Ashley Seidel Potvin
Biographic Data
| ID | 6508099 |
|---|---|
| NAME | Ashley Seidel Potvin |
| GIVEN NAMES | Ashley Seidel |
| FAMILY NAME | Potvin |
| SIGNATURE | POTVIN A S |
| AFFILIATIONS | Crown College |
| ORCID | 0000-0002-5939-1750 |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 2 |
| WORKS AS AUTHOR | 3 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 1 |
Humanizing Co-design through attention to educators’ affective and relational experiences
Background Co-design can be challenging and rewarding as educators explore new roles and ideas. Accounts of co-design rarely examine educators’ affective and relational experiences, nor investigate scaffolds for creating humanizing environments. We asked: How did affect and relationship show up in co-design for educators?, How did the affirmation of affect and relationship in the co-design process support the movement of ideas and practices acros…
Mapping Enabling Conditions for High-Quality PBL
This paper explores enabling conditions for scaling high-quality project-based learning (PBL) to understand factors that influence how PBL spreads, whether and how it can be sustained and the extent to which it informs meaningful change in schools. We report on a year-long collaboration across three research projects. Each project team analyzed qualitative data from their individual project and then aggregated data across projects to understand s…
Consequential change
Consequential change
Mapping Enabling Conditions for High-Quality PBL
This paper explores enabling conditions for scaling high-quality project-based learning (PBL) to understand factors that influence how PBL spreads, whether and how it can be sustained and the extent to which it informs meaningful change in schools. We report on a year-long collaboration across three research projects. Each project team analyzed qualitative data from their individual project and then aggregated data across projects to understand s…
Humanizing Co-design through attention to educators’ affective and relational experiences
Background Co-design can be challenging and rewarding as educators explore new roles and ideas. Accounts of co-design rarely examine educators’ affective and relational experiences, nor investigate scaffolds for creating humanizing environments. We asked: How did affect and relationship show up in co-design for educators?, How did the affirmation of affect and relationship in the co-design process support the movement of ideas and practices acros…
Psychology (3 works) · Innovative Teaching and Learning Methods (2 works) · Mathematics education (2 works) · Political science (2 works) · Sociology (2 works) · Applied Psychology (1 work) · Collaboratory (1 work) · Computer Science (1 work) · Creativity in Education and Neuroscience (1 work) · Curriculum (1 work)