A framework for infrastructuring sustainable innovations in education

References

• Bang, M., Faber, L., Gurneau, J., Marin, A., & Soto, C. (2016). Community-based design research: Learning across generations and strategic transformations of institutional relations toward axiological innovations. Mind, Culture, and Activity, 23(1), 28–41. https://doi.org/10.1080/10749039.2015.1087572
   Web of Science ®Google Scholar
• Bell, P. (2019). Infrastructuring teacher learning about equitable science instruction. Journal of Science Teacher Education, 30(7), 681–690. https://doi.org/10.1080/1046560X.2019.1668218
   Web of Science ®Google Scholar
• Bell, P., Tzou, C., Bricker, L., & Baines, A. D. (2013). Learning in diversities of structures of social practice: Accounting for how, why and where people learn science. Human Development, 55(5–6), 269–284. https://doi.org/10.1159/000345315
   Web of Science ®Google Scholar
• Bielaczyc, K. (2006). Designing social infrastructure: Critical issues in creating learning environments with technology. Journal of the Learning Sciences, 15(3), 301–329. https://doi.org/10.1207/s15327809jls1503_1
   Web of Science ®Google Scholar
• Björgvinsson, E., Ehn, P., & Hillgren, P.-A. (2010). Participatory design and”democratizing innovation”. Proceedings of the 11th Biennial Participatory Design Conference, 41–50. https://doi.org/10.1145/1900441.1900448
   Google Scholar
• Björgvinsson, E., Ehn, P., & Hillgren, P.-A. (2012). Agonistic participatory design: Working with marginalised social movements. CoDesign, 8(2–3), 127–144. https://doi.org/10.1080/15710882.2012.672577
   Web of Science ®Google Scholar
• Bossen, C., & Markussen, R. (2010). Infrastructuring and ordering devices in health care: Medication plans and practices on a hospital ward. Computer Supported Cooperative Work (CSCW), 19(6), 615–637. https://doi.org/10.1007/s10606-010-9131-x
   Web of Science ®Google Scholar
• Bowker, G. C., Baker, K., Millerand, F., & Ribes, D. (2009). Toward information infrastructure studies: Ways of knowing in a networked environment. In J. Hunsinger, L. Klastrup, & M. Allen (Eds.), International handbook of internet research (pp. 97–117). Springer Netherlands. https://doi.org/10.1007/978-1-4020-9789-85
   Google Scholar
• Bowker, G. C., & Star, S. L. (2000). Sorting things out: Classification and its consequences (1. paperback ed., 8. print ed.). MIT Press.
   Google Scholar
• Brown, A. L. (1992). Design experiments: Theoretical and methodological challenges in creating complex interventions in classroom settings. Journal of the Learning Sciences, 2(2), 141–178. https://doi.org/10.1207/s15327809jls0202_2
   Google Scholar
• Chan, C. K. K. (2008). Pedagogical transformation and knowledge-building for the Chinese learner. Educational Research and Evaluation: An International Journal on Theory and Practice, 21(3), 235–251. https://doi.org/10.1080/09500790802485245
   Google Scholar
• Chan, C. K. K. (2011). Bridging research and practice: Implementing and sustaining knowledge building in hong kong classrooms. International Journal of Computer-Supported Collaborative Learning, 6(2), 147–186. https://doi.org/10.1007/s11412-011-9121-0
   Web of Science ®Google Scholar
• Chang, Y.-H., Chen, B., Ouyang, F., Groos, D., & Alton, J. (2019). Teachers as Co-designers of a knowledge building environment. In Proceedings of the 2019 Knowledge Building Summer Institute, Toronto, Ontario, Canada.
