Call for Participation: "Teacher-led Inquiry and Learning Design: The Virtuous Circle". A hands-on research workshop at the Alpine Rendez-Vous 2013 scientific event.
ARV 2013 : January, 28 – February, 1st 2013. Villard-de-Lans, Vercors, French Alps
The Workshop at-a-glance "TILD" is a practice-centred, hands-on workshop focused two key areas of Educational Science:
Teacher-led Inquiry and Learning Design. Participants from all areas of research and practice (teachers, researchers, school leaders, etc. ) are welcome.
Duration: five ½ days, with time for recreational activities Website: http://www.ld-grid.org/workshops/design-inquiry2013 Requirements: Expression of interest registration and a position paper of 2 pages Outputs: (tbd) peer-reviewed journal issue, open-access journal, book, website, joint research proposals
Register NOW Register your expression of interest at on the workshop website
31 August 2012 Position Paper submission deadline. Submit using EasyChair:
mid-September Attendees invited
28 January 2013 Workshop begins!
The Alpine Rendez-Vous
Alpine Rendez-Vous (ARV) is an established atypical scientific event
focused on Technology Enhanced Learning (TEL). The ARV series of events
are promoted by TELEARC and EATEL associations.
The goal of the Alpine Rendez-Vous is to bring together researchers
from the different scientific communities doing research on
Technology-Enhanced Learning, in a largely informal setting, away from
their workplace routines. ARV is structured as a set of independent
parallel workshops located at the same time in the same place.
Workshops last two to three days each, half of the workshops taking
place in the first part of the week and the other half in the second
part, possibly with a "common day" in the middle. The Alpine
Rendez-Vous of 2013 will take place from January 28th to February 1st,
in Villard-de-Lans, a village in the middle of Vercors. Snow is used as
"social facilitator": the schedule includes slots to enjoy ski and
outdoor activities. Breaks and meals are organized
in a way that promotes informal encounters between participants from
the different workshops. Participants will be able to enjoy Alpine and
Nordic skiing and other activities, (see
The Rendez-Vous will be hosted at Grand Hôtel de Paris
where special rates have been negotiated.
The Workshop on Teacher-led Inquiry and Learning Design
workshop is situated at the intersection of two fields of Educational
Science; Learning Design (LD) and Teacher-led Inquiry into Student
Learning (TISL). Learning Design
is the act of devising new practices, plans of activity, resources and
tools aimed at achieving particular educational aims in a given
situation (Agostinho et al, 2011; Craft & Mor, forthcoming). It is
informed by subject knowledge, pedagogical theory, technological
know-how, and practical experience. At the same time, it also can
engender innovation in all these areas and support learners in their
efforts and aims. Teacher-led Inquiry into Student Learning is an
approach to pedagogic practice and continuing professional
development, within which the teacher applies systematic and rigorous
methods to the evaluation of student learning in relation to teachers'
practices in order to improve learning design (Kelly, 2003). It places
the teacher at the centre of a dynamic process
of goal setting, analysis planning, analysis execution, reflection and
communication (Dana, N. F., & Yendol-Hoppey, D., 2003).
There is a critical need for synergy between these areas. LD, to
be effective, should be informed and evaluated by teacher inquiry, or,
indeed should ideally be a process of inquiry. TISL, to be meaningful,
should support optimising the design of activities
and resources. The objectives of this workshop are to establish a new
strand of research aimed at the synergy of Learning Design and
Teacher-led Inquiry, to solidify its theoretical foundations, to propose
new methods, tools, and representations which support
research and practice.
concepts will be at the centre of the theoretical discussion: context,
practice, and change. Examples and use of these will be explored during
the workshop along topical strands. The topics
the relationships between Learning Design and Teacher-led Inquiry by
capturing the learning context, epistemic and pedagogical practice, and
models of change.
methods to support educational innovation though Learning Design and
Teacher-led Inquiry, and identifying ways to link them more closely
through tools and representations
a culture of practitioner design inquiry in which educators use the
representations, methodologies and tools above to sustain scientifically
informed creative practices in their
workshop will enrich conversations about both Learning Design and
Teacher-led Inquiry by bringing together new perspectives and will
explore how the different communities
can learn from each other. It brings together teachers and researchers
seeking to articulate the key concepts and who wish to develop a shared
understanding that will engage and inform other practitioners.
timely workshop is grounded in the fertile soil of two key knowledge
domains (LD and TISL) and facilitates much-needed cross-fertilisation
between them. Specifically, we aim to:
Establish a new area of research in Education, synergising LD and TISL, and focusing on context, practice and change
Network to build a new community around this research theme
Produce 5-6 draft papers for a special journal issue
Potential for new significant research grant proposals
Archive the work outputs from the workshop activities as a useful resource to other practitioners
will need to submit a 2 page position paper, as specified below.
Submissions will be peer-reviewed, as places are limited. Submissions
should focus on the themes of representation and manipulation
of context, practice and change in learning and teaching. We will
consider four categories:
Research reports - an account of innovative research at advanced stage.
Demos of tools for supporting the above.
Synergy propositions - drawing on existing literature, identifying gaps and points of intersection, and proposing
Research proposals - arguing for the need and viability of new research initiatives.
Contributions will be selected by the organisers on the basis of
individual quality of the papers and the overall balance and coherence
of the programme. The selected position papers will be uploaded to a
shared repository and workshop participants will be
asked to review their peers' contributions and identify possible links.
These potential links will also be posted for review and discussion and
will inform the workshop activities.
are looking into funding options, but these will be limited. If you
wish to be considered for support please indicate so in the expression
of interest form. However,
until further notice, all participants should assume that they need to
provide their own funding.
Agostinho, S.; Bennett, S.; Lockyer, L. & Harper, B. (2011), 'The future of learning design',
Learning, Media and Technology36(2), 97-99.
Beetham, H. & Sharpe, R. (2007),
Rethinking Pedagogy for a Digital Age, Routledge, New York, NY, 10001.
Craft, B. and Mor, Y. (forthcoming).
Learning Design: reflections on a snapshot of the current landscape.Research in Learning Technology.
N. F., & Yendol-Hoppey, D. (2003). Teacher Inquiry Defined. In The
reflective educator's guide to classroom research (pp. 1-11). Thousand
Oaks,CA: Corwin Pr.
Kelly, A. E. (2003). Research as design.
Educational Researcher, 32(1), 3-4.
Koper, R. (2006), 'Current Research in Learning Design',
Educational Technology & Society9(1), 13-22.
Laurillard, D. (2012), Chapter 1: Teaching as a design science, in
Teaching as a Design Science: Building Pedagogical Patterns for Learning and Technology. , Routledge, Taylor & Francis Group.