Exploring How Teacher Agency Unfolds Within the Co-design of a Smart Learning Environment-Supported Learning Activity: A Case Study

Producción Científica

Bibliographic Details
Authors: Alonso Prieto, Victor, Dimitriadis Damoulis, Ioannis, Villagrá Sobrino, Sara Lorena, Ortega Arranz, Alejandro, Topali, Paraskevi, Martínez Monés, Alejandra
Format: article
Status:Published version
Publication Date:2025
Country:España
Institution:Universidad de Valladolid
Repository:UVaDOC. Repositorio Documental de la Universidad de Valladolid
OAI Identifier:oai:dnet:uvadoc______::18019b4b5bf0fc7f0d661a5e3cd4bf04
Online Access:https://doi.org/10.28945/5615
https://uvadoc.uva.es/handle/10324/84603
Access Level:Open access
Keyword:Métodos de aprendizaje
Innovación pedagógica
Planificación de la educación
Smart Learning
Autonomía docente
Entornos de aprendizaje inteligentes
Diseño colaborativo
Aprendizaje potenciado por la tecnología
Estudio de caso
5801 Teoría y Métodos Educativos
3304 Tecnología de Los Ordenadores
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dc.title.none.fl_str_mv Exploring How Teacher Agency Unfolds Within the Co-design of a Smart Learning Environment-Supported Learning Activity: A Case Study
title Exploring How Teacher Agency Unfolds Within the Co-design of a Smart Learning Environment-Supported Learning Activity: A Case Study
spellingShingle Exploring How Teacher Agency Unfolds Within the Co-design of a Smart Learning Environment-Supported Learning Activity: A Case Study
Alonso Prieto, Victor
Métodos de aprendizaje
Innovación pedagógica
Planificación de la educación
Smart Learning
Autonomía docente
Entornos de aprendizaje inteligentes
Diseño colaborativo
Aprendizaje potenciado por la tecnología
Estudio de caso
5801 Teoría y Métodos Educativos
3304 Tecnología de Los Ordenadores
title_short Exploring How Teacher Agency Unfolds Within the Co-design of a Smart Learning Environment-Supported Learning Activity: A Case Study
title_full Exploring How Teacher Agency Unfolds Within the Co-design of a Smart Learning Environment-Supported Learning Activity: A Case Study
title_fullStr Exploring How Teacher Agency Unfolds Within the Co-design of a Smart Learning Environment-Supported Learning Activity: A Case Study
title_full_unstemmed Exploring How Teacher Agency Unfolds Within the Co-design of a Smart Learning Environment-Supported Learning Activity: A Case Study
title_sort Exploring How Teacher Agency Unfolds Within the Co-design of a Smart Learning Environment-Supported Learning Activity: A Case Study
dc.creator.none.fl_str_mv Alonso Prieto, Victor
Dimitriadis Damoulis, Ioannis
Villagrá Sobrino, Sara Lorena
Ortega Arranz, Alejandro
Topali, Paraskevi
Martínez Monés, Alejandra
author Alonso Prieto, Victor
author_facet Alonso Prieto, Victor
Dimitriadis Damoulis, Ioannis
Villagrá Sobrino, Sara Lorena
Ortega Arranz, Alejandro
Topali, Paraskevi
Martínez Monés, Alejandra
author_role author
author2 Dimitriadis Damoulis, Ioannis
Villagrá Sobrino, Sara Lorena
Ortega Arranz, Alejandro
Topali, Paraskevi
Martínez Monés, Alejandra
author2_role author
author
author
author
author
dc.subject.none.fl_str_mv Métodos de aprendizaje
Innovación pedagógica
Planificación de la educación
Smart Learning
Autonomía docente
Entornos de aprendizaje inteligentes
Diseño colaborativo
Aprendizaje potenciado por la tecnología
Estudio de caso
5801 Teoría y Métodos Educativos
3304 Tecnología de Los Ordenadores
topic Métodos de aprendizaje
Innovación pedagógica
Planificación de la educación
Smart Learning
Autonomía docente
Entornos de aprendizaje inteligentes
Diseño colaborativo
Aprendizaje potenciado por la tecnología
Estudio de caso
5801 Teoría y Métodos Educativos
3304 Tecnología de Los Ordenadores
description Producción Científica
publishDate 2025
dc.date.none.fl_str_mv 2025
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.none.fl_str_mv https://doi.org/10.28945/5615
https://uvadoc.uva.es/handle/10324/84603
url https://doi.org/10.28945/5615
https://uvadoc.uva.es/handle/10324/84603
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv https://www.informingscience.org/Publications/5615
dc.rights.none.fl_str_mv info:eu-repo/semantics/openAccess
http://creativecommons.org/licenses/by-nc/4.0/
