Adaptive Professional COLLECTION: REMEDIATION OF Development during the LEARNING Pandemic RESEARCH NINA BERGDAHL ABSTRACT CORRESPONDING AUTHOR: Nina Bergdahl In Sweden, upper secondary school teachers made a swift transition into emergency Stockholm University, SE remote teaching in 2020 due to the outbreak of covid-19. This paper reports on a [email protected] Design-Based Research intervention in which professional development was designed using the Blended Learning Adoption framework, to support teachers to develop their teaching practices online. Twenty-six teachers participated in the intervention which spanned six months. Data was analysed using thematic analysis. Key results revealed KEYWORDS: professional development; that the pandemic had become an impetus for change, for many teachers, but far upper secondary; COVID-19; from all. Emerging teaching practices in synchronous online learning included: inviting distance education; ERT special needs pedagogues in parallel breakout rooms, and grouping and re-grouping students when facilitating varied collaboration. Apart from realising new potentials of TO CITE THIS ARTICLE: online teaching and learning, teachers identified emerging challenges such as: new Bergdahl, N. (2022). Adaptive ways of cheating, ethical aspects of accessing students’ private homes via cameras Professional Development and a lack of guidelines on managing disengagement. Conclusively, teacher’s during the Pandemic. Designs professional development and new experiences elicit new practices that could benefit for Learning, 14(1), 1–13. DOI: https://doi.org/10.16993/ teachers after the pandemic. Professional development during uncertain times and dfl.172 design principles supporting intervention ownership transfer are discussed. Bergdahl Designs for Learning DOI: 10.16993/dfl.172 2 INTRODUCTION BACKGROUND ONLINE AND BLENDED LEARNING DURING Even during a pandemic, the teachers are to design THE PANDEMIC learning that is inclusive and engaging (Kirschner, Traditionally Blended Learning (BL) has been defined as 2015; Nortvig et al., 2018). However, research combining in-person and online learning (e.g., Boelens undertaken during the outbreak of covid-19 in March et al., 2017; Bubaš & Kermek, 2004; Garrison & Kanuka, 2020 identified that teachers were left to their own 2004; Graham, 2006; Liao & Lu, 2008; Thorne, 2003). devices in transforming in-person to online teaching When such combinations translates to simultaneous (Bergdahl & Nouri, 2020), that many teachers were teaching of in-person and online students, this has novices to online teaching and learning and faced new been referred to as hybrid learning (Raes et al., 2020). challenges (Bond et al. 2021; Lockee, 2020; Trikoilis Pre-pandemic studies have shown that today’s students & Papanastasiou, 2020), highlighting a heightened are positive and comfortable with online learning (Cain need for teachers’ professional development (PD) et al., 2016; Dimitoglou, 2019). However, experiences of during the pandemic. PD during the pandemic has online and distance learning during pandemic and non- had diverse foci. Although there have been several PD pandemic times are likely to differ, as reports reveal that initiatives during the pandemic (e.g., Clausen et al., social isolation may increase stress (Beam & Kim, 2020) 2020; Schildkamp et al., 2020; Trikoilis & Papanastasiou, and that teachers (and students) not used to distance 2020), there are still some unsolved aspects concerning education may face significant barriers (König et al., delivery and content. For example, focusing on PD for 2020). Swedish reports have explored upper secondary Higher Education, Schildkamp et al. (2020) concluded school students’ perception and experiences of ERT (e.g., that effective PD during the pandemic should target Åkerfeldt, 2020; Bergdahl & Nouri, 2020; Öckert, 2021). technological and pedagogical skills and be conducted Some have identified positive aspects, such as good with teacher mentors. Others (e.g., Clausen et al., 2020) organisation (Åkerfeldt, 2020) and little fluctuation in designed a PD intervention that focused on school student grades compared to previous years (Öckert, routines for communication to ensure students are not 2021). However, negative effects have also been falling behind. However, pandemic restrictions may reported: students have experienced a lower degree of hinder in-person PD. To solve this, one school distributed cooperation, loneliness and monotonous approaches educational research to teachers’ homes (Trikoilis et during the shift to ERT (Åkerfeldt, 2020; Bond et al., 2021), al., 2020). From this, it is clear that traditional delivery even though interaction, social presence, and variation of PD may not always be possible during a pandemic. have been highlighted as critical for learning (Akyol et al., In addition to issues of PD delivery, local, national and 2009; Järvelä & Renninger, 2014; Järvenoja et al., 2015; international reports have identified that students Mun Ling & Marton, 2011; Richardson et al., 