Facilitating and fostering collaborative design with and within the IB community

Abstract:

This webinar explores the International Baccalaureate’s approach to collaborative design with and within the schools in its community. The IB views educators as agentic actors and co-designers who are critical to bringing together the aims of an IB education with the realities of their local contexts. Engaging in collaborative design fosters a sense of ownership, as well as individual and collective responsibility. This participatory view is not only reflected in IB’s curriculum development with schools, but also IB’s expectations for schools. Drawing on experiences from the IB, examples of not only how IB collaboratively designs our curriculum with IB educators and schools, but also how IB supports schools with collaborative design practices in their local contexts will be shared.

Bios:

Pilar Quezzaire

Pilar Quezzaire is an educational futurist with over 20 years' experience in technology integration and curriculum design, supporting schools and systems for every stage of a learner’s journey. In her role at the International Baccalaureate, she is Senior Manager in Curriculum Development and Coherence Lead, ensuring the connections and continuity of the IB curriculum across all its programmes. Her current work includes developing curriculum taxonomies, content models and learning design systems to ensure more effective curriculum design and management for the organization and its schools.

Edlyn Chao

Edlyn Chao is a passionate educator and researcher with 19 years of experience in education ranging from K-12 schools, teacher education and curriculum research, across international contexts. In her current role as Senior Curriculum Manager and Curriculum Design Lead in the International Baccalaureate Organization, Edlyn leads design initiatives that strengthen and innovate IB’s core pedagogical principles and approach to curriculum design. Her research interests include: K-12 education in global contexts, international/comparative education, curriculum development and design, and teacher professional identity and development.