Lesson-Planning Groupware for Teachers: Situated Participatory Design

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dc.contributor.authorQueiros, Leandro
dc.contributor.authorGomes, Alex Sandro
dc.contributor.authorAlencar, Rosane
dc.contributor.authorPereira, Aluísio
dc.contributor.authorMoreira, Fernando
dc.date.accessioned2023-07-13T09:49:05Z
dc.date.available2023-07-13T09:49:05Z
dc.date.issued2023-06-09
dc.description.abstractCollaboration allows teachers to interact with regularity, specificity, and depth in order to create new dynamics and understandings on teaching. Teachers orchestrate the central elements surrounding the goals that need to be achieved in the classroom performance, the objectives, and the purpose of the lesson plan. Thus, the aim of this study is to investigate the perceptions of teachers regarding the prototype of a collaborative system to support the sharing of knowledge and educational materials and interpersonal learning experiences. The current study uses design prototyping procedures and techniques to augment the manner in which these professionals approach lesson planning. Dialectically, this in-depth understanding, using multiple methods of participatory design, has guided us to evolve the design of a computational device to support professional lesson planning and to speculate future digital possibilities for this practice. Situated participatory design has made it possible for teachers to visualize themselves in possible future scenarios, using groupware as a tool that is able to support their collaborative classroom preparation practices.pt_PT
dc.identifier.citationQueiros, L., Gomes, A. S., Alencar, R., Pereira, A., & Moreira, F. (2023). Lesson-Planning Groupware for Teachers: Situated Participatory Design. In P. Zaphiris, & A. Ioannou (Eds.), [Proceedings of] HCII 2023 Learning and Collaboration Technologies 10th International Conference, LCT 2023, Held as Part of the 25th HCI International Conference, Part I [Part of the book series: Lecture Notes in Computer Science (LNCS, volume 14040)], Copenhagen, Denmark, 23-28 july 2023, (pp. 500-516). Springer. https://doi.org/10.1007/978-3-031-34411-4_34. Repositório Institucional UPT. http://hdl.handle.net/11328/4928pt_PT
dc.identifier.doihttps://doi.org/10.1007/978-3-031-34411-4_34pt_PT
dc.identifier.isbn978-3-031-34411-4
dc.identifier.isbn978-3-031-34410-7
dc.identifier.urihttp://hdl.handle.net/11328/4928
dc.language.isoengpt_PT
dc.peerreviewedyespt_PT
dc.publisherSpringerpt_PT
dc.relation.publisherversionhttps://link.springer.com/chapter/10.1007/978-3-031-34411-4_34pt_PT
dc.rightsrestricted accesspt_PT
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/pt_PT
dc.subjectTeacher collaborationpt_PT
dc.subjectLearning experiencpt_PT
dc.subjectSituated actionspt_PT
dc.subjectCollaborative lesson planningpt_PT
dc.titleLesson-Planning Groupware for Teachers: Situated Participatory Designpt_PT
dc.typeconferenceObjectpt_PT
degois.publication.firstPage500pt_PT
degois.publication.lastPage516pt_PT
degois.publication.locationCopenhagen, Denmarkpt_PT
degois.publication.titleHCII 2023: Learning and Collaboration Technologies: 10th International Conference, LCT 2023, Held as Part of the 25th HCI International Conference, Part Ipt_PT
dspace.entity.typePublicationen
person.affiliation.nameUniversidade Portucalense
person.familyNameMoreira
person.givenNameFernando
person.identifier.ciencia-id7B1C-3A29-9861
person.identifier.orcid0000-0002-0816-1445
person.identifier.ridP-9673-2016
person.identifier.scopus-author-id8649758400
relation.isAuthorOfPublicationbad3408c-ee33-431e-b9a6-cb778048975e
relation.isAuthorOfPublication.latestForDiscoverybad3408c-ee33-431e-b9a6-cb778048975e

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