2017). On a experienced monotonous teaching, social isolation and positive note, the shift toward more digitalised learning unavailable teachers as a result of emergency remote is likely to contribute to the development of teaching teaching (ERT) (Bond et al., 2021; Department of upper practices even after the pandemic (Bond et al., 2021; secondary and adult education, 2020; Grönlund, 2020; Greener, 2021; Holmström, 2021). Swedish Students Council, 2020). The aim of this PD intervention was thus to try to develop and deliver PD TO ENHANCE VARIATION, INTERACTION, flexible and relevant PD. Informed by the above reports, AND SOCIAL PRESENCE IN ONLINE LEARNING this intervention focused on supporting teachers to Due to the shift into ERT, students reported a surge in develop their online teaching practices in relation to: monotonous online lectures and reduced interaction variation, social presence and interaction. A second (Bond et al., 2021; Grönlund, 2020). Several studies aim was to analyse emerging practices and persistent suggest that teachers should offer a variety of learning challenges a year into the pandemic. The following activities to support active learning and social interaction research questions were raised: (Babadjanova, 2020; Ekayati & Rahayu, 2019; Mantra et al., 2019), and use the potential of digital technologies to, 1. What emerging teaching practices are teachers for example, invite special needs teachers into the online reporting in one upper secondary school a year into class (Kaden, 2020). Research has shown that increased the pandemic? online interaction creates active learners and increases 2. What persisting challenges are teachers facing in learner engagement (Nguyen et al., 2016; Nortvig et al., teaching and learning in one upper secondary school 2018). However, a lack of interaction in online learning a year into the pandemic? is not pandemic-specific (e.g. Andriessen & Baker, 2016). 3. What design principles can be deduced from Research during the pandemic has found that interactions the intervention to enable adaptive professional online do not in themselves lead to the same degree of development during pandemic times? social presence as interactions in a physical classroom Bergdahl Designs for Learning DOI: 10.16993/dfl.172 3 but require an adapted and informed design of learning A. That the goal of designing learning (and related (Wut & Xu, 2021). While using videos for learning could environments) and developing theories are increase students’ social presence, students preferred intertwined. experiencing the teacher’s social presence (Borup et al., B. That development and research overlap in 2012). The important caring teacher-student relationship continuous cycles where design, practice, analysis, and emotional support are essential aspects of learning, and redesign, are essential. but it may be challenging for teachers to convey their C. That DBR should inform practitioners and the field, for social presence online (Joksimović et al., 2015; Tomas example, by identifying theory or design principles. et al., 2015). Social presence has been described as D. That the intervention is conducted in situ to reflect the degree to which a person is perceived as ‘real’ in an authentic setting and to “focus on interactions mediated communication (Gunawardena & Zittle, 1997) that refine our understanding of the learning issues and defined as “the effectiveness and impact of person- involved”. to-person telecommunications” (Short et al., 1976: vi). (The Design-based Research Collective, 2003: 5). Schultze and Brooks compare the phenomena of presence with an illusion of non-mediation, e.g., “being there,” The uses of learning technologies must be guided by and suggests that social presence is “produced in and the vision to develop teaching practices and raise the through situated interaction” (Schultze & Brooks, 2019: maturity (quality and effectiveness) of institutionalised 708). Digital technologies may enable social presence adoption (Graham et al., 2013). To this mean, DBR is in the form of interaction with teachers, peers and the a stable foundation for interventions, as it allows for learning content synchronously during an ongoing lesson flexibility and values stakeholder initiative (Bjögvinsson (Crook & Sutherland, 2017) or a sensation within a virtual et al., 2012). world (Schultze & Brooks, 2019). Social presence has been related to student satisfaction with learning (Akyol et al., 2009; Richardson et al., 2017). While a pandemic METHOD may place extra demand on teachers, it may also be an CONTEXT AND PARTICIPANTS incentive for developing teaching practices. This study was conducted in an upper secondary school (year 10–12) in one of the larger cities in Sweden. Twenty- DBR-INSPIRED PROFESSIONAL DEVELOPMENT six teachers participated in the study. The classrooms THAT FOCUS ON IT RELATED TEACHING were equipped with projectors, and teachers and PRACTICES students had their own laptops. While the school had The quality aspect of online education remains an aspect used