   Google Scholar
• Chen, B., & Hong, H.-Y. (2016). Schools as knowledge-building organizations: Thirty years of design research. Educational Psychologist, 51(2), 266–288. https://doi.org/10.1080/00461520.2016.1175306
   Web of Science ®Google Scholar
• Chen, B., Scardamalia, M., Bereiter, C., Zhang, J., Park, H., Teo, C. L., Yuan, G., Lee, A. V., Hod, Y., Kashi, S., Cohen, E., Oshima, J., Oshima, R., Kawakubo, A. J., Kayagi, T., Yamashita, S., Kumazawa, R., Lu, J., Chan, C. K., Feng, X., Zhao, J., Groos, D., Zhu, X., & Bielaczyc, K. (2023). Infrastructuring for knowledge building. In C. Damsa, Borge, M., E. Koh, & M. Worsley (Eds.), Proceedings of the 16th international conference on computer-supported collaborative learning - CSCL 2023 (pp. 327–336). International Society of the Learning Sciences.
   Google Scholar
• Clarke, J., & De de, C. (2009). Design for scalability: A case study of the River city curriculum. Journal of Science Education and Technology, 18(4), 353–365. https://doi.org/10.1007/s10956-009-9156-4
   Web of Science ®Google Scholar
• Clement, A., McPhail, B., Smith, K. L., & Ferenbok, J. (2012). Probing, mocking and prototyping: Participatory approaches to identity infrastructuring. Proceedings of the 12th Participatory Design Conference: Research Papers - Volume 1, 21–30. https://doi.org/10.1145/2347635.2347639
   Google Scholar
• Coburn, C. E., & Penuel, W. R. (2016). Research–practice partnerships in education: Outcomes, dynamics, and open questions. Educational Researcher, 45(1), 48–54. https://doi.org/10.3102/0013189X16631750
   Web of Science ®Google Scholar
• Collins, A. (1992). Toward a design science of education. In E. Scanlon & T. O’Shea (Eds.), New directions in educational technology (pp. 15–20). Springer-Verlag.
   Google Scholar
• Collins, A., Joseph, D., & Bielaczyc, K. (2004). Design research: Theoretical and methodological issues. Journal of the Learning Sciences, 13(1), 15–42. https://doi.org/10.1207/s15327809jls1301_2
   Web of Science ®Google Scholar
• De Angeli, A., Bordin, S., & Blanco, M. M. (2014). Infrastructuring participatory development in information technology. Proceedings of the 13th Participatory Design Conference: Research Papers - Volume 1, 11–20. https://doi.org/10.1145/2661435.2661448
   Google Scholar
• DiSalvo, B., Yip, J., Bonsignore, E., & DiSalvo, C. (2017). Participatory design for learning: Perspectives from practice and research. Taylor & Francis.
   Google Scholar
• Edelson, D. C. (2002). Design research: What we learn when we engage in design. Journal of the Learning Sciences, 11(1), 105–121. https://doi.org/10.1207/S15327809JLS1101_4
   Web of Science ®Google Scholar
• Edwards, P. N. (2010). A vast machine: Computer models, climate data, and the politics of global warming. The MIT Press.
   Google Scholar
• Edwards, P. N., Jackson, S. J., Chalmers, M. K., Bowker, G. C., Borgman, C. L., Ribes, D., & Calvert, S. (2013). Knowledge infrastructures: Intellectual frameworks and research challenges (tech. rep.). Deep Blue.
