Susan McKenney

Bio: Susan McKenney is an academic researcher from University of Twente. The author has contributed to research in topics: Curriculum & Educational technology. The author has an hindex of 34, co-authored 158 publications receiving 5484 citations. Previous affiliations of Susan McKenney include Open University in the Netherlands & University of Haifa.

Educational design research

Abstract: Educational design research is a genre of research in which the iterative development of solutions to practical and complex educational problems provides the setting for scientific inquiry. The solutions can be educational products, processes, programs, or policies. Educational design research not only targets solving significant problems facing educational practitioners but at the same time seeks to discover new knowledge that can inform the work of others facing similar problems. Working systematically and simultaneously toward these dual goals is perhaps the most defining feature of educational design research. This chapter seeks to clarify the nature of educational design research by distinguishing it from other types of inquiry conducted in the field of educational communications and technology. Examples of design research conducted by different researchers working in the field of educational communications and technology are described. The chapter concludes with a discussion of several important issues facing educational design researchers as they pursue future work using this innovative research approach.

Conducting Educational Design Research

Abstract: Educational design research blends scientific investigation with systematic development and implementation of solutions to educational problems. Empirical investigation is conducted in real learning settings-not laboratories-to craft usable and effective solutions. At the same time, the research is carefully structured to produce theoretical understanding that can serve the work of others. To support graduate students as well as experienced researchers who are new to this approach, Conducting Educational Design Research integrates multiple perspectives of educational design research throughout this three-part book. Part one clarifies the educational design research origins, approach and outcomes. It also presents a generic model portraying the overall process. Part two discusses the constituent elements of the model in detail, these are: analysis and exploration; design and construction; evaluation and reflection; and implementation and spread. Part three offers recommendations for proposing, reporting and advancing educational design research. Through related readings and richly varied examples, Conducting Educational Design Research offers clear and well-documented guidance on how to conceptualize and conduct this stimulating form of inquiry. For decades, policies for educational research worldwide have swung back and forth between demanding rigor above all other concerns, and increasing emphasis on impact. These two qualities need not be mutually exclusive. This volume supports readers in grasping and realizing the potential of educational design research. It demonstrates how rigorous and relevant investigation can yield both theoretical understanding and solutions to urgent educational problems.

An introduction to educational design research

Abstract: McKenney, S., Raval, H., & Reeves, T. C. (2013, June). How to conduct educational design reseach? Masterclass in the OpenU community. Open Universiteit, Heerlen, The Netherlands. Available at http://portal.ou.nl/en/web/masterclass-ow-120613/edit-introduction?p_p_id=36&p_p_lifecycle=0&p_p_state=normal&p_p_mode=view&p_p_col_id=column-2&p_p_col_count=4&p_r_p_564233524_categoryId=0&p_r_p_185834411_nodeName=Main&_36_struts_action=%2Fwiki%2Fview&p_r_p_185834411_title=Start

Conducting educational design research

Abstract: This event is primarily intended for doctoral students unfamiliar with this the unique design research approach to educational inquiry. The emphasis will be less on the theoretical aspects of this approach and more on the "nuts and bolts" of how it can be done by doctoral students, their supervisors, and other educational researchers. Several actual examples of design research conducted by Jan and Susan when they were doctoral students as well as by the doctoral students all three workshop presenters have supervised will be shared. This workshop is intended for all fields of inquiry in education, not just educational technology. In addition, educators from other disciplines such as public health, social work, etc. should find value in attending this workshop.

Educational Research: Competencies for Analysis and Application:

Abstract: to many, however, it constantly appears as an instructional problem. The final two chapters serve as excellent summary statements. Chapter 13 emphasizes the application of previous text material to the classroom situation. Of great significance is the author's discussion of commonly defined independent, dependent, and moderator variables. The final chapter focuses on evaluation in the overall sense, particularly as it relates to programs of study. The principles of measurement and research design are applied to the evaluation process through several ex-

Multimedia in Learning

Abstract: A wide variety of media can be used in learning, including distance learning, such as print, lectures, conference sections, tutors, pictures, video, sound, and computers. Any one instance of distance learning will make choices among these media, perhaps using several.

Design-Based Research: A Decade of Progress in Education Research?

Abstract: Design-based research (DBR) evolved near the beginning of the 21st century and was heralded as a practical research methodology that could effectively bridge the chasm between research and practice in formal education. In this article, the authors review the characteristics of DBR and analyze the five most cited DBR articles from each year of this past decade. They illustrate the context, publications, and most popular interventions utilized. They conclude that interest in DBR is increasing and that results provide limited evidence for guarded optimism that the methodology is meeting its promised benefits.

Online University Teaching During and After the Covid-19 Crisis: Refocusing Teacher Presence and Learning Activity

Abstract: The Covid-19 pandemic has raised significant challenges for the higher education community worldwide. A particular challenge has been the urgent and unexpected request for previously face-to-face university courses to be taught online. Online teaching and learning imply a certain pedagogical content knowledge (PCK), mainly related to designing and organising for better learning experiences and creating distinctive learning environments, with the help of digital technologies. With this article, we provide some expert insights into this online-learning-related PCK, with the goal of helping non-expert university teachers (i.e. those who have little experience with online learning) to navigate in these challenging times. Our findings point at the design of learning activities with certain characteristics, the combination of three types of presence (social, cognitive and facilitatory) and the need for adapting assessment to the new learning requirements. We end with a reflection on how responding to a crisis (as best we can) may precipitate enhanced teaching and learning practices in the postdigital era.