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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Dissertation•
05 Dec 2017
TL;DR: The concept of appropriation of a situation didactique or a situation ludique is introduced by as discussed by the authors, where the concept is defined as "the process of appropriating a situation to another task".
Abstract: L'utilisation du jeu pour les apprentissages n'est pas une idee nouvelle. Cependant, l'etude de jeux a but educatif montre que les concepteurs de jeux eprouvent des difficultes pour articuler didactique et ludique. C'est a ce niveau que se porte notre reflexion, particulierement sur les conditions d'une articulation du ludique et du didactique lors du processus de conception d'une ressource. La prise en compte de cette articulation nous a conduit a introduire un nouveau terme jeu-situation designant cet objet situe entre une situation didactique ou les apprentissages sont prioritaires et un jeu ou le ludique est predominant. Notre travail se decompose en deux temps : la conception d'un jeu-situation numerique pour l'apprentissage de l'enumeration a l'ecole maternelle d'une part et l'appropriation de cette ressource par des professeurs d'ecole maternelle d'autre part.La conception de la ressource repose sur differents cadres theoriques, notamment sur la theorie des situations didactiques. De plus, la conception associe la methodologie d'ingenierie didactique et de Design-Based Research. Notre etude se poursuit par l'elaboration d'un modele de conception d'un jeu-situation elabore autour d'un processus fondamental qu'est l'integration. Ce modele est mis a l'epreuve lors de la conception du jeu-situation numerique " A la ferme " pour l'apprentissage de l'enumeration a l'ecole maternelle.Nous abordons, dans un deuxieme temps, l'appropriation de ce jeu-situation par des professeurs d'ecole maternelle. La conceptualisation de la notion d'appropriation s'appuie sur plusieurs domaines : celui de la psychologie de l'environnement et de gestion, celui de la didactique en convoquant notamment l'approche documentaire du didactique. Nous accordons aussi une place importante aux connaissances professionnelles des professeurs qui impactent les processus d'appropriation de ressources. Nous pouvons ainsi presenter un modele theorique general du concept d'appropriation d'une nouvelle ressource que nous instancions a l'ecole maternelle et au numerique avec l'outil tablette tactile. L'appropriation est observee a travers trois regards : l'instrumentation, l'instrumentalisation et les orchestrations que nous lions aux connaissances professionnelles
5 citations
TL;DR: In this article, a qualitative analysis of the academic self-concept of twenty-four graduate students was carried out, based on their own perceptions and narratives, and the results showed that these pedagogical model environments, whose design is anchored in the principles of socio-constructivism, collaborative learning, autonomy, flexibility and interaction, may have very positive effects on academic selfconcept of higher education students in various dimensions taken into consideration: Motivation, task orientation, Confidence in their own capacities and Relationship with colleagues.
Abstract: The vertiginous evolution of information and communication technologies (ICT) and the advent of the Internet propitiated the emergence of a networked society marked by deep changes in the economy, stimulating the emergence of new paradigms, models, educational communication processes and new learning scenarios. It is precisely one of these models – a pedagogical model to deconstruct moving pictures-, that we intend to analyze, describing its impact on the academic self-concept of twenty-four graduate students, based on the qualitative analysis of their own perceptions and narratives. The results show that these pedagogical model environments – whose design is anchored in the principles of socio-constructivism, collaborative learning, autonomy, flexibility and interaction – may have very positive effects on the academic self-concept of higher education students in the various dimensions taken into consideration: Motivation, task Orientation, Confidence in their own capacities and Relationship with colleagues. The implications of the results are discussed not only from a practical intervention point of view, but also in terms of future research.
5 citations
Dissertation•
08 Oct 2014
TL;DR: A Research Thesis Submitted in Fulfillment of the Degree of Doctor of Philosophy in the School of Education, Kenyatta University.
Abstract: A Research Thesis Submitted in Fulfillment of the Degree of Doctor of Philosophy in the School of Education, Kenyatta University. November 2015
5 citations
Dissertation•
20 Aug 2016
TL;DR: It is suggested that the manuscript should be rewritten in a chapters-by- chapters format to facilitate more detailed discussion of the author's research and its aims and methods.
Abstract: ............................................................................................................................................ ii Acknowledgements .............................................................................................................................. v Table of
5 citations
01 Jan 2019
TL;DR: In this article, a professional development arrangement was developed that incorporated learning technology by design to prepare pre-service science and math teachers for using technology in their teaching, based on experiences in Ghana and Kuwait.
Abstract: Since 1997, the government of Tanzania has made several attempts at introducing technology into education. However, despite these efforts technology has not become integrated into educational practice. A main reason is that teachers do not embrace the use of technology in their teaching. This study was initiated to design, implement and evaluate a professional development arrangement aimed at promoting teachers’ use of technology in their teaching practice. The study started with a ‘proof of concept’ study. Based on experiences in Ghana and Kuwait, a professional development arrangement was developed that incorporated ‘learning technology by design’ to prepare pre-service science and math teachers for using technology in their teaching. The experiences from this study informed the design of a professional development arrangement for practicing science teachers. The iterative design, implementation and evaluation of the professional development arrangements will be presented and discussed.
5 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