Bridging Multiple Expertise in Collaborative Design for Technology-Enhanced Learning

Kali, Y., Markauskaite, L.,  Goodyear, P., & Ward, M-H. (2011). Bridging multiple expertise in collaborative design for technology-enhanced learning. Proceedings of the Computer Supported Collaborative Learning (CSCL) conference (pp. 831-835). ISLS.


Designing technology-enhanced learning requires merging technological, pedagogical, and content knowledge domains, and thus often carried out by multi-professional expert teams. However, working in such teams may involve challenges resulting from participants’ different knowledge bases and ways of thinking. This research examined the collaborative design process of three teams who were part of a university initiative to develop technology-enhanced learning. We found that each of the teams: (1)suggested design solutions only after extensive group exploration of the various aspects of the problem, (2)made design decisions in a balanced process in which all domain experts were equally involved, (3)appreciated each other’s expertise and used team meetings to learn from each other, and (4)carefully provided ideas that were not in their own domain of expertise. The success of the three teams in designing solutions that were based on their shared knowledge is explained in light of the management process of the university initiative.


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