   Google Scholar
• Ehn, P. (2008). Participation in design things. Participatory Design Conference (PDC), Bloomington, Indiana, USA (2008), 92–101. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-11060
   Google Scholar
• Fischer, G., Giaccardi, E., Ye, Y., Sutcliffe, A. G., & Mehandjiev, N. (2004). Meta- design: A manifesto for end-user development. Communications of the ACM, 47(9), 33–37. https://doi.org/10.1145/1015864.1015884
   Web of Science ®Google Scholar
• Fishman, B. J., Penuel, W. R., Allen, A.-R., Cheng, B. H., & Sabelli. (2013). Design- based implementation research: An emerging model for transforming the relationship of research and practice. Teachers College Record: The Voice of Scholarship in Education, 115(14), 136–156. https://doi.org/10.1177/016146811311501415
   Google Scholar
• Glazer, J. L., & Peurach, D. J. (2013). School improvement networks as a strategy for large-scale education reform: The role of educational environments. Educational Policy, 27(4), 676–710. https://doi.org/10.1177/0895904811429283
   Web of Science ®Google Scholar
• Grisot, M., & Vassilakopoulou, P. (2015). The work of infrastructuring: A study of a national eHealth project. In N. Boulus-Rødje, G. Ellingsen, T. Bratteteig, M. Aanestad, & P. Bjørn (Eds.), ECSCW 2015: Proceedings of the 14th European conference on computer supported cooperative work, 19-23 September 2015, Oslo, Norway (pp. 205–221). Springer International Publishing. https://doi.org/10.1007/978-3-319-20499-4
   Google Scholar
• Hakkarainen, K. (2009). A knowledge-practice perspective on technology-mediated learning. International Journal of Computer-Supported Collaborative Learning, 4(2), 213–231. https://doi.org/10.1007/s11412-009-9064-x
   Web of Science ®Google Scholar
• Halkola, E., Iivari, N., & Kuure, L. (2015). Infrastructuring as social action. ICIS 2015 Proceedings. https://aisel.aisnet.org/icis2015/proceedings/HumanBehaviorIS/25
   Google Scholar
• Halkola, E., & Kuure, L. (2021). How teachers participate in the infrastructuring of an educational network. Communications of the Association for Information Systems, 48(1), 265–283. https://doi.org/10.17705/1CAIS.04832
   Google Scholar
• Hayden, R., Hladik, S., & Roque, R. (2023). Expanding and focusing infrastructuring analysis for informal STEM education. In P. Blikstein, J. Van Aalst, R. Kizito, & K. Brennan (Eds.), Proceedings of the 17th international conference of the learning sciences - ICLS 2023 (pp. 998–1001). International Society of the Learning Sciences.
   Google Scholar
• Hillgren, P.-A., Seravalli, A., & Emilson, A. (2011). Prototyping and infrastructuring in design for social innovation. CoDesign, 7(3–4), 169–183. https://doi.org/10.1080/15710882.2011.630474
   Web of Science ®Google Scholar
• Hladik, S., Sengupta, P., & Shanahan, M.-C. (2023). Museum facilitator practice as infrastructure design work for public computing. Cognition and Instruction, 41(2), 248–289. https://doi.org/10.1080/07370008.2022.2129639
   Web of Science ®Google Scholar
• Hoadley, C. (2018). A short history of the learning sciences. In F. Fischer, C. E. Hmelo-Silver, S. R. Goldman, & P. Reimann (Eds.), International handbook of the learning sciences (1st ed., pp. 11–23). Routledge. https://doi.org/10.4324/9781315617572-2
   Google Scholar
• Hoadley, C., & Campos, F. C. (2022). Design-based research: What it is and why it matters to studying online learning. Educational Psychologist, 1–14. https://doi.org/10.1080/00461520.2022.2079128
   Web of Science ®Google Scholar
• Holsapple, C. W., & Luo, W. (1996). A framework for studying computer support of organizational infrastructure. Information & Management, 31(1), 13–24. https://doi.org/10.1016/S0378-7206(96)01067-1
   Web of Science ®Google Scholar
• Hong, H.-Y., Scardamalia, M., & Zhang, J. (2010). Knowledge society network: Toward a dynamic, sustained network for building knowledge. Canadian Journal of Learning and Technology /La revue canadienne de l’apprentissage et de la technologie, 36(1), 1. https://doi.org/10.21432/T2MG6P
   Google Scholar
• Ishimaru, A. M., Barajas-López, F., Sun, M., Scarlett, K., & Anderson, E. (2022). Transforming the role of RPPs in remaking educational systems. Educational Researcher, 0013189X221098077. https://doi.org/10.3102/0013189X221098077
