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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TL;DR: The key outcome of this phase, namely the prototype of the Mobile-Enabled Language Learning Eco-System (MELLES), encompassed eight ESP tasks accessible through a mobile-web portal which served as a gateway to the MELLES network.
Abstract: This paper describes and reports on the findings of the Enactment Phase of a longitudinal Design Based Research (DBR) study aiming to develop effective design principles for learning materials for English for Special Purpose (ESP) students, enabled by means of mobile devices. The process of data collection and analysis over an eighteen-month period, resulted in a conceptual model and design principles for a mobile-enabled language learning (MELL) solution. The study also generated a broader understanding of the context-embedded nature of ESP learning using mobile devices, specifically the role of aspects of the whole learning environment, ultimately contributing to real-life praxis of the Ecological Constructivist framework and the complementary approach of DBR methodology. This paper focuses on the intervention design and development completed during the Enactment phase (Phase 2). The key outcome of this phase, namely the prototype of the Mobile-Enabled Language Learning Eco-System (MELLES), encompassed eight ESP tasks accessible through a mobile-web portal which served as a gateway to the MELLES network. The design of the MELLES intervention and its constituent tasks are presented.
6 citations
30 Apr 2020
TL;DR: Wang et al. as discussed by the authors define a framework for desenvolvimento de jogos digitais, which is based on a processo metodologico colaborativo and mediado propicia a atuacao criadora de criancas com e sem deficiencias, no contexto da escola inclusiva.
Abstract: Resumo da tese: O estudo vinculado a linha de pesquisa de Politicas de Educacao Basica e Superior e ao grupo de pesquisa Observatorio de Politicas Educacionais do Programa de Pos-Graduacao em Educacao da Universidade do Vale do Itajai tem por objeto de estudo a criacao de jogos digitais por criancas. O problema consistiu em definir um framework de desenvolvimento de jogos digitais que faculte a atuacao criadora de criancas com e sem deficiencias no contexto da escola inclusiva. A tese defendida foi que um processo metodologico colaborativo e mediado propicia a atuacao criadora de criancas com e sem deficiencias no desenvolvimento de jogos digitais. A tese se sustenta no entendimento de que o processo mediado – por instrumentos, signos e pessoas com diferentes niveis de experiencias – e pautado na colaboracao possibilita que as criancas passem de usuarias a criadoras de jogos, porque envolvidas em atividades intelectuais e afetivas de negociacao, elaboracao de hipoteses, desenvolvimento de ideias, analise de resultados e interacao. O objetivo geral do estudo foi construir um processo metodologico mediado e colaborativo que faculte a atuacao criadora de criancas com e sem deficiencias no desenvolvimento de jogos digitais. Mais especificamente buscou-se: a) examinar as atividades, comportamentos e interacao das criancas em experiencias com jogos digitais e analogicos; b) avaliar as atividades de transposicao de jogos digitais para analogicos e vice-versa; c) analisar a relacao entre criancas, pesquisador e academicos na mediacao do processo de desenvolvimento de jogos digitais; d) identificar os avancos e dificuldades, processos e documentacao com vistas a validacao da metodologia proposta. Os referenciais teorico-metodologicos que ancoram a tese embasam-se nos pressupostos de abordagem historico-cultural de Vygotski (1997, 2007, 2008, 2014), estreitamente relacionados a aprendizagem de alunos com deficiencia intelectual e sua inclusao escolar: a coletividade, a colaboracao, a experiencia e a mediacao simbolica. A partir de abordagem qualitativa de pesquisa, baseada no Design-Based Research (DBR) (WANG, HAFFANIN, 2005; BAUMGARTNER et al., 2003), buscou-se no processo metodologico assegurar profunda colaboracao entre pesquisadores e participantes no alcance dos objetivos teoricos e praticos da pesquisa, resultando em mudancas educacionais praticas. Associada ao DBR utilizou-se a abordagem da analise narrativa que privilegia questoes relacionadas as singularidades da experiencia vivenciada e dos sujeitos que dela participaram (BAMBERG, 2012). Foram participantes da pesquisa quatro alunos com nove anos – dois meninos, sendo um deles diagnosticado com Autismo associado a deficiencia intelectual, e duas meninas, uma com diagnostico de deficiencia intelectual – do 3o ano do ensino fundamental de uma escola da rede publica de ensino de Itajai, Santa Catarina. Mediante oficinas semanais, com duracao de uma a duas horas, durante seis meses, foram desenvolvidas atividades orientadas com as criancas, empregando tecnicas de construcao de jogos das areas de design de jogos e da computacao e tecnicas pedagogicas que requeriam o compartilhamento de ideias e a colaboracao. A coleta de dados se deu por meio de registros fotograficos, filmagens, formularios e observacao participante nas oficinas propostas. Os artefatos produzidos foram analisados com vistas a validar o construto da criacao de um jogo digital pelo metodo empregado, destacando-se aqui o jogo digital construido em colaboracao entre as criancas e academicos nominado “Brinquedos que criam vida” [1] . Como resultado foi definido o framework “Eu fiz meu game” para desenvolvimento de jogos digitais com e por criancas no contexto escolar (ALVES, 2017) que requer a participacao ativa dos envolvidos - educadores, academicos e criancas – por meio de atividades que englobam todas as etapas pedagogicas e de design para o desenvolvimento de um jogo digital. O processo e composto por quatro etapas: (i) Envolvimento, (ii) Experiencia, (iii) Transposicao