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 Aug 2018
TL;DR: In this article, the authors investigate the use of technology to increase feedback and training for teaching assistants and investigate how their knowledge, skills, beliefs, and attitudes should drive thedesign of algorithms for gathering classroom behavioral data and delivering computer-mediated feedback and consultation.
Abstract: Teaching assistants (TAs) in the United States play a prominent role in educating undergraduates. Their influence can make the difference between students continuing in their majors or leaving them. However, most TAs use teacher-centered, transmission models of teaching, i.e., lecturing to disengaged students. Part of the reason for this is that most TAs receive little training on how to teach,and almost no grounded feedback about their teaching behaviors. In this thesis I describe my work investigating the use of technology to increase feedback and trainingfor TAs. My focus is understanding how their knowledge, skills, beliefs, and attitudes should drive thedesign of algorithms for gathering classroom behavioral data and delivering computer-mediated feedback and consultation. My work evaluates a novel framework for investigating how TAs interact with their data, reflect on what it means, and decide what (if anything) to change in their teaching. I examine how initial beliefs can impact their system interactions, how those beliefs change over time,and the resulting implications for designing data-driven training artifacts.
7 citations
05 Mar 2018
TL;DR: The Communities of Scholar Practitioners (CSP) as mentioned in this paper form the workings of the renewed teacher education program at UBC Okanagan, purposefully bringing practitioners and researchers together and, thus, theory and practice together.
Abstract: Communities of Scholar Practitioners (CSP) form the workings of the renewed teacher education program at UBC Okanagan, purposefully bringing practitioners and researchers together and, thus, theory and practice together. The separation of practitioners from researchers, theory from practice, is documented for over 100 years in the research literature as being unproductive. Effective school contexts, discerning leadership, and good teaching, lives at the intersections of theory with practice when educators understand their identity as inquirers--teacher researchers—continually questioning what they are doing and why, theorizing their practices and practicizing their theories; embracing the search within research. Envisioning opportunities to really explore what being a scholar-practitioner entails for learners and learning at all stages of study and careers are what the teacher education program at UBC O is emphasizing. In other words, an educator’s professional knowledge is formative and requires ongoing mentorship. Cultivating CSP where teacher candidates and mentor teachers and leaders understand learning as necessarily experimental, grounded in questions, collaborative, connected to and derived from work with students, and sustained and interdependent with school contexts and needs, forms our current task. The challenges, tensions, and possibilities encountered to date are mapped out and considered from multiple perspectives through negotiating the needed relationships, seeking fitting conditions and supports, and investing in conjoint mentoring relationships with schools and other education sites, reframing professional growth for all involved.
7 citations
TL;DR: In this paper, the effects of an inquiry-based learning environment, with the support of videoconferencing, on both rural and urban secondary students' mathematics and science learning was examined.
Abstract: The main purpose of this design-based research study is to examine the effects of an inquiry-based learning environment, with the support of videoconferencing, on both rural and urban secondary students’ mathematics and science learning. An important aspect of this learning environment is the use of videoconferencing to connect classes with mathematicians/ scientists (as e-mentors). Specifically, the following two research questions guide this study: (1) In what ways, if any, does the inquiry-based learning environment impact student beliefs and learning outcomes? (2) What challenges emerge in the development of an inquiry-based learning environment with secondary students in both rural and urban schools? Using a mixed methods approach, this study focuses on two grade 9 classes in an urban school and three Grade 8 classes in a rural school. The results suggest positive effects of this learning environment on student learning of math and science. In particular, both urban and rural students showed significant gains in their achievement. In addition, students showed an increased interest and heightened confidence in math and science. As well, the results point to issues arising from the process, suggesting useful guidelines for the development of such environments.
Resume :
L’objectif principal de cette etude de recherche axee sur la conception est d’examiner les effets d’un environnement d’apprentissage base sur le processus d’enquete et utilisant le soutien de la videoconference sur l’apprentissage des mathematiques et des sciences aupres d’eleves du secondaire en milieux ruraux et urbains. L’utilisation de la videoconference pour mettre les classes en lien avec des mathematiciens et des scientifiques (en tant que cybermentors) constitue un aspect important de cet environnement d’apprentissage. Plus precisement, les deux questions suivantes orientent la presente etude : (1) De quelle maniere, le cas echeant, l’environnement d’apprentissage base sur le processus d’enquete a-t-il un effet sur les croyances et les resultats d’apprentissage des eleves? (2) Quels defis emergent lors de la mise en place d’un environnement d’apprentissage base sur le processus d’enquete aupres d’eleves du secondaire dans des ecoles en milieux ruraux et urbains? Cette etude, qui utilise une methode de recherche mixte, se concentre sur deux classes de 9e annee dans une ecole urbaine et trois classes de 8e annee dans une ecole rurale. Les resultats suggerent que cet environnement d’apprentissage a des effets positifs sur l’apprentissage des mathematiques et des sciences par les eleves. En particulier, les etudiants des milieux urbains et ruraux ont affiche des gains significatifs dans leurs acquis scolaires. En outre, les eleves ont demontre un interet croissant pour les mathematiques et les sciences de meme qu’une confiance accrue dans ces matieres. Enfin, les resultats permettent egalement d’identifier certains elements qu’il convient d’examiner relativement a ce processus et de suggerer des lignes directrices utiles pour la mise en place de tels environnements.
