During the past decade, design-based research has demonstrated its potential as a methodology suitable to both research and design of technology-enhanced learning environments (TELEs). In this paper, we define and identify characteristics of design-based research, describe the importance of design-based research for the development of TELEs, propose principles for implementing design-based research with TELEs, and discuss future challenges of using this methodology.

Design-Based Research and Technology-Enhanced Learning Environments.

During the past decade, design-based research has demonstrated its potential as a methodology suitable to both research and design of technology-enhanced learning environments (TELEs). In this paper, we define and identify characteristics of design-based research, describe the importance of design-based research for the development of TELEs, propose principles for implementing design-based research with TELEs, and discuss future challenges of using this methodology. (http://www.springerlink.com/content/a582109091287128/)

Designed-Based Research and Technology Enhanced Learning Environments

Over the course of the last half century, numerous training programs intended to develop creativity capacities have been proposed. In this study, a quantitative meta‐analysis of program evaluation efforts was conducted. Based on 70 prior studies, it was found that well‐designed creativity training programs typically induce gains in performance with these effects generalizing across criteria, settings, and target populations. Moreover, these effects held when internal validity considerations were taken into account. An examination of the factors contributing to the relative effectiveness of these training programs indicated that more successful programs were likely to focus on development of cognitive skills and the heuristics involved in skill application, using realistic exercises appropriate to the domain at hand. The implications of these observations for the development of creativity through educational and training interventions are discussed along with directions for future research.

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The effectiveness of creativity training: A quantitative review

Educational researchers are increasingly using design as a means of advancing their understanding Historically design in educational research has served as a way to implement theories for testing The emerging design research paradigm treats design as a strategy for developing and refining theories In this article, I discuss the lessons that can be learned from design Starting from a model that characterizes designs in terms of problem analyses, design solutions, and design processes, I describe 3 types of theories that can be developed through design research: domain theories, design frameworks, and design methodologies I present examples from a design research program investigating software supports for reflective inquiry I argue for design research as form of educational research because (a) design offers opportunities to learn unique lessons, (b) design research yields practical lessons that can be directly applied, and (c) design research engages researchers in the direct improvement of educatio

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Design Research: What We Learn When We Engage in Design

National curricula need to change drastically to comply with the competences needed for the 21st century. In this paper eight frameworks describing 21st century competences were analysed. A comprehensive search for information about 21st century competences was conducted across the official websites of the selected frameworks, resulting in 32 documents that were analysed in detail. Travers and Westbury’s framework of curriculum representations was used to determine horizontal and vertical consistency between the frameworks. The frameworks were compared on their underlying rationales and goals, their definition of 21st century competences, and the recommended strategies for the implementation and assessment of these skills in educational practice. In addition three international studies were examined to analyse how various countries (EU member states, OECD countries) and schools (SITES studies) deal (or not) with 21st century competences. The findings indicate a large extent of alignment between the frameworks about what 21st century competences are and why they are important (horizontal consistency), but intentions and practice seemed still far apart, indicating lack of vertical consistency. The implications of the implementation of 21st century competences in national curriculum policies are discussed and recommendations are provided.

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A comparative analysis of international frameworks for 21st century competences: Implications for national curriculum policies

This chapter discusses the role of research in relation to educational design and development activities. The first part of the chapter focuses on the rationale and basic principles of development research by outlining motives for conducting formative research, analyzing definitions and aims of various types of development research, and discussing several of its key characteristics. The second part of the chapter deals with methods of development research, exploring some of its typical problems and dilemmas, and discussing several challenges for further action and reflection.

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Principles and Methods of Development Research

In our contemporary learning society, expectations about the contribution of education and training continue to rise. Moreover, the potential of information and communication technology (ICT) creates many challenges. These trends affect not only the aims, content and processes of learning, they also have a strong impact on educational design and development approaches in research and professional practices. Prominent researchers from the Netherlands and the USA present their latest findings on these issues in this volume. The major purpose of this book is to discuss current thinking on promising design approaches and to present innovative (computer-based) tools. The book aims to serve as a resource and reference work that will stimulate advancement in the field of education and training. It is intended to be useful in academic settings as well as for professionals in design and development practices.

Design Approaches and Tools in Education and Training

The primary aim of this introductory chapter is to outline some basic notions on curriculum and curriculum development. It is certainly not my aspiration to offer a comprehensive overview and analysis of the scholarly field of curriculum theory. For that purpose a number of thorough, extensive books are available, for example The Handbook of Research on Curriculum (Jackson, 1992a) or, more recently, Curriculum Books, The First Hundred Years (Schubert, Lopez Schubert, Thomas & Carroll, 2002). Nor is it my intention to provide a synoptic guide for the study of curriculum. For that purpose many valuable books have been published, for example Fundamentals of Curriculum (Walker, 1990, 2003) and Curriculum: Alternative Approaches and Ongoing Concerns (Marsh & Willis, 2003), to name two of my favorites.

Curriculum Perspectives: An Introduction

Preface 1 Curriculum perspectives: an introduction J van den Akker 2 Contrasting traditions: the English experience of curriculum change 1960-2000 B Moon 3 Images of the inquiry curriculum: innovative profiles of primary schools in Germany U Hameyer 4 Curriculum reform in Israel: the power of individuals and other forces M Ben-Peretz 5 Dutch secondary curriculum reform between ideals and implementation J van den Akker 6 Mathematics textbooks and their use by teachers: a window into the education world of particular countries B Pepin, L Haggerty 7 Implications of the modular curriculum in the senior secondary school in Finland J Valijarvi 8 Efforts to implement an open environmental education curriculum K Stokking 9 Substantive trends in curriculum design and implementation: an analysis of innovations in The Netherlands J Terwel, M Volman, W Wardekker 10 Social and political factors in the process of curriculum change J Letschert, J Kessels 11 Curriculum development from a technical-professional perspective W Kuiper, N Nieveen, I Visscher-Voerman 12 ICT tools for curriculum development S McKenney, N Nieveen 13 Consequences of ICT for aims, contents, processes, and environments of learning J Voogt 14 Digital learning materials: classification and implications for the curriculum E van den Berg, P Blijleven, L Jansen Aboutthe Authors

Curriculum landscapes and trends

Approaching from a slightly broader perspective than most other discussions
of design research in this volume, this chapter contributes to understanding
design research in the curriculum domain. It begins by clarifying what is
meant by ‘curriculum’ before characterizing design research from this perspective. The discussion of design research in the curriculum domain builds
toward a conceptual model of the process. To illustrate various aspects in the
model, three design research cases from the curriculum domain are briefly
presented. The chapter concludes with discussion of design research dilemmas, and finally, guidelines for mitigating potential threats to design study
rigor.

Jan van den Akker

Papers

Principles and Methods of Development Research

Design Approaches and Tools in Education and Training

Curriculum Perspectives: An Introduction

Curriculum landscapes and trends

Design research from a curriculum perspective