Google Suite for Education (later Google Workspace to tackle (Fernández-Batanero et al., 2020; Hodges et al., for Education) for some time, additional features such as 2020; Lockee, 2020; Schildkamp et al., 2020). Teachers’ breakout rooms, Google attendance and Jamboard, had digital competence is closely related to the design and only been made accessible to the school in November quality when digital tools and resources are employed 2020 and was thus a new feature for teachers. Upper (Caena & Redecker, 2019; European Commission, 2013; secondary schools in Sweden shifted into ERT in March Fernández-Batanero et al., 2020; Hodges et al., 2020; 2020. Schools were re-opened in August, just to return Lockee, 2020; Schildkamp et al., 2020). Often, PD is to ERT again in December. The period was marked with viewed as a solution. However, PD has been critiqued uncertainty, as school restrictions depended on the on for not leading to expected results for all teachers the spread of the Covid-19 virus. (Hargreaves & O’Connor, 2018; Körkkö et al., 2020). It has been forwarded that to be an effective intervention, PD DESIGN-BASED RESEARCH INSPIRED should enable teachers to explore innovative approaches ADAPTIVE PROFESSIONAL DEVELOPMENT together with other teachers (Becuwe et al., 2017; To answer the research questions, a DBR intervention Hargreaves & O’Connor, 2018; Lidolf & Pasco, 2020; that focused on combining workshops (n = 2) and online Schildkamp et al., 2020) empower teachers in viewing webinars and seminars (n = 3) was conducted. The themselves as designers, engage leaders and allocate intervention spanned six months (September 2020 – time, (Becuwe et al., 2017). Such ideas are compatible February 2021), during which time data was collected with the Design-Based Research (DBR) approach, which through photos, dialogues and observations. Following is often applied for “designing interventions and solving the principles of DBR, school interventions should derive classroom problems in various contexts” (Getenet, 2019: from existing school practices and should ensure that 483). Anderson and Shattuck (2012) and The Design- the ownership of the intervention remains at the school based Research Collective (2003) have forwarded several (Anderson & Shattuck, 2012). The researcher aligned ideas critical ideas that underpin DBR. Four of them are adopted with the principal and deputy principal and collaborated as guidelines and are referred to as guidelines A-D. with the lead teachers. A lead teacher is a teacher who Bergdahl Designs for Learning DOI: 10.16993/dfl.172 4 has extended responsibilities to develop teaching and sought to inspire the teachers to explore blended learning who supports other teachers (e.g., Petrie & McGee, 2012). activities together with colleagues and shared these with the group. Intervention design Stage 2 – Adoption – Teachers were encouraged The intervention followed four stages (see Figure 1). Each to apply their lesson designs in their actual teaching. stage contained an adaptation of content and delivery to Classroom observations were conducted (and reported meet the current conditions and expressed needs of the on elsewhere: Bergdahl & Bond, 2021). PD, elaborated on below. Stage 3 – Theory implementation, adoption and reflection -Stage 3 contained several elements: I) a Step-by-step design of Adaptive Professional webinar, II) a lead teacher online collaboration, III) an Development online seminar, and IV) teacher online collaboration. The intervention design combines DBR guidelines A-D (The Design-based Research Collective, 2003) with the I. A 2.5-hour online webinar that focused on teachers’ BL adoption framework (Graham et al., 2013). Graham social presence, variation of learning activities and (ibid.). proposes that the initial awareness and exploration interaction was offered in mid-January. All teachers phase is characterised by individual teacher awareness. (n = 35) participated (but 26 out of 35 agreed to The intervention supports increased awareness and participate in this study). The webinar also included the development of support (stage 1). Second, the breakout rooms for collegial reflections, such as: schools move into adoption and early implementation, “What aspects are you considering when planning characterised by experimentation and emerging support for distance and hybrid learning?” and “How does of teacher implementation. Here, the intervention is polysynchronous interaction manifest in your geared to scaffold teachers’ experimentation (stages subject?”