Social practices are assumed to play an important role in the evolution of new teaching and learning methods. Teachers internalize knowledge developed in their communities through interactions with peers and experts while solving problems or co-creating materials. However, these social practices and their influence on teachers’ adoption of new pedagogical practices are notoriously hard to study, given their implicit and informal nature. In this paper, we apply the Knowledge Appropriation Model (KAM) to trace how different social practices relate to the implementation of pedagogical innovations in the classroom, through the analysis of more than 40,000 learning designs created within Graasp, an online authoring tool to support inquiry-based learning, used by more than 35,000 teachers. Our results show how different practices of knowledge appropriation, maturation and scaffolding seem to be related, to a varying degree, to teachers’ increased classroom implementation of learning designs. Our study also provides insights into how we can use traces from digital co-creation platforms to better understand the social dimension of professional learning, knowledge creation and the adoption of new practices.

中文翻译：

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教师知识创造和创新采用中的社会实践：在线教学设计社区中的大规模研究，用于探究学习

社会实践被认为在新的教学方法的发展中起着重要的作用。在解决问题或共同创建材料时，教师通过与同伴和专家的互动来内部化在社区中获得的知识。但是，由于这些社会实践及其隐含和非正式的性质，因此众所周知，这些社会实践及其对教师采用新的教学实践的影响非常难以研究。在本文中，我们通过分析在Graasp（一种支持查询的在线创作工具）中创建的40,000多种学习设计，应用知识专有模型（KAM）来追踪不同的社会实践与课堂教学创新的实现之间的关系。超过35,000名教师使用的基于基础的学习。我们的结果表明，不同程度的知识使用，成熟和脚手架实践似乎在不同程度上与教师增加课堂学习设计的实施程度有关。我们的研究还提供了有关如何使用数字共创平台中的痕迹来更好地了解专业学习，知识创造和采用新实践的社会意义的见解。