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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Journal Article•
TL;DR: It is argued that education, especially in the online learning setting, should be viewed as a complex, dynamic endeavor and design and evaluation grounded in systems thinking principles of relationships and connectedness, as well as complexity theory concepts such as self-organization and emergence prove valuable tools for understanding what happens in education.
Abstract: In this paper, it is argued that education, especially in the online learning setting, should be viewed as a complex, dynamic endeavor. Design and evaluation grounded in systems thinking principles of relationships and connectedness, as well as complexity theory concepts such as self-organization and emergence, prove valuable tools for understanding what happens in education and helping to improve both theory and practice in online learning. Immersive environments provide rich opportunity for exploring these ideas, and they can help researchers and practitioners gain a rich understanding of education through complexity theory.
6 citations
01 Jan 2012
TL;DR: This paper surveys relevant literature, and proposes recommender systems that can be implemented in mobile social/collaborative learning to solve problems involving the recommendation of relevant social data and learning materials for learners.
Abstract: Social/collaborative learning is a learning procedure that is student-centred and involves a task-based and activity-based approach that collaboratively provides several advantages such as: communication, interpersonal and social co-operation, sharing, caring, openness, creativity, management, practicality, responsibility, involvement and participation. Social and collaborative learning improves pedagogy and are very important aspects of education. Inclusion of social and collaborative learning needs to be considered as a priority in all educational modes. Mobile learning, a new flexible learning landscape is currently being adopted worldwide in both academia and industry. The inclusion of social/collaborative learning in mobile learning is of utmost and vital importance due to its benefits and contributing factors to education/learning efficiency and sustainability. The inclusion of social /collaborative leaning in mobile learning requires the effective management of social activities/data used in learning. Mobile social activities/data involving: non-textual/multimedia (voice/audio and video) and textual that are used by learners and teachers in mobile learning can be extremely large and disorganised with some of the data being educationally irrelevant to the mobile learning process. How educationally relevant mobile social activities/data are realized, structured and managed as well as the filtering of relevant social learning activities/data in mobile learning for learners is a critical issue and needs to be tackled. This paper surveys relevant literature, and proposes recommender systems that can be implemented in mobile social/collaborative learning to solve problems involving the recommendation of relevant social data and learning materials for learners.
6 citations
11 Jun 2019
TL;DR: In this article, a case study examines face-to-face and remote teaching in a doctoral education course and ask if flipped classroom, formative assessment and remote learning increase the teaching quality of a literature review course.
Abstract: This case study examines face-to-face and remote teaching in a doctoral education course and ask if flipped classroom, formative assessment and remote teaching increase the teaching quality of a literature review course. To be able to answer the research question, design-based research (DBRC, 2003) and case study (Yin, 2009) were used as a research-pedagogical design and methodological framework. The selection of informants is based on purposeful selection (Maxwell, 2005) where one group of PhD candidates (n = 24) situated at the University of Bergen and one group of PhD candidates (n = 12) situated at Volda University College, were selected. The study indicates that the PhD candidates enhanced their understanding of literature review throughout the PhD course, they appreciated the course design, and the quality of their academic papers and their survey feedback indicated that they had a good learning outcome from the course. Despite some methodological limitations, this study shows that advanced video conferencing systems in combination with a well-prepared teaching design have several positive outcomes and can be used as a starting point for a more large-scale study. The study shows, despite former ÅRGANG 42, NR. 2-2019, S. 194–214 ISSN ONLINE: 1893-8981 195 UNIPED | ÅRGANG 42 | NR. 2-2019 This article is downloaded from www.idunn.no. © 2019 Author(s). This is an open access article distributed under the terms of the Creative Commons CC-BY 4.0 License (https://creativecommons.org/licenses/by/4.0/). mixed experiences with remote teaching, that student participation via several campuses did not necessarily lead to poorer quality and poorer learning outcome for these PhD candidates in this case study. However, the case study also shows the need for more large-scale research which will give a more nuanced and thorough understanding of how we can increase the teaching quality of remote teaching as part of the training component in the PhD.
6 citations
09 Nov 2020
TL;DR: In this paper, an online learning environment (RISSC) is proposed to foster students' research skills in a behavioral sciences context, which consists of a lesson series based on a systematic approach to four-component instructional design.
Abstract: In today’s complex world, the acquisition of research skills is considered an important goal in education. Consequently, there is a growing body of literature that recognizes the value of well-designed learning environments for effectively supporting the development of this complex set of skills. However, a clear consensus on how these research skills can be facilitated is currently lacking, and the design processes underlying the learning environments aiming to foster students’ research skills are not always clearly outlined. Furthermore, interventions aiming to foster these skills are often implemented in the domains of physics, biology, and chemistry, while other domains (such as behavioral and social sciences domains) remain understudied. In addition, current approaches to foster research skills often refer to only a few epistemic activities (Fischer et al., 2014) related to research skills. Inspired by a design-based research approach, this design effort case seeks to clearly explain the design considerations for, and the development of an online learning environment aiming to foster upper secondary school students’ research skills in a behavioral sciences context. The online learning environment (RISSC or Research In Social SCiences) consists of a lesson series designed based on a systematic approach to four-component instructional design (van Merriënboer & Kirschner, 2018), and was piloted with two different cohorts in upper secondary education and in first year of university. Louise Maddens is currently pursuing her PhD in Instructional Psychology and Technology at KU Leuven and is also affiliated with itec, imec research group at KU Leuven. Her research interests include instructional design, complex learning and research skills education.
6 citations
01 May 2010
TL;DR: In this article, a trabalho tem como objetivo analisar artigos no campo do ensino de ciencias that se apoiam na the metodologia da Pesquisa baseada em Design for pesquisa e desenvolvimento de ambientes de aprendizagem.
Abstract: Este trabalho tem como objetivo analisar artigos no campo do ensino de ciencias que se apoiam na metodologia da Pesquisa baseada em Design para pesquisa e desenvolvimento de ambientes de aprendizagem mediados pelas TICs. O foco da analise e compreender: (1) os problemas educativos abordados; (2) as teorias de aprendizagem eleitas para nortear o desenvolvimento das intervencoes pedagogicas; (3) as caracteristicas das intervencoes e (4) os conhecimentos construidos a partir das pesquisas. Quatorze artigos foram selecionados para a analise a partir de um levantamento no Portal de Periodicos da Coordenacao de Aperfeicoamento de Pessoal de Nivel Superior (CAPES). De forma geral, os artigos apresentam um posicionamento critico sobre o ensino de ciencias, investigando problemas educativos, teorias, intervencoes e conhecimentos no sentido de buscar modelos inovadores de ensino-aprendizagem. Conclui-se que o aporte da PBD constitui um possivel caminho metodologico para integrar pesquisa e pratica no campo de ensino de ciencias.
6 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