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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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01 Jan 2016
TL;DR: The Computer-Supported Agile Teaching (CSAT) framework as discussed by the authors is based on the principles of agile teaching, active learning and a reliance on technology in achieving pedagogy design that is e cient with decision-making that is evidence-based.
Abstract: Computer-Supported Agile Teaching A dissertation presented to the Faculty of the Graduate School of Arts and Sciences of Brandeis University, Waltham, Massachusetts by William T. Tarimo Agile methodologies have revolutionized the software development process through continuous assessment and adaptation of the development e↵ort, collaboration with customers, and incremental delivery of features towards a complete product. In this dissertation we are proposing an analogous methodology for pedagogy called Computer-Supported Agile Teaching (CSAT). The CSAT framework is founded on the principles of agile teaching, active learning, and a reliance on technology in achieving pedagogy design that is e cient with decision-making that is evidence-based. In CSAT, the discovery of e↵ective learning and teaching methods is similar to agilebased development, where students, teaching assistants (TAs) and instructors work as a cross-functional and self-organizing team. Just as in agile, the team works in transparency (collaboration among students and the teaching sta↵ around explicit teaching and learning objectives), inspection (of the learning and teaching processes and their e↵ectiveness towards achieving optimal curriculum results), and in adaptation of the pedagogy (teaching and learning methods and resources) in response to the observed needs and potentials of the learners. Constant use of learning analytics, formative assessments and feedback activities are used as learning opportunities and ways to evaluate learning and teaching processes. Throughout this design, we take advantage of the a↵ordances and capabilities of modern information technology in achieving better e ciency and e↵ectiveness of the supported learning and teaching activities.

7 citations

Journal Article
TL;DR: This article illustrates how the flexibility and community features of FOSS fit with the iterative nature of design-based research to benefit the development of the project and to forward understanding of how to support social interaction in the 3D VLE for individuals with ASD.
Abstract: Design-based research (DBR) and open source software are both acknowledged as potentially productive ways for advancing learning technologies. These approaches have practical benefits for the design and development process and for building and leveraging community to augment and sustain design and development. This report presents a case study of a software project using a design-based research approach and Free/Open Source Software (FOSS). The project is developing a 3D virtual learning environment (3D VLE) for youth with autism spectrum disorders (ASD) to develop social competence. The potential of FOSS when implemented within a DBR framework is highlighted using examples from our process of designing and developing the 3D VLE, and the design principles resulting from our processes for fostering social interaction in the medium are presented. Using findings from five studies performed over the course of our DBR process, this article illustrates how the flexibility and community features of FOSS fit with the iterative nature of design-based research to benefit the development of our project and to forward understanding of how to support social interaction in the 3D VLE for individuals with ASD. Limitations of the approach are discussed.

7 citations

Journal ArticleDOI
TL;DR: In this article , a design model for fully online flipped classroom is proposed to support students' learning outcomes, behavioral, emotional, and cognitive engagement. But unlike in the conventional flipped approach, students do not subsequently meet face-to-face in classrooms, but rather online synchronously.
Abstract: The overarching goal of this design-based research is to develop and evaluate a set of design principles for a fully online flipped classroom to support students' learning outcomes, behavioural, emotional, and cognitive engagement. In a fully online flipped classroom, students are encouraged to complete online pre-class activities asynchronously. But unlike in the conventional flipped approach, students do not subsequently meet face-to-face in classrooms, but rather online synchronously. The testbed involved a conventional flipped class (Cycle 0), a fully online flipped class (Cycle 1), and a refined fully online flipped class (Cycle 2). The results showed that although all three groups of students performed equally well in learning, the refined online flipped model was more effective in supporting students' behavioural engagement in the synchronous online class sessions than the online flipped model. This study contributes to the extant literature by explicating the design principles that support student engagement in fully online flipped learning. • The study proposes a design model for fully online flipped classroom. • The study adopts a 2-year design-based study to develop and revise the model. • Students' learning outcomes, behavioural, emotional, and cognitive engagement are evaluated in the fully online flipped classroom.

7 citations

DissertationDOI
01 Jan 2015
TL;DR: In this paper, the authors investigated the application of a newly designed systems approach to the problem of students' lack of big-picture experience in the College of Veterinary Medicine, and found that instructional intervention led to modest but statistically significant increases in students' use of system thinking across the three experimental studies.
Abstract: The purpose of this study was to investigate the application of a newly designed systems approach to the problem of students’ lack of big-picture experience in the College of Veterinary Medicine. To determine whether students’ performance on problem-solving for various scenarios improved after intervention, a design research methodology was adopted to develop a systems-approach teaching and learning environment. Three iterations were conducted, with improvements to the instructional approach following each of the first two iterations. The results supported the hypothesis that instructional intervention led to modest but statistically significant increases in students’ use of system thinking across the three experimental studies. However, the instructor indicated the need for faculty systemsapproach training, whereas students tended to request hands-on practice to understand and retain systems thinking skills. Furthermore, there was a significant improvement from pretest to posttest for the beef scenario, demonstrating transfer of systems thinking to a topic for which systems-approach instruction was not provided. The qualitative data suggested that most students found systems thinking was beneficial for macro systems, such as food production, but not for micro systems such, as individual small-animal biological systems. 1 The intervention was instructional innovations that applied systems thinking on problem solving to the subject matter.

7 citations

01 Jan 2012
TL;DR: The rapid development of Information Communication Technology (ICT) has been one of the main drivers of this growth in distance education as discussed by the authors, which has seen rapid growth over the recent decades.
Abstract: Distance education has seen rapid growth over the recent decades. The rapid development of Information Communication Technology [ICT] has been one of the main drivers of this growth in distance edu ...

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

Journal ArticleDOI
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

Journal ArticleDOI
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