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/)
Citations
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TL;DR: In this paper, a design-based research case study employed a rapid prototyping methodology and the constructivist ID model, Layers of Negotiation, to collect critical cultural information for the design of this cross-cultural instruction.
Abstract: As the need for instructing a globalized workforce increases, instructional designers must embrace the constraints and the opportunities these projects provide in order to move the field of cross-cultural instructional design (ID) forward. Cross-cultural projects offer multiple avenues for growth in ID practice, overcoming cultural barriers, and a venue to apply and test contemporary models, methodologies, and theories in ID. This design-based research case study employed a rapid prototyping methodology and the constructivist ID model, Layers of Negotiation, to collect critical cultural information for the design of this cross-cultural instruction. Instructional strategies deemed effective for instructing an unskilled workforce in Dubai, United Arab Emirates, included job aids, situated learning and apprenticeship principles consisting of modeling, coaching and scaffolding. Use of the constructivist ID model and instructional solution for a cross-cultural workforce for The Dubai Mall are presented. Evaluation results indicate the success of the instructional strategies varied dependent upon worker culture, and the sequential nature of the instructional strategies.
7 citations
TL;DR: In this article, a culturally responsive MOOC based on the course "Learning How to Learn (LHTL)" on the Coursera was created to meet the local needs of Chinese learners.
Abstract: This study demonstrated a globally and locally relevant MOOC design model. By redeveloping a culturally responsive MOOC based on the course “Learning How to Learn (LHTL)” on the Coursera, the researchers created a sister MOOC to meet the local needs of Chinese learners. In this three-year design-based research study, four major iterations were conducted: (1) to analyze and prototype culturally responsive course contents for Chinese MOOCs learners; (2 and 3) to redevelop, pilot, field-test, and improve the new MOOC; and (4) to develop research-supported instructional practice for continued growth. This research contributed to the study of MOOCs by providing a thorough understanding of the design principles of, and theoretical claims about, the development of a culturally responsive MOOC. We hope this effort will help underpin further studies involving culturally responsive and comparable sister courses to advance MOOC research.
7 citations
Dissertation•
11 Jun 2018TL;DR: Cette these en informatique se situe dans le domaine des Environnements Informatique pour l’Apprentissage Humain (EIAH) and plus precisement dans celui des learning games, les jeux serieux destines a l”apprentISSage.
Abstract: Cette these en informatique se situe dans le domaine des Learning Games (LG), les jeux serieux destines a l’apprentissage. Elle s’interesse a leur conception, aux outils et modeles pour faciliter celle-ci, et a leur usage. Pour aborder cette problematique, nous nous appuyons sur le meta-design, une approche impliquant fortement les utilisateurs finaux dans la phase de conception mais aussi dans la phase d’usage. Pour la mettre en place avec les enseignants, que nous considerons comme les utilisateurs finaux des LG, nous proposons differentes iterations d’un modele de LG simple et representable pour faciliter la conception collaborative de ces EIAH mais aussi leur reingenierie. Apres une premiere iteration, la seconde iteration propose un modele baptise DISC et la methode de conception associee. Ils ont ete testes dans le cadre de la co-conception d’un LG utilise par des enseignants du superieur dans le contexte d’un MOOC et utilise comme une activite d’un cours en presentiel. Pour impliquer les enseignants dans la phase d’usage, nous proposons d’articuler ce modele avec un outil de visualisation des traces des etudiants pour detecter des sequences d’usage problematiques et ainsi faciliter le processus de reingenierie, les visualisations permettant l’analyse des donnees recueillies. Pour mener ce travail de recherche, nous avons choisi de travailler avec la methode THEDRE qui propose un cycle de recherche iteratif soutenu par la remontee d’indicateurs evaluant le processus de recherche. Cette amelioration continue, appuyee sur les experimentations menees, a permis de valider nos propositions quant au meta-design pour les learning games.
7 citations
Dissertation•
10 Jul 2014
TL;DR: Tese de doutoramento em Ciencias da Educacao (ramo de conhecimento em Tecnologia Educativa) as mentioned in this paper
Abstract: Tese de doutoramento em Ciencias da Educacao (ramo de conhecimento em Tecnologia Educativa)
7 citations
01 Jan 2013
TL;DR: In this paper, the authors report on an ongoing design-based research being conducted in the fully online Master of Arts in Teacher Leadership (MTL) program at the University of Illinois Springfield.
Abstract: This chapter reports on ongoing design-based research being conducted in the fully online Master of Arts in Teacher Leadership (MTL) program at the University of Illinois Springfield. After an initial Quality Matters (QM) review and redesign, semester-to-semester implementation issues identified by the Community of Inquiry (CoI) survey form the basis for ongoing course improvements. Preliminary results from a four-semester iterative redesign of one course demonstrated the efficacy of using this design-based process for significantly improving learning outcomes. Currently, departmental faculty are collaborating on the redesign of all core courses in the MTL program using a similar process guided by an initial QM redesign followed by iterative and incremental changes driven by CoI survey results. DOI: 10.4018/978-1-4666-2110-7.ch024
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