eu_rights_str_mv openAccess
rights_invalid_str_mv http://creativecommons.org/licenses/by-nc/4.0/
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Informing Science Institute
publisher.none.fl_str_mv Informing Science Institute
dc.source.none.fl_str_mv reponame:UVaDOC. Repositorio Documental de la Universidad de Valladolid
instname:Universidad de Valladolid
instname_str Universidad de Valladolid
reponame_str UVaDOC. Repositorio Documental de la Universidad de Valladolid
collection UVaDOC. Repositorio Documental de la Universidad de Valladolid
repository.name.fl_str_mv
repository.mail.fl_str_mv
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spelling Exploring How Teacher Agency Unfolds Within the Co-design of a Smart Learning Environment-Supported Learning Activity: A Case StudyAlonso Prieto, VictorDimitriadis Damoulis, IoannisVillagrá Sobrino, Sara LorenaOrtega Arranz, AlejandroTopali, ParaskeviMartínez Monés, AlejandraMétodos de aprendizajeInnovación pedagógicaPlanificación de la educaciónSmart LearningAutonomía docenteEntornos de aprendizaje inteligentesDiseño colaborativoAprendizaje potenciado por la tecnologíaEstudio de caso5801 Teoría y Métodos Educativos3304 Tecnología de Los OrdenadoresProducción CientíficaAim/Purpose This paper studies how teacher agency is shaped by the affordances and autonomous functioning of a Smart Learning Environment (SLE) through the co-design of a learning activity. Specifically, it addresses the following research question: How does participation in the co-design of a learning activity supported by a Smart Learning Environment shape the development of teacher agency? The reported case study offers a novel contribution by connecting specific facets of teacher agency with SLE affordances while highlighting the decisive role of stakeholders in technology-supported teaching. Background The affordances of Smart Learning Environments (SLEs) can have positive and negative effects on teachers’ roles. Prior studies highlight the benefits of involving teachers as co-designers of the technological solutions to foster teacher agency. However, these studies do not fully address the extent to which teacher agency may be empowered through educators’ involvement in co-design processes aimed at developing learning activities to be supported by SLEs. A case study was set up to reveal how teacher agency unfolds in such scenarios, considering the affordances of the SLE and the role of the SLE researchers as core mediating elements. Thus, this research delves into the study of a concept that requires further investigation, which is key to ensuring the trustworthy deployment of intelligent technologies. Methodology A qualitative case study was conducted grounded in the interpretivist research paradigm. Data was collected from multiple techniques and sources (e.g., semi-structured interviews, audio recordings of co-design meetings, artefacts generated in the process). The study spanned a multi-phase evaluation event design process, including: (i) the co-design of a learning activity to be supported by the SLE, (ii) the enactment of the learning activity, and (iii) a post-hoc reflection. The participants in this process were a Higher Education Teacher responsible for a course on School Organisation and Planning (which involved 71 first-year kindergarten pre-service teachers at a Spanish university), a lead researcher who was also responsible for the development of the SLE, and two researchers supporting the co-design. The naturalistic nature of the study, densely described, aims at strengthening the transferability of findings. Inductive coding was performed, and thick and context-related descriptions are reported to support credibility and transferability. Contribution This study proposes a foundation for comprehending how aspects of teacher agency relate to affordances and functions of SLEs within the co-design process of a learning activity. The findings were synthesised in a comprehensive model relating facets of teacher agency to the SLE by means of the co-design. A complete evaluation of the deployment of a novel SLE is reported through the lens of teacher agency. This work contributes to the ongoing discussion about the impact of intelligent