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 present an educational program based on learning-by-doing and the makers' movement to develop digital competence for vulnerable children in the context of e-exclusion, a new way of social exclusion that excludes people from different economic, social and economic backgrounds out of the society of information and knowledge.
Abstract: The integration of citizens in the society of information and knowledge is a pillar in social cohesiveness. The digital gap, a direct consequence of socioeconomic inequality among citizens enables e-exclusion, which is a new way of social exclusion that excludes people from different economic, social and economic backgrounds out of the society of information and knowledge. The aim of this paper is to present an educational programme lead by the Foundation Vodafone Spain with the assessment of educators and experts at university. The objective is focused on the development of the digital competence centred on vulnerable childhood. This program uses a method based on learning-by-doing and the “maker” movement. The majority of educators who have participated have underlined that children have improved their digital competence and also some transversal competencies and have defined it as an innovative and creative programme. DigiCraft contributes to the acquisition and development of digital competence from a social perspective. The proposal avoids discrimination of children depending on their sociable heterogeneous factors in their education.
8 citations
Book•
09 Jan 2013
TL;DR: This is the thesis of Dr. Huseyin Yaratan, a PhD candidate in Educational Sciences from Eastern Mediterranean University, Faculty of Education, Dept. of Educational Sciences, which aims to provide a history of education in Armenia from prehistoric times to the present day.
Abstract: Doctor of Philosophy in Educational Sciences. Thesis (Ph.D.)--Eastern Mediterranean University, Faculty of Education, Dept. of Educational Sciences, 2012. Supervisor: Assist. Prof. Dr. Huseyin Yaratan.
8 citations
21 Oct 2015
TL;DR: The Social Semantic Server semantically enriches social data that is created at the workplace in the context of user-to-user or user-artifact interactions, which can then be exploited in informal learning scenarios to foster help seeking by recommending collaborators, resources, or experts.
Abstract: Informal learning at the workplace includes a multitude of processes. Respective activities can be categorized into multiple perspectives on informal learning, such as reflection, sensemaking, help seeking and maturing of collective knowledge. Each perspective raises requirements with respect to the technical support, this is why an integrated solution relying on social, adaptive and semantic technologies is needed. In this paper, we present the Social Semantic Server, an extensible, open-source application server that equips client-side tools with services to support and scale informal learning at the workplace. More specifically, the Social Semantic Server semantically enriches social data that is created at the workplace in the context of user-to-user or user-artifact interactions. This enriched data can then in turn be exploited in informal learning scenarios to, e.g., foster help seeking by recommending collaborators, resources, or experts. Following the design-based research paradigm, the Social Semantic Server has been implemented based on design principles, which were derived from theories such as Distributed Cognition and Meaning Making. We illustrate the applicability and efficacy of the Social Semantic Server in the light of three real-world applications that have been developed using its social semantic services. Furthermore, we report preliminary results of two user studies that have been carried out recently.
8 citations
Journal Article•
TL;DR: Digital Learning Playground (DLP) as mentioned in this paper is an application of digital technology to build a Mixed Reality environment with game-based learning-like ingredient for classroom context, which can be used to describe the learning process is that of experiential learning by Kolb.
Abstract: In the context of classroom, it is possible to create a playground with digital technology beneficial for learning in spite of rising enthusiasm in incorporating educational games in classroom. This paper is an essay to describe a learning playground called Digital Learning Playground (DLP). It is essentially an application of digital technology to build a Mixed Reality environment with game-based-learning-like ingredient for classroom context. A learning theory that could be used to describe the learning process is that of experiential learning by Kolb. Meanwhile, Total Scenario Response (TSR) can be used for its learning design. Although the experiment was applied in the context of learning English, it may open a possibility to extend for the purpose of learning other subjects, such as Math.
8 citations
Dissertation•
01 Jan 2017
TL;DR: In this paper, Poikela Rethinking Computer-Based Simulation: Concepts and Models Rovaniemi: University of Lapland 2016, 146 p. Acta Universitatis Lapponiensis 344 Thesis.
Abstract: | 5 Abstract Paula Poikela Rethinking Computer-Based Simulation: Concepts and Models Rovaniemi: University of Lapland 2016, 146 p. Acta Universitatis Lapponiensis 344 Thesis: University of Lapland, Faculty of Education, Centre for Media Pedagogy ISBN 978-952-484-959-3
8 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