. Teachers were then instructed that there 2–4). The guidelines are realised as follows: would be a follow-up seminar. II. In the lead teacher online collaboration, the A. The goal of designing learning and developing researcher proposed two alternative exercises to theories are intertwined, as the aim is to identify link theory with practice. The lead teachers chose design principles to support the development of ADP. “Designing learning in BL and online settings with B. The development and research overlap and include a special focus on variation, social presence, and design, practice, analysis, and redesign (stages 1–3 interaction”. This exercise prompted them to focus and Figure 1 reflect the parallel process of research on and further explore peer-peer interaction, and redesigns of PD. variation of learning activities and social presence C. Being published, the DBR intervention will inform the in their online teaching. The teachers developed field. an idea of how they and their colleagues could D. The intervention is conducted in situ and focuses on collaborate online (see Appendix A). the emerging practices and challenges. Between elements II and III, the lead teachers undertook Stage 1 – Workshop – Two workshops were held with the practice related PD. two different groups of teachers. The first one was an in-house workshop, and the second was offered as a III. During the online seminar, the lead teachers hybrid workshop. In the hybrid workshop, some teachers presented how they had engaged in PD participated in person and others online. The workshops collaboratively online and shared their experiences Figure 1 Intervention design. Bergdahl Designs for Learning DOI: 10.16993/dfl.172 5 (see Appendix A). These were discussed in the examples of success” (Bell et al., 2004: 83), each stage group, were answers to questions were sought in was approached using a reflective question: “What critical research findings. This was done to validate and principle enabled ADP?”. The initial principles were then further nuance teacher reflections on conditions abstracted to guiding principles that can be refined over and other aspects related to online learning. time and transferred across settings (ibid.). This approach Lead teacher reflections, ideas, revisions and was guided by identifying the underlying principles that plans for distributing the exercise (teacher online underpinned the intervention and may support PD during collaboration), as well as taking ownership of the uncertain times and transfer of ownership (van den Akker PD to the rest of the teachers, were discussed. et al., 2013). Stage 3 was thought to prepare the lead teachers to be able to answer similar questions when they, ETHICAL CONSIDERATIONS in turn, would run the online collaboration with the The principal provided consent to conduct the intervention rest of the teachers at the school (stage 4). series at the school. Subsequently, all teachers were invited to participate in the study. All participants signed Stage 4 – Lead teacher-led seminar –It was confirmed the informed consent, in which they were informed that all the school’s teachers had connected the webinar of the purpose of the study, that they had the right to ideas to their online teaching practices and discussed withdraw at any time without questions asked, and that these using online groups as planned. No data was data would be pseudonymised, which entailed replacing collected during stage 4 as the ownership of the PD had names with random letters blurring faces in photos. been transferred to the lead teachers. Here, a transfer of ownership is viewed as a success and means that the researcher no longer participates. RESULTS THE WORKSHOP DATA ANALYSIS The workshop was inspired by Arena Blended Connected To answer research questions one and two, workshop Learning (ABC) (UCL, 2020) and focused on active and material (photos, field notes) and the online seminar visible learning when using digital technologies. In the (document and field notes) were analysed using first workshop, all teachers were physically present. thematic analysis (Braun & Clarke, 2012). The analysis In the second, participation was hybrid: meaning that was initiated adjacent to the data collection. Sequences some teachers participated in person and others online. of collected data that were meaningful to answer the The instructions were to design a course and, within that research questions were coded using post-it notes. course, design some lessons. The teachers collaborated The post-it notes were then arranged to form themes. in planning lessons and learning activities (see Photo Single post-it notes were discarded. Emerging themes 1–4). (See Appendix B for photo translation). Some were checked against the data. A second analysis was groups focused on the variation of learning activities conducted to answer the third research question. As during introduction and laboratory demonstrations (see design principles are “generated inductively from prior Photo 1). Photo 1 Sample of design for variation Photo 2 Sample of design for interaction Photo 3 Workshop with teachers Photo 4 Teachers collaborating Bergdahl Designs for Learning DOI: 10.16993/dfl.172 6 Teachers were instructed to focus on acquisition, “I tried to use Padlet to encourage interaction, collaboration, discussion, investigation, practice and but using plenty of different digital resources may production (see Photo 2) and explore innovative uses of confuse students. /…/ Google Drive documents and digital technologies (and digital resources). The teachers