Journal Article•
Designed-Based Research and Technology Enhanced Learning Environments
TL;DR: In this paper, design-based research has demonstrated its potential as a methodology suitable to both research and design of technology-enhanced learning environments (TELEs) and discuss future challenges of using this methodology.
Abstract: 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/)
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Dissertation•
01 Jan 2014
TL;DR: In this article, an e-learning course based on theoretical design principles derived from the research literature was created to contribute to the expertise of those handling time and temperature-sensitive pharmaceutical products (such as vaccines).
Abstract: The use of e-learning as a means of providing academic and professional education and training continues to expand. New technologies allow for innovative instructional approaches, while different instructional approaches catalyze the development of alternative technologies or the repurposing of existing ones. The effort and expense of creating e-learning courses demand that instead of a haphazard design approach or simply duplicating a course using a model that currently exists, developers consider and incorporate a valid theoretical foundation for what they produce.
The purpose of this research was to create an e-learning course—based on theoretical design principles derived from the research literature—that would contribute to the expertise of those handling time- and temperature-sensitive pharmaceutical products (such as vaccines). The e-learning course was based on an existing physical course conducted annually by the World Health Organization in Turkey, but the approach adopted was based on theory and practice more appropriate to online learning. Three learning theories provided the theoretical underpinnings for the study: cognitive apprenticeship, authentic learning, and community of learners.
A design-based research approach was used to conduct the study and create the e-learning solution. Draft design principles were established from the literature and consultations with practitioners, and incorporated and refined throughout the study as the e-learning solution moved from early sketches, a working “alpha” version,” and finally a field test of the working prototype. At each stage, formative evaluations were conducted with the results used to improve the subsequent iterations of the e-learning course.
Interviews and surveys of the learners (participants) and instructors (mentors), learning assignments, diary entries, and researcher observations formed the data that were used and analyzed using semi-quantitative and qualitative techniques. The results were applied to improve subsequent iterations of the course design, including the user interface, learner tasks and activities, and the interactions between the mentors and participants. Additionally, the results supported the refinement and restructuring of the design principles, which was a major outcome of the research.
The results of this study showed that an e-learning course could be based on an existing physical course, but in doing so, efforts should be made not to simply mirror the new course to the old, but rather to take maximum advantage of the affordances of each mode. Creating an authentic environment with authentic tasks and activities requires close consultation with practitioners in the field and a degree of suspension of disbelief by the learners which is accomplished by effectively communicating the context (or backstory) and the role(s) that they must take in accomplishing the task. While many e-learning design and development efforts emphasize the technologies to be used, the findings here place a higher emphasis on the importance of relationships that participants and mentors establish and develop as they work virtually together to accomplish authentic tasks. The outcomes of the study include an effective e-learning environment ready for implementation under real world conditions and a set of 13 refined design principles.
Implications for practice cohere around the refined design principles that will provide a theoretical and practical foundation for those who develop e-learning solutions in other education and training contexts, and to assist them to incorporate authentic activities in their own e-learning solutions.
10 citations
01 Dec 2017
TL;DR: In this paper, a conceptual framework for facilitating collaborative, creative improvisations in learning with Information and Communication Technologies (ICT) and in so doing enhancing under-utilised creative possibilities in education and development in schools, universities, workplaces and in every-day life is presented.
Abstract: This article is about facilitating collaborative, creative improvisations in learning with Information and Communication Technologies (ICT) and in so doing enhancing under-utilised creative possibilities in education and development in schools, universities, workplaces and in every-day life. Improvisation is defined and earlier research on supporting creative improvisations with ICT is outlined. There follows a conceptual framing where improvisation is seen as a creative outcome of certain cultural ecological interactions in learning environments. It is proposed that these creative improvisational interactions can be facilitated by ICT, and developmental ideas are presented. The purpose of the article is to review current practice and integrate it within an appropriate conceptual framework and thus outline a research and development agenda for future innovative work in the field
10 citations
02 Aug 2017
10 citations
TL;DR: In this article, a conceptual framework consisting of eight dimensions was constructed to account for the variations within and between these professional learning traditions: for instance, about the settings in which the practices take place, the purposes of the practices and the specific procedures involved.
Abstract: Purpose
The purpose of this paper is to examine variations within lesson study (LS) practices and their connections with related traditions: teacher research/enquiry approaches, professional development models, professional learning communities and group problem-solving approaches. Questions are addressed about the relationships between different professional learning approaches in terms of definitions and frameworks.
Design/methodology/approach
Academic databases and website sources were searched in a purposive way to identify 20 practices associated with these traditions for comparative analysis.
Findings
A conceptual framework consisting of eight dimensions was constructed to account for the variations within and between these professional learning traditions: for instance, about the settings in which the practices take place, the purposes of the practices and the specific procedures involved. By illustrating how specific practices fitted within this framework it is concluded that the variations within the LS tradition are wide enough to make it difficult to identify a set of necessary and sufficient features of LS to distinguish LS practices from the other non-LS professional learning practices. Reasons are also given for considering whether a polythetic type of definition of professional learning/development practices might be constructed.
Research limitations/implications
The possibility for a more systematic review of professional learning approaches for the construction of a conceptual framework is discussed.
Practical implications
Ways in which this kind of conceptualisation can be useful in promoting clarity about professional learning practices and in developing these practices are discussed.
