Abstract
Many educational research projects focused on designing curricular innovation or establishing design principles for guiding curriculum design and teacher facilitation that work well within specific contexts. When the curriculum is scaled up from one class to all classes in one grade level in a school, the design principles need to be fine-tuned iteratively to work well in more diversified contexts through a process of design-based implementation research. This is one main consideration in the trajectory of moving a curricular innovation from the research phase to implementation and scaling phases. This chapter addresses the broad challenge of understanding how more successful research innovations can proliferate to more usages, adoption and adaptation across levels of the education system in the context of seamless learning. This is done in the context of scaling up a seamless learning curricular innovation in a Singapore school. We focus on the articulation of principles for designing the curricular activities that adhere to the spirit of seamless learning and that have the potential for sustainable and scalable implementation by teachers.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Chan, T.-W., Roschelle, J., Hsi, S., Kinshuk, K., Sharples, M., Brown, T., et al. (2006). One-to-one technology-enhanced learning: An opportunity for global research collaboration. Research and Practice in Technology-Enhanced Learning, 1(1), 3–29.
Chen, W., Seow, P., So, H.-J., Toh, Y., & Looi, C.-K. (2010). Extending students’ learning spaces: Technology-supported seamless learning. In Proceedings of the international conference of the learning sciences 2010 (pp. 484–491), Chicago, FL, USA.
Coburn, C. (2003). Rethinking scale: Moving beyond numbers of deep and lasting change. Educational Researcher, 32(6), 3–12.
Cohen, D. K., & Ball, D. L. (1999). Instruction, capacity, and improvement (CPRE Research Report Series No. RR-043). Philadelphia: University of Pennsylvania Consortium for Policy Research in Education.
Greenhow, C., Robelia, E., & Hughes, J. (2009). Web 2.0 and classroom research: What path should we take now? Educational Researcher, 38(4), 246–259.
Kafai, Y. B., & Fields, D. A. (2013). Collaboration in informal learning environments: Access and participation in youth virtual communities. In C. Hmelo-Silver, A. O’Donnell, C. Chan, & C. Chinn (Eds.), International handbook of collaborative learning. New York: Taylor & Francis.
Kafai, Y. B., & Resnick, M. (1996). Constructionism in practice: Designing, thinking, and learning in a digital world. Mahwah: Lawrence Erlbaum.
Looi, C.-K., Wong, L.-H., So, H.-J., Seow, P., Toh, Y., Chen, W., et al. (2009). Anatomy of a mobilized lesson: Learning my way. Computers & Education, 53(4), 1120–1132.
Looi, C.-K., Seow, P., Zhang, B. H., So, H.-J., Chen, W., & Wong, L.-H. (2010). Leveraging mobile technology for sustainable seamless learning: A research agenda. British Journal of Educational Technology, 42(1), 154–169.
Shaffer, D. W. (2007). How computer games help children learn. New York: Palgrave.
Sharples, M. (2006). How can we address the conflicts between personal informal learning and traditional classroom education. In M. Sharples (Ed.), Big issues in mobile learning (pp. 21–24). Nottingham: LSRI, University of Nottingham.
Wong, L.-H. (2013). Enculturating self-directed learners through a facilitated seamless learning process framework. Technology, Pedagogy and Education, 22(3), 319–338.
Zhang, B. H., Looi, C.-K., Seow, P., Chia, G., Wong, L.-H., Chen, W., et al. (2010). Deconstructing and reconstructing: Transforming primary science learning via a mobilized curriculum. Computers & Education, 55(4), 1504–1523.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2015 Springer Science+Business Media Singapore
About this chapter
Cite this chapter
Looi, CK., Seow, P. (2015). Seamless Learning from Proof-of-Concept to Implementation and Scaling-Up: A Focus on Curriculum Design. In: Wong, LH., Milrad, M., Specht, M. (eds) Seamless Learning in the Age of Mobile Connectivity. Springer, Singapore. https://doi.org/10.1007/978-981-287-113-8_21
Download citation
DOI: https://doi.org/10.1007/978-981-287-113-8_21
Published:
Publisher Name: Springer, Singapore
Print ISBN: 978-981-287-112-1
Online ISBN: 978-981-287-113-8
eBook Packages: Humanities, Social Sciences and LawEducation (R0)