Google Quiz can be used to reach the same goal were observed to plan for learning activities or a shared as Padlet [a shared space for student reflections theme across several lessons and subjects. Classroom and answers].” (Online seminar, teacher S). observations were conducted following the workshops between the workshops and the webinar (see Bergdahl & Most teachers would try to think of variations when Bond, 2021). The “World Café” set-up scaffolded teacher designing a lesson. Although encouraged, teachers did interaction and sharing (Aldred, 2011). Teachers would not have to adopt the lesson design they developed mingle around and share their ideas and plans. Each during their workshop. It was not until the actual shift participant was given stickers to vote for the best plan. into ERT that many of them shifted from tentative plans A selection of the most high-ranked designs was shared to describing actual innovative practices. with the whole group. Enabling more individualised learning: The results from the initial workshop were in line with Gudmundsdóttir et al. (2014) – results reveal that “I created specific breakout rooms in Google Meet, teaching practices could tend to remain traditional, based on [the teacher perception of] students’ with little innovation even though many teachers tried knowledge. That is how I divide them into groups to increase their social presence, vary the lesson design for different exercises.” (Online seminar, teacher C). and increase the online interaction. The actual shift in “This virtual laboratory exceeded all my adoption was observed during the shift to ERT. Then expectations. Students no longer need to take teachers started to experiment with grouping students turns, but everyone can practise and try how it with different needs to offer more personalised learning, works, hands-on.” (Online seminar, teacher E, inviting special needs pedagogues for support, and when using an online virtual physical laboratory). ‘walking’ through the breakout rooms to engage with smaller groups of students. Acquiring experiences of student-teacher interaction, student digital skills, and ways for online communication, THE ONLINE SEMINAR teachers started to realise the difference between In preparation for the online seminar, the five lead teaching and learning in class instead of online. Real teachers were asked to try and develop their teaching experiences triggered curiosity to experiment with practices by further exploring the teacher’s social variation online and how digital technologies change the presence online, variation and interaction. Two weeks conditions for learning. were allowed between the webinar and the final seminar Supporting students online: to allow time for both implementation and reflection. During the online seminar, the five lead teachers “The teacher later divided students into smaller individually presented their experiences, challenges, and groups, in which I could work more focused with emerging practices when developing ‘teacher’s social the ones who needed more support. For some presence’, ‘variation of learning activities’ and ‘increased students, being allowed to participate online possibilities for student interaction’ in online learning. At has been a positive experience. For example, for the end of the seminar, the lead teachers took ownership students with long-term illness, who otherwise of the intervention and arranged for the same online had been excluded.” (Online seminar, teacher G). collaborative learning and follow-up seminar with the “In my subject [Math], the interaction between other teachers at their school. students is hard to achieve as students rather work individually than engage in dialogues. EMERGING PRACTICES AND PERSISTING That’s why I introduced a general dialogue CHALLENGES when starting the lesson, with questions relating Five themes were identified: 1. Exploring new features to their everyday life. Using a randomising of digital technologies, 2. Enabling more individualised application, the student whose name turns up learning, 3. Supporting students online, 4. Change of have to answer, and the student whose name conditions for teachers’ classroom leadership and 5. turns up the second time has to comment.” Changed responses by students. (Online seminar, teacher E). Exploring new features of digital technologies: Having two teachers meant that teachers could “We tried to look at the variations that digital experiment with, for example, dividing students who technologies could provide and include them in need extra support. As any student could join the the learning activities”. (Workshop 1, teacher A). slower-paced group, there was no stigma surrounding Bergdahl Designs for Learning DOI: 10.16993/dfl.172 7 the need for help. These teachers were also more On the other hand, students also evolved in their peer-to- positive and identified applications to, for example, peer interaction initiatives, which posed new challenges students who otherwise would not attend school. when not foreseen by the teacher. Teachers