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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02 Mar 2015
TL;DR: In this paper, the authors discuss the design and implementation of an adaptive e-learning system that targets the development of teachers' Technological Pedagogical Content Knowledge (TPCK).
Abstract: In this chapter, the authors discuss the design and implementation of e-TPCK, an adaptive e-learning system that targets the development of teachers’ Technological Pedagogical Content Knowledge (TPCK). This adaptive system deploys a technological solution that promotes teachers’ on-going TPCK development by engaging them in the design of learner-centered and ICT-infused scenarios, fostering a self-paced and personalized learning experience, while taking into account teachers’ diverse needs, information processing constraints, and preferences. The design and implementation of e-TPCK followed the methodology of design-based research and, thus, the system itself has undergone three cycles of revisions during the last 3 years. The design of the system was informed by different theoretical and methodological frameworks, such as, the framework of TPCK, theories of Self-Regulated Learning (SRL), as well as the necessary affordances of adaptive learning. Empirically, the system was pilot-tested with two cohorts of preservice teachers during the academic years from 2011 to 2013. The chapter concludes with recommendations about how to improve the design of e-TPCK by incorporating built-in features to support adaptive scaffolding and self-regulatory processes in order to provide a complete personalized learning experience to the learner.
7 citations
TL;DR: Four design patterns for teaching in academic FLS are introduced, which encapsulate threads of hybridity and can be used as learning design scaffolds in a social constructivist approach in which pedagogy, technology and space interact.
Abstract: A Future Learning Space (FLS) is a dynamic and a technology-rich learning environment that enables teaching and learning using innovative pedagogical methods. However, introducing innovation and technology into any educational setting, whether in K-12 schools or higher education institutions, is known to be challenging. This paper introduces design patterns (DPs) for teaching in FLS. The patterns emerged from creative teaching in a college of education, which was preceded by mentoring for some of the lecturers. The patterns involve hybridity, including both formal and informal social structures and a combination of physical and digital tools mediating individuals? interactions with peers. Based on a process of mining patterns, we extracted four DPs for teaching in academic FLS. The patterns, which encapsulate threads of hybridity, are: convergent groups; teaching in an interactive orchestrated learning space; presentation fair; and Think-Join-Share. These patterns can be used as learning design scaffolds in a social constructivist approach in which pedagogy, technology and space interact.
7 citations
01 Jan 2014
TL;DR: In this paper, the goal of the summit was to develop synergies among European universities around themes such as student assessment, MOOC accreditation, platform interoperability and joint research initiatives.
Abstract: Organised by the Ecole Polytechnique Federale de Lausanne (EPFL) and PAU Education, the event was an opportunity to gather European actors involved in the Massive Open Online Courses (MOOCs) phenomenon, from policy makers to practitioners to researchers. The goal of the summit was to develop synergies among European universities around themes such as student assessment, MOOC accreditation, platform interoperability and joint research initiatives.
7 citations
03 Jul 2017
TL;DR: This paper proposes a formal model of learning games for teachers in higher education by involving them strongly in the design process by using the DISC model, composed of elements easily adaptable to artifacts facilitating the work of authors.
Abstract: This paper proposes a formal model of learning games for teachers in higher education by involving them strongly in the design process. The evolution of the teaching profession was followed by the emergence of tools with interesting potential such as, in the field of TEL and in a non-exhaustive way: serious games, MOOC, ubiquitous TEL, and so on. But there is a lack of tools to facilitate their design and use by teachers, especially for learning games. Based on the researches around learning games models, we will specify the characteristics we use to define the DISC model. This model is composed of elements easily adaptable to artifacts facilitating the work of authors. It was tested for the creation of a learning game with a teacher who is teaching fluid mechanics.
7 citations
TL;DR: The Personal Inquiry Project (PI) team as mentioned in this paper explored interdisciplinary working methods through examining two boundary objects namely the PI octagon and the concept of scenario, that provide windows of how interdisciplinary understanding evolves through time and among different stakeholders.
Abstract: In this paper, we discuss the nature of interdisciplinarity and, in particular, the ways that interdisciplinary working is enacted in TEL Research. Following a design-based research approach, a common TEL methodological approach, we identified how interdisciplinarity facilitated the research team to address a wicked problem, fostered dialogue between researchers in different disciplines and stakeholders in the research through the lifetime of the project and facilitated the creation of new meanings. Focusing on the Personal Inquiry Project (PI) team, interdisciplinary working methods are explored through examining two boundary objects namely the PI octagon and the concept of scenario, that provide windows of how interdisciplinary understanding evolves through time and among different stakeholders. These boundary objects, even though they had different importance within the project, illustrate the team's emergent and shared understanding while maintaining flexibility through a rapid iterative process. We discuss how a shared understanding was facilitated through active involvement of different disciplinary teams and consensus was built and refined in the light of emerging findings. Interviews with researchers on the project and the Advisory Board and on our own reflections on work practices illustrate key themes, i.e., the salience of boundary objects in the design process, the development of a common language, and the importance of a shared vision. We conclude with a set of requirements for progress in interdisciplinary working and comment on our view of good practice in fostering interdisciplinarity along with an outline of what we see as the remaining challenges.
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