7 citations
01 Jan 2019
TL;DR: It is clear that in order to achieve learning goals the above studies did not present the technology-enhanced labs by themselves but provided supporting tools and resources for learning and followed sound PLTs (e.g., inquiry-based learning) in their design.
Abstract: Research Doctorate - Doctor of Philosophy (PhD)%%%%Advances in technology are influencing all fields including education. Recently, we have observed a wide use of emerging technologies to support and facilitate the establishment of virtual laboratories with many benefits that overcome the constraints of traditional physical laboratories. These laboratories provide a number of advantages such as remote 24/7 access, flexibility, freedom to learn at one’s own pace, to reset/retrial experiments without wasting resources in a safe environment and providing new opportunities for learning. Although virtual and remote laboratories provide many new opportunities for learning, they have not necessarily been shown to assist students in achieving higher learning outcomes. How do we design technology-enhanced lab environments for effective learning? To answer this research question, this thesis conducts a comprehensive literature review on technology-enhanced lab environments. In the literature review, we observe that pedagogical techniques integrated with virtual lab environments provide the best outcomes for student learning. Based on the findings, a hypothesis is proposed that considers a holistic view of designing technology-enhanced lab environments taking into consideration learning context, curriculum, learning activities, assessments, technology artefacts based on pedagogical and learning theories and principles (PLTs). To validate the hypothesis, a technology-enhanced lab environment is developed and evaluated for a particular learning context: a systems-level course in computing. A literature review on technology-enhanced lab environments in systems level courses in computing reveal that only a few studies consider pedagogy in the design of such lab environments. In this thesis, we propose, design and evaluate a comprehensive pedagogical framework that incorporates both technological and pedagogical considerations for teaching in a network and system administration course. The framework incorporates learning theories and principles, such as Biggs’s Constructive Alignment, Kolb’s Experiential Learning Cycle (ELC), in its design and innovative technology tools such as virtual labs and feedback tool. The proposed framework is developed in two iterations and evaluated in real-world classroom environments following a Design-based Research (DBR) methodology. The evaluation consists of student perceptions of the proposed framework using mixed methods and the impact on student learning. In the first iteration, two architectures for virtual labs implementation and a feedback tool are developed and evaluated. A quasi-experiment is conducted to evaluate the impact of the technology intervention. The results provided useful insights that guided the design of the second iteration. In the second iteration, the proposed framework is implemented and evaluated in its entirety. A quasi-experiment was conducted and students’ assessments scores were compared. The results showed that the students in the experimental group, who were…
7 citations
Journal Article•
TL;DR: In this paper, the authors examine the implementation of digital storytelling in early childhood education and care (ECEC) and present how the 21st century skills such as digital skills, collaboration and problem-solving manifested in the DST process.
Abstract: Modern digital technologies have become common in educational settings of all levels. This has made the use of digital storytelling (DST) more applicable in early childhood education and care (ECEC). This paper examines the implementation of DST, aiming to answer the following questions: 1) How to support children’s active participation throughout the DST process in ECEC, and 2) how do 21st century skills manifest in the DST process? The study was conducted between 2017 and 2018, when two cycles of DST projects were implemented in four Finnish ECEC centres as part of a European project. The data consist of interviews with educators (N=15) and children (N=51), as well as documentation of the DST activities (project sheets, N=37, and yearly summary documents, N=18) produced by the educators. The data were analysed using inductive thematic analysis. Firstly, our results highlight aspects that are important for supporting children’s active participation in DST, divided into the following categories: premises on starting DST with children, interpersonal processes during DST activity, affordances of digital tools and the meaning of DST activity and products. Secondly, we present how the 21st century skills such as digital skills, collaboration and problem-solving manifested in the DST process.
7 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