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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TL;DR: In this article, the authors investigated the prosocial sharing behaviors of preschool-aged children using mobile devices and found a higher frequency of incidents of prosocial behaviours compared to nonsocial or antisocial behaviours when interacting with mobile devices.
Abstract: How do prosocial sharing behaviours of preschool-aged children progress or diminish when interacting with mobile devices? Participants include five children (ages 3-4) within a preschool setting in Vancouver, British Columbia. Design-based research and video ethnography were used for qualitative and quantitative data collection and analysis. Data collection included two researcher cameras for participant observation as well as multiple personal point of view cameras (Snapcam Ion) worn by participants. To record observations of sharing, the Observational Measure of Prosocial Incidents (OMPI) was used. Procedures included a teaching intervention for data collection and analysis: 1) Reading Mine, a digital story, 2) Demonstration of Chatterpix Kid, and 3) Limited iPad-to-children ratio using Chatterpix Kid to animate pictures taken. Nuanced in various ways, results indicate a higher frequency of incidents of prosocial behaviours compared to nonsocial or antisocial behaviours when interacting with mobile devices. The research underscores the importance of investigating children’s uses of mobile devices and the utility of point of view wearable cameras.
9 citations
TL;DR: In this paper, Chen et al. proposed that constructivist teaching beliefs (CTBs) and technology integration knowledge (TIK) would prove important determinants of teachers' potential to develop effective knowledge-building environments.
9 citations
TL;DR: This study aims to uncover some key elements of successful home-learning of mathematics, based on students’ perceptions, during the COVID-19 pandemic and offer recommendations for mathematics learning beyond the crisis.
Abstract: This study aims to uncover some key elements of successful home-learning of mathematics, based on students’ perceptions, during the COVID-19 pandemic and offer recommendations for mathematics learning beyond the crisis Throughout our work, we aimed to examine students’ reflections on mathematics learning and learning environments that assisted their ease of transition from in-school face-to-face learning to home-schooling during the COVID-19 isolation In this paper, we will present how mathematics learning has changed for upper secondary school students in Austria and outline students’ perspectives in relation to their new learning experiences during the period of school closures Through the use of case study principles enhanced by some design-based research approaches, we were able to illustrate that (a) familiarity with the context, (b) problems or tasks as learning triggers, (c) mathematics learning as a social as well as individual process, and (d) perceived positive cost-benefit analysis of learning mathematics are key to students’ learning success Although these categories were key for the students when learning mathematics in home-schooling during the current crisis, these categories could be equally considered when education moves back to school or in mixed learning environments post COVID-19 [ABSTRACT FROM AUTHOR] Copyright of International Journal of Mathematical Education in Science & Technology is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission However, users may print, download, or email articles for individual use This abstract may be abridged No warranty is given about the accuracy of the copy Users should refer to the original published version of the material for the full abstract (Copyright applies to all Abstracts )
9 citations
TL;DR: In this article, the authors report on their experiences of a chemistry course that was especially designed to encourage learning in small groups of students (four to five per course) and explore student perceptions during the first two years in two courses.
Abstract: A range of factors can lead to situations where university courses have to be taught with a very small number of students. In this paper, we report on our experiences of a chemistry course that was especially designed to encourage learning in small groups of students (four to five per course). The course design included inquiry-based approaches, case methodology and problem-based learning concepts. The main goal was to enhance student motivation and to support them to become active agents (‘pro-sumers’). Technology was adopted to support students in their inquiry-based learning processes by using online logs, group wikis and quizzes and with sections of laboratory work. We explored student perceptions during the first 2 years in two courses. The students were, in general, very positive about the course and communicated that the technological tools along with the pedagogical design decisions had assisted them to different extents in their learning. Our conclusion is that such a design is appropriate for an advanced-level chemistry course with small numbers of students, and the course will continue to be given in this form. Keywords: chemistry, technology-enhanced learning, PBL, small groups, design-based explorative study (Published: 9 June 2016) Citation: Education Inquiry (EDUI) 2016, 7, 27287, http://dx.doi.org/10.3402/edui.v7.27287
9 citations
28 Jul 2015
TL;DR: In this article, a modulo encontra-se operacional e esta disponivel para instalacao no diretorio de extensoes desta ferramenta.
Abstract: Este artigo tem como objetivo apresentar uma ferramenta grafica para suporte a atividade docente no ambiente virtual de aprendizagem Moodle. Sao apresentadas as bases teoricas do trabalho, a metodologia e as tecnologias empregadas, bem como os resultados obtidos. A partir dos estudos realizados, foi desenvolvido um plugin para o ambiente virtual de aprendizagem Moodle. O modulo encontra-se operacional e esta disponivel para instalacao no diretorio de extensoes desta ferramenta. A partir dele, e´ possivel ao docente visualizar de maneira agil se determinado aluno esta acessando os conteudos disponibilizados, esta participando das atividades, ou mesmo se esta frequentando o ambiente. A apresentacao grafica permite a rapida identificacao de situacoes de risco e a intervencao pedagogica atraves da comunicacao com o discente.
9 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