianghuo Fan, Mathias Hattermann, Jan Schumacher, Holger Wuschke
Place of Publication	Paderborn
Publisher	Universitätsbibliothek Paderborn
Pages	111-116
Number of pages	6
ISBN (Electronic)	978-3-945437-06-3
DOIs	https://doi.org/10.17619/UNIPB/1-768
Publication status	Published - 2019
Event	3rd International Conference on Mathematics Textbook Research and Developmen - Paderborn, Germany Duration: 16 Sep 2019 → 19 Sep 2019

Conference

Conference	3rd International Conference on Mathematics Textbook Research and Developmen
Country/Territory	Germany
City	Paderborn
Period	16/09/19 → 19/09/19

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10.17619/UNIPB/1-768

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Pepin, B., & Kock, Z. (2019). From platform access to teacher design work: constraints and affordances of platforms: the Dutch case of Wikiwijs. In S. Rezat, L. Fan, M. Hattermann, J. Schumacher, & H. Wuschke (Eds.), Proceedings of the Third International Conference on Mathematics Textbook Research and Development. 16–19 September 2019, Paderborn, Germany. (pp. 111-116). Universitätsbibliothek Paderborn. https://doi.org/10.17619/UNIPB/1-768

Pepin, Birgit ; Kock, Zeger-jan. / From platform access to teacher design work: constraints and affordances of platforms : the Dutch case of Wikiwijs. Proceedings of the Third International Conference on Mathematics Textbook Research and Development. 16–19 September 2019, Paderborn, Germany.. editor / Sabastian Rezat ; Lianghuo Fan ; Mathias Hattermann ; Jan Schumacher ; Holger Wuschke. Paderborn : Universitätsbibliothek Paderborn, 2019. pp. 111-116

@inproceedings{ca6852d755874c9e9755b025b495d45d,

title = "From platform access to teacher design work: constraints and affordances of platforms: the Dutch case of Wikiwijs",

abstract = "In this paper we analyse a Dutch digital platform regarding its affordances (and constraints) for teachers{\textquoteright} documentation work in terms of “connectivity” at macro (external connections) and micro (internal connections) level. Results showed that at macro level the platform supported the import, modification and use of open shareable resource, as well as teacher collaborative activities with/on educational resources. Moreover, it allowed to some extent for assessment and differentiation to be linked to the designed resources, but not for teacher-teacher, or teacher-student communication. At micro level the functionality allowed connections to be made “internally”, for example between a topic and previous or further knowledge; albeit this functionality was seldom used and no interactive features could be found.",

author = "Birgit Pepin and Zeger-jan Kock",

year = "2019",

doi = "10.17619/UNIPB/1-768",

language = "English",

pages = "111--116",

editor = "Sabastian Rezat and Lianghuo Fan and Mathias Hattermann and Jan Schumacher and Holger Wuschke",

booktitle = "Proceedings of the Third International Conference on Mathematics Textbook Research and Development. 16–19 September 2019, Paderborn, Germany.",

publisher = "Universit{\"a}tsbibliothek Paderborn",

note = "3rd International Conference on Mathematics Textbook Research and Developmen ; Conference date: 16-09-2019 Through 19-09-2019",

}

Pepin, B & Kock, Z 2019, From platform access to teacher design work: constraints and affordances of platforms: the Dutch case of Wikiwijs. in S Rezat, L Fan, M Hattermann, J Schumacher & H Wuschke (eds), Proceedings of the Third International Conference on Mathematics Textbook Research and Development. 16–19 September 2019, Paderborn, Germany.. Universitätsbibliothek Paderborn, Paderborn, pp. 111-116, 3rd International Conference on Mathematics Textbook Research and Developmen, Paderborn, Germany, 16/09/19. https://doi.org/10.17619/UNIPB/1-768

From platform access to teacher design work: constraints and affordances of platforms : the Dutch case of Wikiwijs. / Pepin, Birgit ; Kock, Zeger-jan.

Proceedings of the Third International Conference on Mathematics Textbook Research and Development. 16–19 September 2019, Paderborn, Germany.. ed. / Sabastian Rezat; Lianghuo Fan; Mathias Hattermann; Jan Schumacher; Holger Wuschke. Paderborn : Universitätsbibliothek Paderborn, 2019. p. 111-116.

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › Academic › peer-review

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AB - In this paper we analyse a Dutch digital platform regarding its affordances (and constraints) for teachers’ documentation work in terms of “connectivity” at macro (external connections) and micro (internal connections) level. Results showed that at macro level the platform supported the import, modification and use of open shareable resource, as well as teacher collaborative activities with/on educational resources. Moreover, it allowed to some extent for assessment and differentiation to be linked to the designed resources, but not for teacher-teacher, or teacher-student communication. At micro level the functionality allowed connections to be made “internally”, for example between a topic and previous or further knowledge; albeit this functionality was seldom used and no interactive features could be found.

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Pepin B , Kock Z. From platform access to teacher design work: constraints and affordances of platforms: the Dutch case of Wikiwijs. In Rezat S, Fan L, Hattermann M, Schumacher J, Wuschke H, editors, Proceedings of the Third International Conference on Mathematics Textbook Research and Development. 16–19 September 2019, Paderborn, Germany.. Paderborn: Universitätsbibliothek Paderborn. 2019. p. 111-116 https://doi.org/10.17619/UNIPB/1-768

From platform access to teacher design work: constraints and affordances of platforms: the Dutch case of Wikiwijs

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