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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DOI•
01 Jan 2016
TL;DR: The TECH CAFÉ, A SOCIAL ACTION MAKERSPACE: MIDDLE SCHOOL STUDENTS AS CHANGE AGENTS as mentioned in this paper is a social action maker space for middle school students.
Abstract: THE TECH CAFÉ, A SOCIAL ACTION MAKERSPACE: MIDDLE SCHOOL STUDENTS AS CHANGE AGENTS
10 citations
06 Jul 2015
TL;DR: The curriculum reform described in this paper provides valuable lessons for educators interested in implementing large-scale curricular innovations.
Abstract: This paper describes the development and implementation of the "Next Generation" Cells to Society Pre-Clerkship Curriculum at the University of Virginia School of Medicine through the lens of Design-Based Implementation Research. Since the launch of this curriculum reform in 2008, more than 100 members of the faculty and staff have collaborated to design and deliver novel instructional activities for first and second year medical students. To date, five iterative processes of analysis, development, evaluation, and revision have been completed with large classes of medical students, with each class enrolling over 150 students. The 18-month Pre-Clerkship curriculum is supported by newly created system and technological infrastructure, and is continuously evaluated to assess the impact on students' learning. Lessons learned from each iteration inform revisions to curricular practices and infrastructure for subsequent iterations of the curriculum. As implementation of this innovative curriculum has progressed over several years, emergent issues have also stimulated medical education research projects that explore the implementation of Flipped Classroom Model and Team-Based Learning. In summary, the curriculum reform described in this paper provides valuable lessons for educators interested in implementing large-scale curricular innovations.
10 citations
01 Jan 2017
TL;DR: The research showed that gamified designed learning environments in Minecraft benefit informal and formal learning experiences, and it was concluded that spatially divided designs for learning environments can benefit formal learning, and that designing a learning environment by simply providing content can benefit informal learning.
Abstract: Research has shown the educational benefits of using the video game Minecraft in areas such as sciences and educational purposes as a teaching tool to transfer knowledge. Most studies, however, address the issue from an external perspective, rather than a student-centred perspective by evaluation from the researchers’ or teachers’ perspectives. This leads to a gap of data from the participants’ perspective and its usage in education. Those studies discuss how Minecraft is used as a simple teaching tool by filling it with content. Likewise, little research has studied in detail about the pedagogical designs of the virtual learning environments, or the design of the content within the game. This study aims at examining how the chosen content design and playability of the online learning environments influence the formal and informal learning outcome of a student in Minecraft. It looks at challenges faced by teachers and students by using those designs as a tool for transferring knowledge and how those challenges are dealt with during the study. In addition, the “Steinbeiß-Ruotsalainen Model for Formal, Non-Formal and Informal Learning with Minecraft” will be introduced and validated. In order to do so, a design-based research project was carried out, including six face-to-face interventions. 16 students participated in those interventions and had the opportunity to access to the online content 24 hours a day over a time period of three months. The presented data was collected through observations, video data, interviews and a survey. Based on the results of the study, the research showed that gamified designed learning environments in Minecraft benefit informal and formal learning experiences. It was observed that the designed reward-based learning environments can function as a motivational tool during the formal and informal learning phases. The introduced “teacher as an online facilitator” can support the learning outcome during formal and informal learning phases in Minecraft. It was concluded that spatially divided designs for learning environments can benefit formal learning, and that designing a learning environment by simply providing content can benefit informal learning. Designs facilitating an online society in Minecraft can create opportunities to establish social connections, and self-regulated learning benefits the learning outcome. It was observed that children need time to adapt to newly designed learning environments in Minecraft, and those with previous gaming experience do not necessarily benefit more than others. Clear rules on the Minecraft-server are needed to be implemented in order to maintain a successful learning environment. By linking theory and research results it was concluded that the “Steinbeiß-Ruotsalainen Model” can be used as a cornerstone for designing educational content in the game and for further research attempts in Minecraft based on design-based research.
10 citations
TL;DR: A modified Design-Based Research DBR framework is proposed which accommodates the various socio-cultural factors that emerged in the longitudinal PA-HELP research study at Central University College CUC in Ghana, Africa.
Abstract: The article proposes a modified Design-Based Research DBR framework which accommodates the various socio-cultural factors that emerged in the longitudinal PA-HELP research study at Central University College CUC in Ghana, Africa A transnational team of stakeholders from Ghana, Canada, and the USA collaborated on the development, implementation, and subsequent modification of the DBR framework The recommended framework is a result of lessons learned during this project in Ghana and as such, it is shaped by the need to be responsive to the local cultural and contextual contingencies The article offers practical recommendations on the implementation of a mobile learning project in a cross-cultural setting, and provides a discussion of the salient cultural factors and the corresponding culturally-sensitive adaptations needed in the design research process The Cross-Culture Design-Based Research CC-DBR framework is proposed to inform future transcultural m-learning studies
10 citations
Dissertation•
12 Nov 2013
TL;DR: Study results indicate that whilst mobile technology does offer digital divide reduction, challenges associated with extending a face-to-face classroom experience to a blended mobile technology environment materialised.
Abstract: Undergraduate software engineering learners are often required to participate in problem-based learning (PBL) and team-based project work. Assessment of information communication and technology (ICT) project deliverables contributes a major portion of the course mark. Collaboration and communication are supported to some extent by mobile hand-held devices, yet are limited by the digital divide created from not all learners having access to smartphone devices and mobile Internet connectivity. This study describes the findings of a mobile learning and digital divide (MLDD) survey undertaken by the primary researcher as part of an ICT4D 2.0 project. The survey investigated the nature and extent of the digital divide between software engineering learners on two Western Cape campuses of the same tertiary education institution. A survey questionnaire synthesised for this purpose was administered to 35 fulltime software engineering learners in March 2012. Survey findings indicate the nature and extent of the digital divide between learners enrolled for the same course on the same campus and between learners at the two different campuses. Although survey findings indicate positive learner attitudes to and perception of an mlearning solution to the digital divide, challenges associated with extending a face-to-face classroom experience to a blended mobile technology environment materialised. Study results indicate that whilst mobile technology does offer digital divide reduction
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