e (iv) Criacao de Jogos Digitais, e como acao transversal a mediacao simbolica, que favorece o desenvolvimento cognitivo das criancas nas atividades propostas. O estudo evidenciou que a participacao das criancas, notadamente as com deficiencia intelectual, na construcao de um jogo digital, e nao somente em atividades de jogar, permitiram o desenvolvimento da imaginacao e criatividade e consequentemente das funcoes psicologicas superiores, como habilidades de concentracao, atencao, raciocinio, memoria (auditiva, seletiva, sonora, visual), necessarias ao pensamento complexo, aliando os conceitos do design participativo as concepcoes de aprendizagem e desenvolvimento do campo da psicologia historico-cultural desenvolvida por Vygotski. Palavras-chave : inclusao escolar; ensino fundamental; praticas inovadoras; jogos digitais. [1] Jogo disponivel em https://univalildi.wixsite.com/univalildi/brinquedosquecriamvida
6 citations
21 Oct 2015
TL;DR: This paper problematizes the challenges of setting up a new mobile learning project in a Croatia, a country where technology-enhanced tools in classrooms are not often used due to a number of reasons, two of which are the lack of infrastructure and no teacher professional development.
Abstract: This paper problematizes the challenges of setting up a new mobile learning project in a Croatia, a country where technology-enhanced tools in classrooms are not often used due to a number of reasons, two of which are the lack of infrastructure and no teacher professional development. There are three focal points of this paper: designing scalable and durable mobile learning solution, working with teachers in order to ensure an adequate teacher development and creating appropriate digital contents to match primary school level 2, 3 and 4 curriculum. Scalable and durable mobile learning solutions in the context of this project include two main platforms: (1) a mobile learning tablet application for primary school students and (2) a designer application mainly aimed at digital contents designers and producers, to also be easily used by the teachers. On the other side, it describes the processes of strengthening digital competences of the participating school teachers, including technology competence, leadership capacity and technology supported curricular innovation processes. Thirdly, the issues of design and implementation of digital lessons are explored with a special focus on digitalization of the existing non-digital lessons together with the teachers, wherever appropriate and feasible. As a result, conceptual prototypes of digital lessons are produced to be analyzed and discussed amongst teachers and researchers, after which the selected ones get integrated into digital lessons for tablet computer. In addition to describing the threefold process and the accompanying issues, the paper presents preliminary experiences and results in this novel research initiative, sets up mid-term goals and proposes and adequate methodology in achieving the project goals.
6 citations
01 Jan 2014
TL;DR: The Role and CONSTRUCTIVIST COMPETENCIES FOR ONLINE INSTRUCTORS: ELEMENTS OF A QUALITY ONLINE COURSE as discussed by the authors, is an online course construction competition.
Abstract: ROLE AND CONSTRUCTIVIST COMPETENCIES FOR ONLINE INSTRUCTORS: ELEMENTS OF A QUALITY ONLINE COURSE
6 citations
31 Mar 2021
TL;DR: The goal is to suggest design-based research as a useful model for undertaking engineering education research that advances knowledge about the design of learning environments and has potential for building knowledge and developing resources grounded in practice.
Abstract: Background: Design-based research frameworks have become more widely embraced by education researchers since 2003. Ann Brown (1992) first suggested design-based research as a means to move research about learning from the laboratory to the classroom setting. Design-based research does not imply particular methods, but rather is an epistemological approach to carrying out research projects focused on the design of an innovation. This shift in epistemological outcome shifts how researchers consider evidence gathering and analysis. So how are engineering education researchers using and reporting on design-based research? Purpose: The design of educational innovations should be situated in context and balance both theory and practice. In this paper, we summarize research in engineering education that has used a design-based research approach. We first describe design-based research from a theoretical and epistemological perspective and then present its use thus far in engineering education settings. Our goal is to suggest it as a useful model for undertaking engineering education research that advances knowledge about the design of learning environments. Scope: Our analysis is situated in significant features of design-based research (Kelly, 2004; Sandoval, 2014). Our review process began with systematically searching for articles and then coding them for the features of design-based research. We have coded a set of engineering education and design-based research articles to summarize the contexts, conjectures, and design cycles. Discussion/Conclusions: We found articles across K–12 and higher education settings. The articles focused on designing models and tools for engineering education including curriculum, tasks, and frameworks. First, design-based research in engineering education includes conjectures about engineering disciplinary practices, problem-based learning, and affective aspects of students’ learning. Second, cycles of design inform improvement and theory development. Design-based research is still emerging in engineering education but has potential for building knowledge and developing resources grounded in practice.
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