technologies on teacher agency in Technology-Enhanced Learning (TEL). Findings The results showed that relevant SLE affordances aligned with the teacher’s pedagogical stances (e.g., the connection between formal and informal learning spaces and the support for contextualised learning) and empowered the teacher to create a learning activity that went beyond her past practices. However, the lack of support for collaborative learning deprived the teacher of fully attaining agency. The researcher’s role in facilitating the co-design was a key supporting element for the teacher agency. The individual nature of the student model of the SLE created a tension with the teacher’s pedagogical stances. While the autonomous functioning of the SLE was not perceived as a threat to the teacher’s practice, the teacher reported a preference to have more control over the SLE. Recommendations for Practitioners Teachers need to be granted opportunities to shape the operation of SLEs to align with their pedagogical stances, goals, and constraints of higher education courses. Educators should also be involved in the development process of the SLEs or in the co-design process of learning activities that motivate and enable adjustments in the technology. Participatory co-design processes are necessary to materialise meaningful, innovative learning activities supported by intelligent technologies such as SLEs. These strategies could allow teachers to cultivate and preserve agency in evolving and complex TEL scenarios. Educators should also carefully consider the balance between their workload and their capacity to review automated suggestions provided by SLEs. Recommendation for Researchers We recommend the TEL community to conduct in-depth studies and co-design processes of learning activities to identify constraints that may hinder teacher agency and to maximise opportunities for supporting it, specifically in scenarios in which SLEs have not been designed involving teachers. Researchers and developers should strive for simplicity and representativeness when designing student models embedded in SLEs. They should also ensure that teachers are given opportunities to remain in the loop when SLEs begin functioning autonomously. Impact on Society The concept of agency is central to current debates in educational research, in which technologies with intelligent features (e.g., Artificial Intelligence or SLEs) are being embedded. The impact of these technologies on teachers’ practice should be assessed at different levels of technological integration (e.g., design, enactment). This study shows how teacher agencies are shaped by the co-design process and emphasises the importance of early human involvement and strong communication among stakeholders. SLEs hold significant potential to help teachers transform their practice and sustain agency. Future Research Future research should deepen the understanding of how teacher agency develops during co-design and enactment with intelligent technologies, extending these findings to diverse contexts. We point out the need for an explicit study of how the best practices regarding student modelling can be achieved. This implies examining the configuration of SLEs’ student models and teachers’ stances.Ministerio de Ciencia e Innovación (MCIN) / Agencia Estatal de Investigación (AEI): PID2020-112584RB-C32 (MCIN/AEI/10.13039/501100011033)Ministerio de Ciencia, Innovación y Universidades (MICIU) / Agencia Española de Investigación (AEI) / FEDER: PID2023-146692OB-C32 (MCIU/AEI/10.13039/501100011033 / FEDER, UE)Junta de Castilla y León / FEDER: VA176P23Universidad de Valladolid / Banco Santander: contrato predoctoral UVa de Víctor Alonso PrietoInforming Science Institute2025info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://doi.org/10.28945/5615https://uvadoc.uva.es/handle/10324/84603reponame:UVaDOC. Repositorio Documental de la Universidad de Valladolidinstname:Universidad de ValladolidIngléshttps://www.informingscience.org/Publications/5615info:eu-repo/semantics/openAccesshttp://creativecommons.org/licenses/by-nc/4.0/oai:dnet:uvadoc______::18019b4b5bf0fc7f0d661a5e3cd4bf042026-06-13T12:44:47Z
score 15.812455

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