   Web of Science ®Google Scholar
• Jurow, A. S., Teeters, L., Shea, M., & Van Steenis, E. (2016). Extending the consequentiality of “invisible work” in the food justice movement. Cognition and Instruction, 34(3), 210–221. https://doi.org/10.1080/07370008.2016.1172833
   Web of Science ®Google Scholar
• Karasti, H. (2014). Infrastructuring in participatory design. Proceedings of the 13th Participatory Design Conference: Research Papers - Volume 1, 141–150. https://doi.org/10.1145/2661435.2661450
   Google Scholar
• Karasti, H., & Baker, K. S. (2004). Infrastructuring for the long-term: Ecological information management. 37th Hawaii International Conference on System Sciences, 2, 10020c. https://doi.org/10.1109/HICSS.2004.10014
   Google Scholar
• Karasti, H., Botero, A., Parmiggiani, E., Baker, K., Marttila, S., Saad Sulonen, J., & Geirbo, H. C. (2018). Infrastructuring in PD: What does infrastructuring look like? when does it look like that? Proceedings of the 15th Participatory Design Conference: Short Papers, Situated Actions, Workshops and Tutorial - Volume 2, 1–3. https://doi.org/10.1145/3210604.3210618
   Google Scholar
• Karasti, H., Pipek, V., & Bowker, G. C. (2018). An afterword to ‘infrastructuring and collaborative design’. Computer Supported Cooperative Work (CSCW), 27(2), 267–289. https://doi.org/10.1007/s10606-017-9305-x
   Web of Science ®Google Scholar
• Karasti, H., & Syrjänen, A.-L. (2004). Artful infrastructuring in two cases of community PD. Proceedings of the Eighth Conference on Participatory Design: Artful Integration: Interweaving Media, Materials and Practices - Volume 1, 20–30. https://doi.org/10.1145/1011870.1011874
   Google Scholar
• Kashi, S., Hod, Y., Lee, A. V. Y., Yuan, G., Cohen, E., Bielaczyc, K., Chen, B., & Zhang, J. (2023). Infrastructuring for knowledge building: Advancing a framework for sustained innovation. Qwerty - Open and Interdisciplinary Journal of Technology, Culture and Education, 18(1), 139–156. https://doi.org/10.30557/QW000068
   Google Scholar
• Knight, S., & Buckingham Shum, S. (2017). Theory and learning analytics. In C. Lang, G. Siemens, A. Wise, & D. Gasevic (Eds.), Handbook of learning analytics (pp. 17–22). SoLAR.
   Google Scholar
• Ladson-Billings, G. (2006). From the achievement gap to the education debt: Understanding achievement in US schools. Educational Researcher, 35(7), 3–12. https://doi.org/10.3102/0013189X035007003
   Google Scholar
• Laferriere, T., Nunes, C., MacKinnon, N., Massey, L., Teo, C. L., Reeve, R., Vinha, T., & Gagnon, V. (2023). Connecting between systems for classroom-based knowledge building sustainability and scalability. QWERTY - Interdisciplinary Journal of Technology, Culture and Education, 18(1), 157–173. https://doi.org/10.30557/QW000069
   Google Scholar
• Law, N., & On, K. P. (2022). Design for multilevel connected learning in pedagogical innovation networks. In A. Castro Superfine, S. R. Goldman, & M.-L. M. Ko (Eds.), Teacher learning in changing contexts. Routledge.
   Google Scholar
• Law, N., Zhang, J., & Peppler, K. (2021). Sustainability and scalability of CSCL innovations. In U. Cress, C. Rosé, A. F. Wise, & J. Oshima (Eds.), International handbook of computer-supported collaborative learning (pp. 121–141). Springer International Publishing. https://doi.org/10.1007/978-3-030-65291-37
   Google Scholar
• Le Dantec, C. A., & DiSalvo, C. (2013). Infrastructuring and the formation of publics in participatory design. Social Studies of Science, 43(2), 241–264. https://doi.org/10.1177/0306312712471581
   Web of Science ®Google Scholar
• Lee, C. D. (2017). Integrating research on how people learn and learning across settings as a window of opportunity to address inequality in educational processes and outcomes. Review of Research in Education, 41(1), 88–111. https://doi.org/10.3102/0091732X16689046
   Google Scholar
• Lee, U.-S. (2018). Infrastructuring for participatory design of school technology practices: How students refined design practices. Rethinking Learning in the Digital Age: Making the Learning Sciences Count, 13th International Conference of the Learning Sciences (ICLS) 2018, 2, 1161–1164.
