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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18 Jun 2011
TL;DR: The results show that there are a number of features at play in an intercultural environment where language and translation issues are prominent parts of the student discussions, offering extended perspectives to the students’ initial views.
Abstract: Web based writing platforms allowing for exchanges across the world are increasingly being used in education. These recent forms of textual practice are highly related to conditions offered by the technology, allowing users, who previously were primarily consumers, to become producers of text. This chapter investigates student interaction over a blog in an intercultural student exchange between native speakers and nonnative speakers of English in higher education analysing and interpreting poetry. The groups of students involved in this study belong not only to different academic disciplines, but also differ in terms of nationality and language background. In the blog posts, the students’ cultural voices are heard, offering a meeting between very contrasting groups. Scrutinising the
student postings, the threaded discussions show ways that students thematise content and meaning in the poems. The results show that there are a number of features at play in an intercultural environment where language and translation issues are prominent parts of the student discussions, offering extended perspectives to the students’ initial views. Collaborative efforts in such a diverse environment are important when negotiating meaning and extending students’ understanding of poetry.
6 citations
01 Aug 2015
TL;DR: In this article, a double-layered CoP model has been developed and repeatedly applied in the teacher professional development (TPD) context using a design-based research (DBR) approach.
Abstract: This chapter introduces a practical model for teacher educators concerned with designing online courses for inservice teachers' technological knowledge learning and its implementation in their teaching. A double-layered CoP model has been developed and repeatedly applied in the teacher professional development (TPD) context using a design-based research (DBR) approach. DBR provides an iterative cycle of design, implementation, evaluation and improvement of the design. This chapter includes a detailed description of the design context of the model including design considerations and theoretical frameworks upon which the model is based. The chapter also demonstrates how the model works in practice referencing important issues in current teacher education practices and offering suggestions for how DBR can guide teacher educators' teaching and research practices. Four course participants' learning experiences are presented as case studies to illustrate more clearly the way the model seems to be facilitating teachers' learning processes.
6 citations
02 Aug 2015
TL;DR: A qualitative instrumental case study articulated around two dimensions: the analysis of the context of the art centre, and the design of two teaching education programs that explore the potentiality of an open lab and its related community as a learning environment for teacher education.
Abstract: The paper describes an ongoing research on teacher education for the implementation of making and digital fabrication in educational settings taking part at LABoral Art Centre, Spain. It aims to define key points and indications for the design of learning environments for teachers through making and prototyping in the context of an art centre as an open education lab. We present a qualitative instrumental case study articulated around two dimensions: the analysis of the context of the art centre, and the design of two teaching education programs. The analysis of LABoral context aims to explore the potentiality of an open lab and its related community as a learning environment for teacher education. The study of the teaching education programs is set to define the principles in order to put forward a proposal for the design of a learning environment for teacher education in making.
6 citations
TL;DR: In this paper , a framework for large-scale structural applications of 3D printed concrete is presented, consisting of a design phase, testing phase and manufactur-ing phase towards a final output.
Abstract: In this work, a framework for large-scale structural applications of 3D printed concrete is presented. The steps in this framework, consisting of a design phase, testing phase and manufactur-ing phase, towards a final output were presented and discussed theoretically. The framework was then applied to the case of a 29 m 3D printed bridge, constructed in the Netherlands. The full application of the framework illustrates that despite the absence of standards, it is possible to safely apply 3D printed structures in practice. With the gradual increase of testing data expected to become available over the coming years, the extent of the application of the framework can be reduced step-by-step.
6 citations
01 Jan 2013
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