in some subjects (e.g., math) had to design an additional element of interaction and reported that DESIGN PRINCIPLES interaction otherwise was not a natural element in their One of the challenges with DBR is to transfer ownership subject. (van den Akker et al., 2007). ADP is guided by the purpose Change of conditions for teachers’ classroom leadership of being flexible and relevant in terms of developing and aligning teaching practices during uncertain times. “This particular class was rather fluent in their IT- Three design principles that may support enabling PD actions, as they quickly shared their screens when and a transfer of ownership were identified: steering and asking the teacher for help so that it would be letting go, enabling teacher autonomy and beneficial possible to see and understand what the students online collaboration. were struggling with.” (Online seminar, teacher G). “One challenge is that we cannot control Steering and letting go where the students are; if they are in bed, or at The researcher was encouraged by the principal to work one time, the student was driving a car while with the lead teachers in September. Even though DBR attending the lesson. Second, our student group promotes inclusion, how, when and to what extent is highly disparate when it comes to using digital teachers are invited was found to be important. There is technologies. Third, we try to instruct the students a need to establish relationships early, and ensure that to turn their cameras on to interact with them. the idea of the intervention aligns with the principal’s. However, by doing that, we enter into students’ However, the researcher also need to steer the project private homes. This affects the online experience in an intended direction to allow the (lead) teachers to for all, as we sometimes hear other people talking ‘grow into’ the intervention. Through the many visits to in the background, a mother passing with a basket the school during the six months, the researcher could of laundry or younger siblings. It may also invoke build relationships with all teachers, not only the lead a sense of shame: many of our students may teachers. not have a normal standard home; they may or may not have their own rooms.” (Online seminar, Enabling teacher autonomy teacher D). In dialogue with the principal, it was agreed that the webinar would be held for all teachers, but that the Teachers would build on their experiences and adopt a researcher and lead teachers would conduct their student-centred perspective. Here they would highlight separate final seminar, after which the lead teachers positive aspects, like the usability of digital technologies would repeat the process (collaborative online learning for students to convey their need for help, but also a and seminar) with the rest of the teachers at the school. lack of control and concerns about student privacy, and The principal then communicated this to the lead guidelines to tackle disengagement. teachers. Changed responses by students The intervention applied a step-by-step approach where it was made a priority to: “Students complain that their digital tools are not working. Maybe this is an excuse for not • Establish ideas with the principal(s) allow them to participating in classroom activities.” (Online involve (lead-)teachers seminar, teacher M). • Tap into current practices, needs and existing PD “I encouraged students to connect to a peer • Conduct the first workshops to establish rapport using their mobile phone. However, when I had • Build relationships with teachers (consider balancing an online test, I found that some test results were status) identical. Even if we can lock the screens in online • Be attentive and let go when (lead-)teachers indicate exams, students have several devices they can they accept ownership use.” (Online seminar, teacher E). Beneficial online collaboration Teachers reported on both positive experiences and new Online opportunities for learning must be beneficial challenges when shifting to online teaching. On the one to as many stakeholders as possible. Here, to be hand, there were unexpected responses from students beneficial online collaboration was explored between I. and new ways students might cheat or withdraw from the researcher and principal for alignment, II. the lead learning, and a need to balance innovation and structure. teachers for PD, practice, planning and execution, III. the Bergdahl Designs for Learning DOI: 10.16993/dfl.172 8 lead teachers – researcher for PD planning and executing. such development is individual and unguided – and thus IV. the researcher to all teachers to distribute PD, both risk increasing uniformed and disparate practices. APD in hybrid form, fully online and asynchronously, as the during uncertain and challenging times is critical. The 2.5-hour webinar was recorded and distributed to enable above design principles were identified to support the re-watching. distribution of flexible APD and a transfer of ownership. CONCLUSION DISCUSSION Conclusively, the answer to