   Google Scholar
• Lee, U.-S. A., DeLiema, D., & Gomez, K. (2022). Equity conjectures: A methodological tool for centering social change in learning and design. Cognition and Instruction, 40(1), 77–99. https://doi.org/10.1080/07370008.2021.2010211
   Web of Science ®Google Scholar
• Liljedahl, P., Andrà, C., Rouleau, A., & Martino, P. D. (2023). Teacher tensions: Managed or resolved. International Journal of Mathematical Education in Science and Technology, 54(8), 1664–1680. https://doi.org/10.1080/0020739X.2023.2190328
   Web of Science ®Google Scholar
• Mikalsen, M., Farshchian, B. A., & Dahl, Y. (2018). Infrastructuring as ambiguous repair: A case study of a surveillance infrastructure project. Computer Supported Cooperative Work (CSCW), 27(2), 177–207. https://doi.org/10.1007/s10606-017-9302-0
   Web of Science ®Google Scholar
• National Academies of Sciences, Engineering, and Medicine. (2022). The future of education research at IES: Advancing an equity-oriented science. https://doi.org/10.17226/26428
   Google Scholar
• Penuel, W. R. (2019). Infrastructuring as a practice of design-based research for supporting and studying equitable implementation and sustainability of innovations. Journal of the Learning Sciences, 28(4–5), 659–677. https://doi.org/10.1080/10508406.2018.1552151
   Web of Science ®Google Scholar
• Penuel, W. R., Fishman, B. J., Haugan Cheng, B., & Sabelli, N. (2011). Organizing research and development at the intersection of learning, implementation, and design. Educational Researcher, 40(7), 331–337. https://doi.org/10.3102/0013189X11421826
   Web of Science ®Google Scholar
• Penuel, W. R., & Potvin, A. S. (2021). Design-based implementation research to support inquiry learning. In R. G. Duncan & C. Chinn (Eds.), International handbook of inquiry and learning (pp. 74–87). Routledge.
   Google Scholar
• Peurach, D. J., & Neumerski, C. M. (2015). Mixing metaphors: Building infrastructure for large scale school turnaround. Journal of Educational Change, 16(4), 379–420. https://doi.org/10.1007/s10833-015-9259-z
   Web of Science ®Google Scholar
• Peurach, D. J., Penuel, W. R., & Russell. (2019). Beyond ritualized rationality: Organizational dynamics of instructionally-focused continuous improvement. In M. B. Connolly, D. H. Eddy-Spicer, C. James, & S. D. Kruse (Eds.), The Sage handbook of school organization (pp. 465–488). SAGE Publications Ltd. https://doi.org/10.4135/9781526465542
   Google Scholar
• Philip, T. M., & Sengupta, P. (2021). Theories of learning as theories of society: A contrapuntal approach to expanding disciplinary authenticity in computing. Journal of the Learning Sciences, 30(2), 330–349. https://doi.org/10.1080/10508406.2020.1828089
   Web of Science ®Google Scholar
• Pipek, V., & Wulf, V. (2009). Infrastructuring: Towards an integrated perspective on the design and use of information technology. Journal of the Association of Information Systems, 10(5), 306–332. https://doi.org/10.17705/1jais.00195
   Web of Science ®Google Scholar
• Prasad, G. (2013). Children as co-ethnographers of their plurilingual literacy practices: An exploratory case study. Language and Literacy, 15(3), 4–30. https://doi.org/10.20360/G2901N
   Google Scholar
• Read, S. (2019). The infrastructural function: A relational theory of infrastructure for writing studies. Journal of Business and Technical Communication, 33(3), 233–267. https://doi.org/10.1177/1050651919834980
   Web of Science ®Google Scholar
• Reusel, H. V. (2016). Wandering as a design strategy for infrastructuring. Strategic Design Research Journal, 9(2), 112–127. http://www.revistas.unisinos.br/index.php/sdrj/article/view/sdrj.2016.92.06
