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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01 Jan 2010
TL;DR: Brand and Kinash as discussed by the authors presented a quasi-experimental and ethnographic pilottest of the iPad in a blended mobile learning environment at the 27th Annual Conference of the Australian Society for Computers in Learning in Tertiary Education.
Abstract: Recommended CitationJeffrey Brand and Shelley Kinash. (2010) "Pad-agogy: A quasi-experimental and ethnographic pilottest of the iPad in a blended mobile learning environment" 27th Annual Conference of theAustralian Society for Computers in Learning in Tertiary Education (ASCILITE). Sydney,Australia.Dec. 2010.http://epublications.bond.edu.au/tls/16
51 citations
TL;DR: This chapter discusses solutionism, which is the all‐too‐common human propensity to jump to a solution before adequately understanding the nature of a problem.
Abstract: Context: Solutionism is the all-too-common human propensity to jump to a solution before adequately understanding the nature of a problem Solutionism has long been prevalent in efforts to improve education at all levels, including medical education Thesis: Educational design research (EDR) is a genre of research that features the gaining of in-depth understanding of a problem before any prototype solution is designed and tested It is different from other forms of scientific inquiry because it is committed to the simultaneous development of both theoretical insights and practical solutions, together with stakeholders This approach is powerful for theory building because it privileges ecologically valid studies that embrace the complexity of investigating learning in authentic (as opposed to laboratory) settings When conducted well, both the research process and its outcomes generate valuable contributions to practice Preview: This article constitutes an expository essay on EDR, comprised of three movements First, the approach is defined, its origins are presented, and its characteristics are described Second, a generic model for conducting EDR is offered, and illustrated with examples from the field of medical education Third, pathways towards advancing this form of inquiry are discussed, including ways to address inherent challenges and limitations, as well as recommendations for the medical education community Although EDR is no panacea, this article illustrates how it can serve medical education research in a wide variety of geographic and disciplinary contexts
51 citations
National Taiwan University of Science and Technology1, National Chiao Tung University2, National Sun Yat-sen University3, National Taiwan Normal University4, National Changhua University of Education5, National Taichung University of Education6, National Dong Hwa University7, National Pingtung University of Science and Technology8, National Central University9
TL;DR: A framework conceptualizing technology-supported learning environments (TSLEs) for future instructional designs, and research on learning environments, is proposed and it is found that the studies took more into consideration the technical, cognitive and social dimensions, and less the content, metacognitive, and affective dimensions.
50 citations
TL;DR: The results of this paper prove that most of the hypotheses are a positive influence on the continuance of intention to use the proposed model of student satisfaction.
Abstract: This paper investigates whether the universities’ communication model and the technology acceptance model, which include four factors, namely, academic performance, student satisfaction, effectiveness, and support assessment, simultaneously enhance student satisfaction and improve the teaching method and academic performance level. This paper aims to adapt a model to improve the assessment method and improve the model of student satisfaction. This paper focuses on improving e-learning to activate the feedback of continued intention of using the model that helps to navigate the student understanding level and academic performance immediately. In this paper, surveys were distributed to (295) undergraduates in four universities in Oman to assess their feedback on e-learning. The partial least squares-structural equation model was used to calculate the measurement of all hypotheses proposed. The results of this paper prove that most of the hypotheses are a positive influence on the continuance of intention to use the proposed model.
50 citations
TL;DR: Characteristics of an optimal design generated from the data collected are presented and may have useful practical implications for instructional designers and teachers and contribute to improvements in the design of digital learning materials.
Abstract: Design principles emerging from the cognitive theory of multimedia learning can be applied to engage cognitive processing, and teaching methods that have evolved from variation theory can encourage thinking through comparisons in mathematics education. Applying these principles and teaching methods in designing digital material should be a sound proposition. However, there is a disconnection between research in digital educational material and classroom practices. Teachers often have doubts about the effectiveness of the materials. Thus, this paper presents a design-based research of developing a digital material for algebra concept learning. We collaborated with two experienced teachers and a subject expert from a university, and designed some digital learning material that was presented to 68 students through an iterative redesign development cycle; the effectiveness of the final product was tested on another group of 66 students the following year. Characteristics of an optimal design generated from the data collected are presented in this paper. The characteristics may have useful practical implications for instructional designers and teachers and contribute to improvements in the design of digital learning materials. Multimedia learning principles (MLP) engage cognitive processing.Applying variation theory (VT) in mathematics education is promising.Collaborating with practitioners is an appropriate methodology.An iterative redesign cycle was adopted to investigate how to apply VL and MLP.Characteristics of an optimal design for concept learning are suggested.
50 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