Therese Laferriere

The Remote Networked School (RNS, 2002-2014) initiative (Quebec, Canada) adopted the learning community concept at its onset. In best cases, classroom-based knowledge building is achieved. Such an accomplishment requires advanced pedagogies and collaborative technologies. To establish networked knowledge building communities requires effort from within (alternative pedagogy) as well as from outside the classroom (e.g., SUNG partnership, and codesign). Participation in the Knowledge Building International Project (KBIP) has been key to teachers to improve their KB practice.

I first got interested in the Internet for what it could do to support university-school partnerships as an educational administrator. To improve learning to teach and teacher learning with technology I combined collaborative action research with participatory design to create TELEs. The RNS is recognized as an exemplary social innovation in Quebec. I worked at Laval University, and I am the current director of CRIRES, a research and intervention center dedicated to innovation for academic achievement and school success.