   Google Scholar
• Robertson, T., & Simonsen, J. (2012). Challenges and opportunities in contemporary participatory design. Design Issues, 28(3), 3–9. https://doi.org/10.1162/DESI_a_00157
   Web of Science ®Google Scholar
• Roschelle, J., Knudsen, J., & Hegedus, S. (2010). From new technological infrastructures to curricular activity systems: Advanced designs for teaching and learning. Designs for learning environments of the future: International perspectives from the learning sciences (pp. 233–262). https://doi.org/10.1007/978-0-387-88279-69
   Google Scholar
• Ryoo, J. J., Kali, L., & Bevan, B. (2016). Equity-oriented pedagogical strategies and student learning in after school making. Proceedings of the 6th Annual Conference on Creativity and Fabrication in Education, 49–57. https://doi.org/10.1145/3003397.3003404
   Google Scholar
• Sandoval, W. A. (2014). Conjecture mapping: An approach to systematic educational design research. Journal of the Learning Sciences, 23(1), 18–36. https://doi.org/10.1080/10508406.2013.778204
   Web of Science ®Google Scholar
• Sawyer, R. K. (2022). An introduction to the learning sciences. In R. K. Sawyer (Ed.), The Cambridge handbook of the learning sciences (3rd ed., pp. 1–24). Cambridge University Press. https://doi.org/10.1017/9781108888295.002
   Google Scholar
• Scardamalia, M. (2003). Knowledge Society Network (KSN): Toward an expert society for democratizing knowledge. Journal of Distance EducationJournal of Distance Education, 17(3), 63–66.
   Google Scholar
• Scardamalia, M., & Bereiter, C. (2006). Knowledge building: Theory, pedagogy, and technology. In R. K. Sawyer (Ed.), The Cambridge handbook of the learning sciences (pp. 97–115). Cambridge University Press.
   Google Scholar
• Scardamalia, M., & Bereiter, C. (2022). Knowledge building and knowledge creation. In R. K. Sawyer (Ed.), The Cambridge handbook of the learning sciences (3rd ed., pp. 385–405). Cambridge University Press. https://doi.org/10.1017/9781108888295.024
   Google Scholar
• Scardamalia, M., & Bereiter, C. (2023). From proto- to systemic knowledge building/knowledge creation. In Keynote presented at the 27th knowledge building summer institute, Montreal, Canada.
   Google Scholar
• Scardamalia, M., Bereiter, C., Laferrière, T., Bielaczyc, K., Chai, S., Chan, C. K. K., Chen, B., Chen, M.-H., de Jong, F., Del Castillo, F. D., Hakkarainen, K., Matsuzawa, Y., McAuley, A., Montané, M., Nunes, C., Reeve, R., Seitamaa- Hakkarainen, P., Oshima, J., Shirouzu, H., Tan, S. C., Teo, C. L., van Aalst, J., Vinha, T., &, and Zhang, J. (2017). Toward a multi-level knowledge building innovation network. In B. K. Smith, M. Borge, E. Mercier, & K. Y. Lim (Eds.), Making a difference: Prioritizing equity and access in CSCL, 12th International Conference on Computer Supported Collaborative Learning (CSCL) 2017 (pp. 703–710). International Society of the Learning Sciences. https://doi.org/10.22318/cscl2017.113
   Google Scholar
• Schmidt, K., & Bannon, L. (1992). Taking CSCW seriously. Computer Supported Co- Operative Work (CSCW), 1(1), 7–40. https://doi.org/10.1007/BF00752449
   Google Scholar
• Simonsen, J., Karasti, H., & Hertzum, M. (2020). Infrastructuring and participatory design: Exploring infrastructural inversion as analytic, empirical and generative. Computer Supported Cooperative Work (CSCW), 29(1), 115–151. https://doi.org/10.1007/s10606-019-09365-w
   Web of Science ®Google Scholar
