Purpose This study aims to provide an educational framework for not only the emerging COVID crisis but also future emergency remote teaching environments (ERTE). Design/methodology/approach Using participatory design methodologies, this study engages K-12 teachers and professional instructional designers in a design-focused discussion. Findings This work identifies thematic elements present across multiple subject areas, school districts, learner ages and socio-economic situations. Using these themes, as well as design solutions created by our participants, the authors propose the ERTE framework. Research limitations/implications The framework presented is grounded in the experiences of a limited number of teachers, but presents a theoretically grounded approach to teaching in an emergent field. Practical implications This framework is designed for practical application for use by teachers operating in ERTE. Originality/value Though multiple online teaching frameworks exist, the ERTE framework is novel in its emphasis on shifting constants and variables rather than planned pedagogy and is specifically for use in unplanned or responsive remote teaching situations.
In this article, we report on exploratory research that documented the informal student-generated interactions inPiazza, an open-source discussion system. This research leverages the concept of place-making to understand how students co-designed Piazza as a place for their learning of the Python programming language in an advanced programming online course at a large northeastern university. Our analysis shows how students used Piazza in specific ways to connect their informal learning to their formal class learning. We suggest that educators and instructional designers can leverage a place-making approach to grant students learning opportunities by having them co-design their learning.
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