research question one, “What Expanding the findings of Kaden (2020), teachers in this emerging teaching practices are teachers reporting in intervention also reported that breakout rooms were one upper secondary school a year into the pandemic?” particularly useful and enhanced the learning experience is: in comparison to in-person teaching and learning. Such emerging practices included pedagogical changes (using • Creative ways of using breakout rooms, resources for breakout rooms to observe student dialogues or group virtual learning and even new applications that they students to individualise learning), which increased could have used in a BL setting student focus, and administrative changes (not needing • Experimentation of digitalisation to increase to find, book and transfer to a physical room). The individualisation and differentiation teachers also explored virtual learning environments • Special needs pedagogues work with all students in such as virtual labs and, expanding on the summary of need in a breakout room without the stigma of being benefits of virtual labs forwarded by (Heradio et al., 2016), ‘called out of the classroom.’ which include availability and short notice access; the findings here revealed that all students could experiment The answer to research question two: “What persisting without waiting for their turn, as opposed to in-person challenges are teachers facing in teaching and learning in teaching. Teachers reported a range of new ways that one upper secondary school a year into the pandemic?” digital technologies had enabled a more flexible way of is working: with online PD, online teacher-parent meetings, a higher availability for one-to-one and small group • A reported lack of guidelines and consensus on how interactions with students, which all saved the teachers’ to handle emerging challenges time. Importantly, teachers also emphasised increased • That students may disengage undetected possibilities for certain students with special needs and • New ways of cheating breakout rooms for slower paced instructions accessible • Ethical aspects of accessing private homes via to all, not just students with special needs. Such flexible cameras solutions may remove the potential stigma of special needs, even during non-pandemic times. The answer to research question three, “What design König et al. (2020) also pointed out that many principles can be deduced from the intervention to enable teachers “who had already software resources at their adaptive professional development during pandemic disposal and were familiar with their use in teaching were times?” is: clearly advantaged when school closures began” (ibid: The identified design principles are: 617). In this study, teachers had the basic equipment but initially did not have access to breakout rooms • Steering and letting go and virtual laboratories. Interestingly, the teachers • Enabling teacher autonomy who reported insecurities, scepticism, or tech-aversion • Beneficial online collaboration were the same who engaged little in the workshop and concluded that the adoption had not worked out well Finally, the pandemic can be viewed as a vast school in their class(es). On the other hand, emerging ways of experiment, leading to increased discrepancies between supporting students online that also reduced potential teaching practices, with teachers in the forefront taking stigma was identified. This indicates that some teachers the opportunity to excel while teachers lacking digital skills who experience aversion or insecurities toward digital are left struggling with designing basic learning activities. technologies may need more hands-on support than Experiences foreshadow educational development only if the other teachers and that collegial support can boost the momentum is regarded as an opportunity to seize by development. Finally, as also indicated by (Holmström, leaders. The broadened experiences and new practices 2021), the identified challenges included ethical may benefit teachers after the pandemic. While teachers aspects of student privacy, emerging ways of cheating would have developed their practices even without PD, and withdrawing from studies, and a lack of control of Bergdahl Designs for Learning DOI: 10.16993/dfl.172 9 student activities. Previous research (e.g., Körkkö et al., transfer, the PD may no longer be driven nor accessible by 2020) has noted that lack of support could negatively the researcher. This is a paradox, as ownership shift should affect the PD initiative; the proposed design principles be desired (van den Akker et al., 2013). At the same time, suggest an adaptation to the school’s needs in terms it prevented further data collection, insight, and control. of both content and delivery. Even though workplace However, with that potential ‘loss’ comes potential ‘gain’; support has been found to only account for a smaller part in this intervention noticed as autonomy, initiative, and of teachers uptake of technologies (Instefjord & Munthe, capacity to work without the researcher. 