• Star, S. L. (1999). The ethnography of infrastructure. American Behavioral Scientist, 43(3), 377–391. https://doi.org/10.1177/00027649921955326
   Web of Science ®Google Scholar
• Star, S. L., & Ruhleder, K. (1996). Steps toward an ecology of infrastructure: Design and access for large information spaces. Information Systems Research, 7(1), 111–134. https://doi.org/10.1287/isre.7.1.111
   Web of Science ®Google Scholar
• Star, S. L., & Strauss, A. (1999). Layers of silence, arenas of voice: The ecology of visible and invisible work. Computer Supported Cooperative Work, 8(1), 9–30. https://doi.org/10.1023/A:1008651105359
   Google Scholar
• Stein, M. K., & Coburn, C. E. (2008). Architectures for learning: A comparative analysis of two urban school districts. American Journal of Education, 114(4), 583–626. https://doi.org/10.1086/589315
   Web of Science ®Google Scholar
• Steinhardt, S. B., & Jackson, S. J. (2015). Anticipation work: Cultivating vision in collective practice. Proceedings of the 18th ACM Conference on Computer Supported Cooperative Work & Social Computing, 443–453. https://doi.org/10.1145/2675133.2675298
   Google Scholar
• Suissa, J. (2023). Democratic practice and curriculum objectives: Paul Hirst’s visit to Summerhill. Journal of Philosophy of Education, qhad003. https://doi.org/10.1093/jopedu/qhad003
   Web of Science ®Google Scholar
• Svangren, M., Ananjeva, A., Persson, J. S., Krog, L., Nielsen, P. A., & Sperling, K. (2021). Infrastructuring in digital transformation: An action case study of district heating. ECIS 2021 Research Papers.
   Google Scholar
• Tan, S. C., Yeo, J., So, H.-J., Ow, J. E. G., Chai, C. S., & Teo, C. L. (2014). Knowledge creation in singapore schools: Our journey and ways forward. In S. C. Tan, H. J. So, & J. Yeo (Eds.), Knowledge creation in education (pp. 283–301). Springer Singapore. https://doi.org/10.1007/978-981-287-047-616
   Google Scholar
• Teo, C. L., Ong, A.-K.-K., Chan, M. C. Y., Tey, A. H., & Jothinathan, L. (2022). Curriculum-idea-analytics: An idea-centric approach to curriculum. OER Knowledge Bites, 17, 14–15.
   Google Scholar
• Ulriksen, G.-H., Pedersen, R., & Ellingsen, G. (2017). Infrastructuring in healthcare through the openehr architecture. Computer Supported Cooperative Work (CSCW), 26(1), 33–69. https://doi.org/10.1007/s10606-017-9269-x
   Web of Science ®Google Scholar
• Warren, B., Vossoughi, S., Rosebery, A. S., Bang, M., & Taylor, E. V. (2020). Multiple ways of knowing. In Handbook of the cultural foundations of learning (1st ed., pp. 277–294). Routledge. https://doi.org/10.4324/9780203774977-19
   Google Scholar
• Yoon, S. A., & Hmelo-Silver, C. E. (2017). What do learning scientists do? a survey of the isls membership. Journal of the Learning Sciences, 26(2), 167–183. https://doi.org/10.1080/10508406.2017.1279546
   Web of Science ®Google Scholar
• Zhang, J., Hong, H.-Y., Scardamalia, M., Teo, C. L., & Morley, E. A. (2011). Sustaining knowledge building as a principle-based innovation at an elementary school. Journal of the Learning Sciences, 20(2), 262–307. https://doi.org/10.1080/10508406.2011.528317
   Web of Science ®Google Scholar
• Zhang, J., Scardamalia, M., Reeve, R., & Messina, R. (2009). Designs for collective cognitive responsibility in knowledge-building communities. Journal of the Learning Sciences, 18(1), 7–44. https://doi.org/10.1080/10508400802581676
   Web of Science ®Google Scholar
• Zhao, Y., & Frank, K. A. (2003). Factors affecting technology uses in schools: An ecological perspective. American Educational Research Journal, 40(4), 807–840. https://doi.org/10.3102/00028312040004807
   Web of Science ®Google Scholar