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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
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13 Jun 2017
TL;DR: In this paper, a modele formel de learning games by les enseignants du superieur en les impliquant fortement dans le processus de conception is proposed.
Abstract: Cet article propose un modele formel de learning games par les enseignants du superieur en les impliquant fortement dans le processus de conception. Les evolutions du metier d’enseignant ont ete accompagnees par l’emergence d’outils au potentiel interessant tels, dans le domaine des EIAH et de facon non-exhaustive : les serious games, les MOOC, les EIAH ubiquitaires, etc. Mais les outils facilitant leur conception et leur usage par les enseignants manquent, en particulier pour les learning games. A partir des travaux menes autour des modeles de learning games, nous preciserons les proprietes qui ont permis de definir le modele DISC. Celui-ci, compose d’elements aisement declinables en artefacts facilitant le travail des auteurs, a ete teste avec la conception d’un learning game par un enseignant de mecanique des fluides.

5 citations

Journal ArticleDOI
TL;DR: In this article , the authors analyzed how knowledge building takes place and how computer-supported collaborative learning (CSCL) supports research ethics learning, and they found that participants displayed high levels of understanding and the need for facilitator support decreased with the use of the online ethics resource.
Abstract: Abstract While research ethics and developing respective competencies is gaining prominence in higher education institutions, there is limited knowledge about the learning process and scaffolding during such training. The global health crisis has made the need for facilitator-independent training materials with sufficient support even more pronounced. To understand how knowledge building takes place and how computer-supported collaborative learning (CSCL) supports research ethics learning, we analysed: 1) how the participants’ understanding was displayed during the collaborative learning process utilising the developed ethics resource; and 2) whether the scaffolding provided by the resource supported the learning process. Epistemic evidence was collected during design-based research (DBR) involving 36 PhD students and researchers with supervisory experience divided into 11 groups. Data (from written group reports, group discussion recordings and self-reflection questionnaires) was analysed qualitatively utilising the SOLO taxonomy. The results revealed that: 1) participants displayed high levels of understanding and the need for the facilitator support decreased with the use of the online ethics resource; 2) the learners were able to evaluate their learning outcomes with satisfactory accuracy; 3) when used linearly, the online ethics resource helped learners to achieve high levels of understanding even when the scaffolding gradually faded. Based on the lessons learnt, design principles were extracted to develop research ethics competencies in higher education, and also recommendations for research ethics training were outlined.

5 citations

Journal ArticleDOI
TL;DR: The aim of this study was to develop and substantiate a set of theory‐driven and context‐sensitive Design‐Principles for intraPC learning during hospital placements.
Abstract: To preserve quality and continuity of care, collaboration between primary‐care and secondary‐care physicians is becoming increasingly important. Therefore, learning intraprofessional collaboration (intraPC) requires explicit attention during postgraduate training. Hospital placements provide opportunities for intraPC learning, but these opportunities require interventions to support and enhance such learning. Design‐Principles guide the design and development of educational activities when theory‐driven Design‐Principles are tailored into context‐sensitive Design‐Principles. The aim of this study was to develop and substantiate a set of theory‐driven and context‐sensitive Design‐Principles for intraPC learning during hospital placements.

5 citations

Journal ArticleDOI
25 Jun 2020
TL;DR: In this article, the role of theory in two research studies conducted through a design-based methodological lens is explored, where a series of interventions introducing video-enhanced practice to two cohorts of undergraduate students was situated against a backdrop of both social and cognitive constructivist theories of learning.
Abstract: This paper explores the role of theory in two research studies conducted through a design-based methodological lens. Rejecting the binary distinction between interpretivist and positivist positions characterised by the paradigm wars, the authors ensured both that practical interventions were guided by relevant theoretical perspectives, and that the evaluation of these interventions subsequently informed the development of theory. In the first of these cases, a series of interventions introducing video-enhanced practice to two cohorts of undergraduate students was situated against a backdrop of both social and cognitive constructivist theories of learning, leading to the development of an integrated model of video-enhanced assessment and feedback. In the second case, a broad range of theoretical developments in the fields of social-constructivist, constructionist, contextualised, experiential and place-based learning informed the design of a series of outdoor mobile learning activities intended to enhance learner engagement of children with science topic work, leading to theoretical developments around digital capital and the digital disconnect. The paper argues that through embracing a pragmatist epistemology, design-based research offers a methodological approach underpinned by a symbiotic relationship between theory and practice in technology-enhanced learning research.Keywords: theory; practice; design-based research; DBR; video; assessment; feedback; mobile learning; outdoor settings; digital disconnect; mobile capitalPart of the Special Issue Debating the status of ‘theory’ in technology enhanced learning research

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

Journal ArticleDOI
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

Journal ArticleDOI
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