2017), the DBR approach includes a wider concept of stakeholder inclusion. FUTURE RESEARCH LIMITATIONS Online learning is indeed a new frontier in education, as neither virtual nor physical resources alone can As is the case with DBR interventions, they are highly provide the best teaching and learning environment. In context-dependent and conducted in situ. Thus, the presented results, teachers reported on emerging generalisations are highly limited. However, for the purpose practices; however, more research is needed on digital of replicability, specific design principles were identified. As competence in education as a social practice that pointed out elsewhere (Anderson & Shattuck, 2012), DBR includes digital leadership, teacher self-efficacy and results should ensure a transfer of theory to practice, a strategies to support special needs students in online requirement the presented data fulfils. learning. Moreover, traditional PD may not be enough to incentivise all teachers, thus not effective. It needs to be further considered how PD can be developed to IMPLICATIONS meet individual digital scepticism if the schools wish to raise their lowest level of digital competence amongst It is proposed that the DBR design principles align with personnel. Research exploring post-pandemic emerging school priorities and goals to enable acceptance and practices and advanced lesson designs is critical to transfer of ownership. It is worth noting that with ownership inform future practices, guidelines, and research. Appendix A Adaptive professional development, online reflection log. INTERACTION SOCIAL PRESENCE VARIATION REFLECTION LOG Presentations and lectures with Ask students to turn on the Work with Clio, use […] student’s claim technical the whole class. Students in camera as much as possible. varying levels of difficulty. issues cause absence. Copy/paste small groups in Meet, based on Alt. checking in using direct Distribute material is used by some when submitting their level of knowledge where questions. Check-up tasks via using Google Classroom digital data. Technical support collaboration is emphasised Google Document and Padlet. (GC). YouTube snippets takes more time than expected to inform individual and may be due to negligence. Try reflections and group some new interactions in different discussions. Assignments subjects and groups, and reflect via Google Drive (GD) on whether/how it affected your and GC. social presence online. Introduction to a lesson. The students had cameras The students were shown [no additional reflection] Controlled interaction by asking on at the beginning of the an emoji based on how each student how they were lesson when I talked to them they felt. feeling. Review of the previous one by one. The students had I gave the students a lesson. At the end of the lesson, I cameras on at the beginning survey question when we summarise what we have gone of the lesson when I talked to would finish the lesson. through. them one by one. Many of the students struggled with the new technology. (Emoji, survey) A lesson in Meet, where I support The camera is on at the The lesson begins with Several students did this without students and teachers. The beginning of the lesson when teacher-led instruction; a reminder. Students are good teacher asks questions, the we meet and greet each other, then, the students work at sharing screens with teachers students “raise their hand” I and at the end when we say in Nomp with similar when they want help. Like in the distribute the word. […] the goodbye. tasks. classroom, some of the students students are divided into groups failed to raise their hands and just and work individually. spoke. (Contd.) Bergdahl Designs for Learning DOI: 10.16993/dfl.172 10 INTERACTION SOCIAL PRESENCE VARIATION REFLECTION LOG Discussions in breakout rooms Encourage students to Inläsningstjänst [Service [no additional reflection] (Meet). Controlled student- collaborate and discuss tasks which offers audio student interaction by inviting a in breakout rooms (Meet). The recordings of printed student to comment on another lesson begins with open-ended text]. Use quiz in the student’s comment or response questions related to the lesson whole group. Work in (https://wheeldecide.com/). and the students’ everyday virtual labs via: https:// Solve tasks in math together lives. Small talk and positive phet.colorado.edu, play comments welcome students at a game (Kahoot). the beginning of the lesson. Individually, small groups, The question in relation to Oral group presentation [no additional reflection] collaborative text construction. general studies or the previous Whole group, small group A) students who hide/their lessons and individual work. home conditions B) Good level of Voting by show of attendance/ability to participate hands, common text in each module, c) the purpose construction for youtube is high-quality teaching, even clips if most of our students need teaching at school Appendix B Translation of text in photos. 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