Originality/value
The originality of this paper lies in the construction of a conceptual framework to analyse similarities and differences within and between various professional learning traditions.
10 citations
TL;DR: The potential of SRL for the information-age paradigm of education as well as implications for pedagogical thinking for teaching students to be more self-regulated are discussed.
Abstract: A modified conceptual framework called the Continuous-Change Framework for self-regulated learning (SRL) is presented. Common elements and limitations among the past frameworks are discussed in rel...
10 citations
References
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Book•
01 Jan 2002
TL;DR: In this paper, conceptual issues and themes on qualitative research and evaluaton methods including: qualitative data, triangulated inquiry, qualitative inquiry, constructivism, constructionism, complexity (chaos) theory, qualitative designs and data collection, fieldwork strategies, interviewing, tape-recording, ethical issues, analysis, interpretation and reporting, observations vs. perceived impacts and utilisation-focused evaluation reporting.
Abstract: This book explains clearly conceptual issues and themes on qualitative research and evaluaton methods including: qualitative data, triangulated inquiry, qualitative inquiry, constructivism, constructionism, Complexity (chaos) theory, qualitative designs and data collection, fieldwork strategies, interviewing, tape-recording, ethical issues, analysis, interpretation and reporting, observations vs. perceived impacts and utilisation-focused evaluation reporting.
13,768 citations
Book•
01 Jan 1990
TL;DR: In this paper, the authors present a brief history of educational change at the local and national level, and discuss the causes and problems of implementation and continuation of change at both the local level and the national level.
Abstract: Part I Understanding Educational Change 1. A Brief History of Educational Change 2. Sources of Educational Change 3. The Meaning of Educational Change 4. The Causes and Problems of Initiation 5. The Causes and Problems of Implementation and Continuation 6. Planning Doing and Coping with Change Part II Educational Change at the Local Level 7. The Teacher 8. The Principal 9. The Student 10. The District Administrator 11. The Consultant 12. The Parent and the Community Part III Educational Change at Regional and National Levels 13. Governments 14. Professional Preparation of Teachers 15. Professional Development of Educators 16. The Future of Educational Change
10,256 citations
TL;DR: The lion's share of my current research program is devoted to the study of learning in the blooming, buzzing confusion of inner-city classrooms, and central to the enterprise is that the classroom must function smoothly as a learning environment before the authors can study anything other than the myriad possible ways that things can go wrong.
Abstract: (1992) Design Experiments: Theoretical and Methodological Challenges in Creating Complex Interventions in Classroom Settings Journal of the Learning Sciences: Vol 2, No 2, pp 141-178
3,738 citations
Book•
01 Jan 1990
TL;DR: Whyte as discussed by the authors discusses the role of the social scientist in participatory action research in agricultural research and development in the context of agricultural data collection and data sharing in the field of agricultural research.
Abstract: Introduction - William Foote Whyte PAR IN INDUSTRY Participatory Action Research - William Foote Whyte, Davydd J Greenwood and Peter Lazes Through Practice to Science in Social Research Participatory Action Research - Larry A Pace and Dominick R Argona A View from Xerox Participatory Action Research - Anthony J Constanza A View from ACTWU Participatory Action Research - Jose Luis Gonzalez Santos A View from FAGOR Participatory Action Research and Action Science Compared - Chris Argyris and Donald Schon A Commentary Comparing PAR and Action Science - William Foote Whyte Research, Action and Participation - Richard E Walton and Michael Gaffney The Merchant Shipping Case Co-Generative Learning - Max Elden and Morton Levin Bringing Participation into Action Research Action Research as Method - Jan Irgen Karlsen Reflections from a Program for Developing Methods and Competence Participant Observer Research - Robert E Cole An Activist Role PAR IN AGRICULTURE Participatory Strategies in Agricultural Research and Development - William Foote Whyte A Joint Venture in Technology Transfer to Increase Adoption Rates - Ramiro Ortiz Participatory Action Research in Togo - Richard Maclure and Michael Bassey An Inquiry into Maize Storage Systems The Role of the Social Scientist in Participatory Action research - Sergio Ruano Social Scientists in International Agriculture Resarch - Douglas E Horton Ensuring Relevance and Conributing to the Knowledge Base Conclusions - William Foote Whyte
3,617 citations
TL;DR: Design experiments have both a pragmatic bent and a theoretical orientation as mentioned in this paper, developing domain-specific theories by systematically studying those forms of learning and the means of supporting them, and the authors clarify what is involved in preparing for and carrying out a design experiment, and conduct a retrospective analysis of the extensive, longitudinal data sets generated during an experiment.
Abstract: In this article, the authors first indicate the range of purposes and the variety of settings in which design experiments have been conducted and then delineate five crosscutting features that collectively differentiate design experiments from other methodologies. Design experiments have both a pragmatic bent—“engineering” particular forms of learning—and a theoretical orientation—developing domain-specific theories by systematically studying those forms of learning and the means of supporting them. The authors clarify what is involved in preparing for and carrying out a design experiment, and in conducting a retrospective analysis of the extensive, longitudinal data sets generated during an experiment. Logistical issues, issues of measure, the importance of working through the data systematically, and the need to be explicit about the criteria for making inferences are discussed.
3,121 citations