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
More filters
TL;DR: In this article, the use of experimental design in business innovation projects is discussed, with special emphasis on the process approach and its applicability in innovation, such as products, processes, organizational and marketing.
Abstract: espanolEl articulo aborda el uso del diseno de experimentos en proyectos de innovacion empresarial En primer lugar, se plantean las bases del diseno experimental con especial enfasis en el enfoque de procesos y su aplicabilidad en la innovacion En segundo lugar, propone una guia para su aplicacion tanto en proyectos de innovacion empresarial, como de productos, procesos, organizacional y de comercializacion La informacion inicial para la aplicacion de la guia se basa en el diagrama causa efecto Finalmente, se muestran tres casos de estudio de proyectos de innovacion empresarial en los que se aplica la guia de diseno de experimento, que permite decidir cuales son los factores o causas que influyen en la variable respuesta, en correspondencia con el efecto analizado De esta forma el directivo de la empresa tiene mas conocimiento para tomar decisiones que contribuyan al incremento de la eficacia y la eficiencia EnglishThe article deals with the use of experimental design in business innovation projects Firstly, the foundations of experimental design are presented, with special emphasis on the process approach and its applicability in innovation The second section proposes a guide for its application in business innovation projects, such as products, processes, organizational and marketing The initial information for the application of the guide is based on the cause-effect diagram Finally, three case studies of business innovation projects are presented in which the experiment design guide is applied, by means of which it is decided which factors are related to the causes that influence the response variable in correspondence with the analyzed effect In this way, the manager of the company would have more knowledge to make decisions that contribute to the increase of efficacy and efficiency
5 citations
01 Jan 2019
TL;DR: The Sea Change campaign as discussed by the authors was a European campaign designed to bring about a fundamental transformation in the way European citizens experience their relationship with the sea, by empowering them as "ocean literate" citizens.
Abstract: Sea Change was a European campaign (www.seachangeproject.eu) designed to bring about a fundamental transformation, a “Sea Change” in the way European citizens experience their relationship with the sea, by empowering them as “ocean-literate” citizens. With Sea Change using co-creation behavioral change theory principles across a number of campaigns, e.g., citizen science initiatives, youth camps, crab watching, marine litter with policy makers across Europe, and blue schools, this case study concentrates on one of the collaborative and cooperative campaign for a digital interactive tool in the educational sector.
5 citations
18 Dec 2016
TL;DR: In this paper, the authors focus on ethnographic observation and data gathered during a workshop for professional development organized for experienced teachers. And they compare the evidence of the teachers' actions, with the analysis of their perception about their professional use of the online environment and their critical reflection about the experience.
Abstract: The community platform Young/Teen English Language Learners (YELL/ TELL), as mentioned by Bortoluzzi and Marenzi (2014) was “developed to respond to the needs of collaboration and sharing among trainee teachers, school teachers, teacher trainers and researchers in the field of language learning for English [as a Foreign or Second Language (FL/SL)]” (p.182). The current study focuses on ethnographic observation and data gathered during a workshop for professional development organised for experienced teachers. We compare the evidence of the teachers’ actions, with the analysis of their perception about their professional use of the online environment and their critical reflection about the experience.
5 citations
16 Sep 2014
TL;DR: This paper shows how an online mathematics homework system where students simply provided final answers to exercises was utilized, and found it was able to ascribe a particular type of mechanical error or misconception to 60-75% of the incorrect responses learners made on the subset of problems the authors analyzed.
Abstract: While technology can enhance learning, ironically, many online systems occlude learners' cognitive states because instructors do not directly observe students solving problems. In this paper, we show how we utilized an online mathematics homework system where students simply provided final answers to exercises. We then asked, "What can we infer about the cognitive state of the student if they gave an incorrect response?" Through data mining techniques, we found we were able to ascribe a particular type of mechanical error or misconception to 60-75% of the incorrect responses learners made on the subset of problems we analyzed. As such, we illustrate methods for extracting this data to discover knowledge components embedded in an exercise, expose item bias, and reveal learners' cognitive states.
5 citations
TL;DR: This article explored the learning experiences of pre-service teachers in a QRM course and examined the role of the lecturer in designing these experiences, finding three types of student experiences: motivation for learning, mediation of learning, and meaningful learning.
Abstract: Instructors involved in teacher education believe that the language and skills required for qualitative research methods (QRM) provide teachers with the expertise needed for lifelong learning. In this research, I explore the learning experiences of pre-service teachers in a QRM course and examine the role of the lecturer in designing these experiences. I chose the design research method (Kali, Levin-Peled, & Dori, 2009; Wang & Hannafin, 2005) and collected data from 71 students over three academic years. Data analysis uncovered three types of student experiences: motivation for learning, mediation of learning, and meaningful learning – all of which are supported by the lecturer.
5 citations
References
More filters
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