Collaborative Co-Design: Transforming Traditional Professional Development

The paper «Collaborative Co-Design: Transforming Traditional Professional Development» by León & Lipuma (2024) introduces the Online Professional Learning Exchange (OPLE), a platform that reimagines professional development through a blended learning model. Grounded in adult learning theories and a Community of Practice (CoP) framework, the OPLE encourages educators to co-design learning materials, fostering sustained growth and community participation. The study underscores the shift from traditional expert-led training to collaborative, technology-integrated learning, offering a flexible blueprint for modernizing professional development.

Exciting Announcement: Publication in the Revista de Gestão Social e Ambiental

I am thrilled to share our latest publication in the esteemed Revista de Gestão Social e Ambiental. The paper, titled « Collaborative Co-Design: Transforming Traditional Professional Development,» is a collaborative effort with distinguished colleague Dr. James Lipuma. It’s an honor to be a part of this paper (León & Lipuma, 2024).

Paper Abstract:

Objective: The primary aim of this project was to develop the «Online Professional Learning Exchange» (OPLE), a platform designed to support blended learning and facilitate a shift towards a Community of Practice (CoP) model. By integrating face-to-face, blended, and fully online learning situations, this move was intended to enhance the accessibility and effectiveness of professional development.

Theoretical Framework: The project was grounded in theories of adult learning and community of practice. It utilized these frameworks to foster an environment where educators could collaboratively design and engage with learning materials. This approach aimed to promote sustained professional growth and mastery of teaching concepts.

Method: The development of the OPLE involved a systematic review of the literature on professional learning and training methods, followed by the creation of blended learning modules that included videos, written materials, polls, and discussions. This method facilitated varied instructional approaches to cater to different learning styles and needs.

Results and Discussion: The OPLE successfully enabled educators to master relevant educational concepts more efficiently and effectively. The analysis revealed that this integrated approach supported individual learning needs and encouraged active participation in a broader professional community.

Research Implications: The findings from this project underscore the potential of collaborative co-design in professional development, particularly in enhancing the adaptability and engagement of PD programs. This model presents a viable blueprint for other educational systems looking to modernize their professional development approaches.

Originality/Value: This research contributes to the field by demonstrating how transitioning from traditional expert-led training to a community-based, co-design approach can significantly improve the relevance and impact of professional development. The OPLE model highlights the value of integrating technology with collaborative learning frameworks to foster ongoing professional engagement and improvement.

Presented at Academia Journals

Congreso Internacional de Investigación Academia Journals Hidalgo 2021 (León & Lipuma, 2021b)

Trabajos de Investigación en la Educación Superior – Hidalgo 2021 (León & Lipuma, 2021a)

Read Our Paper

You can access our paper in the Revista de Gestão Social e Ambiental, Vol. 18, No. 10, pp. 1-16 [e06461-e06461], 2024. Read here

Acknowledgments

The authors acknowledge significant funding from the New Jersey Department of Education and seed funding from Roche for our efforts. New Jersey Department of Education (NJDOE) Document ID # 324-201-50025
Disclosure statement
No conflict of interest pertains to the research presented above.
ORCID

Cristo Leon https://orcid.org/0000-0002-0930-0179

James Lipuma https://orcid.org/0000-0002-9778-3843

Copyright

2024. Creative Commons Attribution 4.0 International License.

Sources

León, C., & Lipuma, J. (2021a). Transforming Traditional Professional Development into Blended Learning Communities [eBook section. Chapter 142]. En R. Moras (Ed.), Trabajos de Investigación en la Educación Superior—Hidalgo 2021 (CLDM_Ds; 1.^a ed., Vol. 13, pp. 2062-2067). Academia Journals; /Research/Collaboration & Convergence.

León, C., & Lipuma, J. M. (2021b). Transforming Traditional Professional Development into Blended Learning Communities [Non-peer-reviewed journal]. Congreso Internacional de Investigación Academia Journals Hidalgo 2021, 13(9), 2062-2067. /Research/Collaboration & Convergence.

Citation

When citing this paper, use this format:

León, C., & Lipuma, J. (2024). Collaborative Co-Design: Transforming Traditional Professional Development. Revista de Gestão Social e Ambiental, 18(10), e06461-e06461. https://doi.org/10.24857/rgsa.v18n10-089

20 Oct

El Impacto de los Críticos en el Sneak Attack del Ladrón en Dungeons & Dragons

En Dungeons & Dragons, los críticos son momentos emocionantes que pueden marcar una gran diferencia en la batalla. Con las reglas actuales y las modificaciones incluidas en la edición 2024 del Player’s Handbook paginas 27 y 28 [añadir cita], un…

15 Oct

Tabletop and Digital Rituals in Dungeons & Dragons

Our latest study, Tabletop and Digital Rituals in Dungeons & Dragons, investigates how gameplay rituals change between traditional tabletop sessions and digital platforms like Roll20. Using frameworks like Randall Collins' Interaction Ritual Chains and Arnold van Gennep's ritual categories, the research offers a deep anthropological analysis of 80 game sessions, providing insight into how the digital medium transforms the ritualistic aspects of role-playing games.

14 Oct

A Tri-Heuristic Ontological Approximation of Tabletop RPGS

Our latest paper, A Tri-Heuristic Ontological Approximation of Tabletop RPGs, published in Analog Game Studies, delves into the complex, fluid, and evolving nature of RPGs as a subject of academic inquiry. By introducing a tri-heuristic framework, we offer fresh insights into the distinction between mega-campaigns and traditional campaigns, expanding the understanding of RPG phenomena. This collaborative research with Edgar Meritano Corrales and Miguel A. Bastarrachea Magnani bridges the gap between gaming communities and academic discourse

14 Oct

Constitutive Factors of Mega-Campaigns in TTRPGs: A Systematic Literature Review

In our recent publication, Constitutive Factors of Mega-Campaigns in TTRPGs: A Systematic Literature Review, we examine the essential elements that make mega-campaigns in Table-top Role-playing Games (TTRPGs) truly immersive and complex. This paper, co-authored with James Lipuma and Marcos Cabobianco, explores how these campaigns incorporate extended narratives, player cooperation, and intricate storytelling to create lasting, memorable gaming experiences. If you're looking to understand what distinguishes mega-campaigns from traditional campaigns, this research offers in-depth insights and practical guidance.