Designated Spaces and Learning Communities as Agents of Change in Pedagogical Capacity: an Example of Moving Beyond the Researcher-Practitioner Divide

Chapitre de livre


État de publication: Publiée (2018 )

Titre du livre: Practitioner and Industrial Track Proceedings at ICLS 2018, 13th International Conference of the Learning Sciences

Éditeur: International Society of the Learning Sciences

Lieu: Londres, Royaume-Uni



Résumé: We describe the progress of one particular aspect of an ongoing research, design and development effort to enrich the active learning pedagogical capacity within the college system in and around Montreal, Quebec (Canada). Borrowing from Penuel et al.’s (2015) framework of Researcher-Practitioner Partnerships (RPPs) as examples of joint work at boundaries, we describe how a Professional Learning Community at Dawson College uses new active learning classroom environments as 3rd space focal-points for joint work and boundary crossings.