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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01 Oct 2015
TL;DR: MyMOOCSpace as mentioned in this paper is a mobile game that has been designed to foster collaboration in MOOCs considering three of the six aspects mentioned: the common objective, positive interdependence and individual responsability.
Abstract: One of the characteristics of Massive Open Online Courses (MOOCs) is the huge amount of participants However, participants do not collaborate among them Moreover, the results show that despite the existence of tools like forums and peer review activities, current MOOC platforms do not have mechanisms to support collaboration According to the literature, there are 6 aspects to promote effective collaboration: (1) having a common objective, (2) positive interdependence, (3) coordination and communication, (4) individual responsability, (5) awareness and positive interaction, and (6) joint rewards This article presents MyMOOCSpace, a first prototype of a mobile game that has been designed to foster collaboration in MOOCs considering three of the six aspects mentioned: the common objective, positive interdependence and individual responsability Fourteen students participated in a controlled study to assess the usability, the game mechanisms and the use of MyMOOCSpace The results show that the application is usable and that participants understand the dynamics of the game, but there are aspects of design that must be changed for future releases
8 citations
Dissertation•
01 Jan 2014
TL;DR: This thesis contributes knowledge into the area of reading and compre- hending proofs at undergraduate level and presents a methodology for evaluation studies of new pedagogical tools.
Abstract: This thesis is a single case study of the introduction and evaluation of new resources and new technologies in higher education; in which e-Proof was chosen as a single case. E-proofs are a multimedia representation of proofs, were created by Alcock (2009), and aimed to help undergraduates to read proofs for better proof comprehension. My thesis aimed to investigate whether the impact of reading such technology-based resource, e-Proofs, on undergraduates proof comprehension was better compared to reading written textbook proofs and if so, then why (or why not).
To evaluate the effectiveness of e-Proofs, I used both qualitative and quantitative methods. First I measured undergraduates satisfaction, which is a most common research practice in evaluation studies, by using self-reporting methods such as web-based survey and interviews. A web-based survey and focus-group interviews showed that undergraduates liked to have e-Proofs and they believed that e-Proofs had positive impact on their proof comprehension. However, their positive views on e-Proofs did not evidence the educational impact of e-Proofs. I conducted an interview with Alcock for better understanding of her intentions of creating e-Proof and her expectations from it.
Next, I conducted the first experiment which compared the impact of reading an e-Proof with a written textbook proof on undergraduates proof comprehension. Their comprehension was measured with an open-ended comprehension test twice immediately after reading the proof and after two weeks. I found that the immediate impact of reading an e-Proof and a textbook proof were essentially the same, however the long term impact of reading an e-Proof was worse than reading a textbook proof (for both high and low achieving undergraduates). This leads to the second experiment in which I investigated how undergraduates read e-Proofs and textbook proofs.
In the second experiment, participants eye-movements were recorded while read- ing proofs, to explore their reading comprehension processes. This eye-tracking experiment showed that undergraduates had a sense of understanding of how to read a proof without any additional help. Rather, additional help allowed them to take a back seat and to devote less cognitive effort than they would otherwise. Moreover, e-Proofs altered undergraduates reading behaviours in a way which can harm learning.
In sum, this thesis contributes knowledge into the area of reading and compre- hending proofs at undergraduate level and presents a methodology for evaluation studies of new pedagogical tools.
8 citations
TL;DR: An architecture for scaffolding case-based learning for problem-solving to inform design of case- based learning environments for cybersecurity skills for cybersecurity students is identified.
Abstract: We report on the design, development, implementation, and evaluation of a case-based instructional environment designed for learning network engineering skills for cybersecurity. We describe the societal problem addressed, the theory-based solution, and the preliminary testing and evaluation of that solution. We identify an architecture for scaffolding case-based learning for problem-solving to inform design of case-based learning environments.
8 citations
TL;DR: All the phases of the platform design: from the implementation of the structure and functionality of the digital environment, up to the stage of experimentation in the classroom, will be described.
Abstract: This paper describes the process of collaborative design of a Smart Environment created for the school context.
The Living Lab project entitled "SPLASH" ("Smart platform for learning and active social habitat") will be presented. We will describe all the phases of the platform design: from the implementation of the structure and functionality of the digital environment, up to the stage of experimentation in the classroom.
The research team composed mainly by an ICT company, secondary school teachers and students and academic researchers, was involved in a complex process of collaborative design, in order to create a smart, social, innovative learning environment.
Finally, assessment tools provided within the environment will be described. They have been co-constructed with teachers and students of the schools involved in the project.
8 citations
DOI•
01 Jan 2012
TL;DR: Ontology Maturing is presented as a new perspective and conceptual model for the collaborative development of ontological knowledge structures by communities of knowledge workers in order to facilitate the organization and sharing of information within their domain.
Abstract: The thesis aims to support the collaborative development of ontological knowledge structures by communities of knowledge workers in order to facilitate the organization and sharing of information within their domain. One big challenge for today’s organizations and knowledge workers is the focused discovery of new information that is likely to be interesting and useful in order to generate new knowledge. But it is also the organization thus information that had once be found and identified as such can be rediscovered and shared. This is not only about the information itself but also about the people behind who hold the knowledge and e. g., may quickly provide assistance if there are questions. Knowledge about competencies and capabilities of its employees also is an essential need for an organization and its development. This encompasses activities like team staffing or identifying training needs. Research on ontology-based semantic (web) applications has shown that ontologies are well-suited for organizing and retrieving relevant resources being it people or documents because they connect information resources with machine processable background knowledge. However in practice, ontology-based applications still haven’t made their breakthrough. This might be traced back to the high effort and complexity of ontology development. On the other hand, folksonomy-based systems recently have proven to be agile and user-driven approaches for the same application area. They enable their users to collect, manage and share information resources in an easy and lightweight way. However, their lack of semantics also causes a number of problems plaguing tagging and hampering tag-based retrieval. To that end, this thesis explores how we can combine folksonomyand ontology-based approaches so that we keep their particular advantages and avoid their disadvantages thus supporting communities of knowledge workers in organizing and maintaining a shared information repository. This is investigated in the application of Social Semantic Bookmarking and Semantic People Tagging. We present Ontology Maturing as a new perspective and conceptual model for the collaborative development of ontological knowledge structures. It supports (1) the development of a shared understanding, (2) the translation of Web 2.0 approaches to ontology engineering for more active participation, (3) the incremental formalization, (4) applicationorientation & work-integration and (5) usable evolving models. To that end, we analyze the advantages and challenges of ontologies and ontology-based knowledge organization systems and make a comparison and consolidation of ontology spectra in literature as well as of ontology development methodologies and tools. A conceptual design framework complements the ontology maturing model. It supports software developers in deriving and realizing socio-technical systems that scaffold and guide ontology maturing in the application of Social Semantic Tagging for a given organizational setting. It considers technical as well as non-technical aspects. It organizes and provides methods and tools with that end users without modeling expertise can collaboratively organize their information with ontologies and develop the latter one in
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