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
Journal Article•
TL;DR: In this paper, a set of interlinked principles, tried them in several workshops for teachers, and revised the principles to take account of needs based on reflexivity and evaluations, developed a manual to use in the workshops.
Abstract: After 40 years of ethnomathematics research in Papua New Guinea and policies encouraging ethnomathematics in schools, it was time to look at professional learning for teachers so they could effectively implement the policies. Within a design-based research methodology, we designed a set of interlinked principles, tried them in several workshops for teachers, and revised the principles to take account of needs based on reflexivity and evaluations. We developed a manual to use in the workshops. We are continuing this research through several different phases, moving from direct delivery of the professional learning to teachers in various provinces and ecologies to delivery to trainers who then teach the teachers in three provinces, and finally by technology delivery. Early evaluation data suggest that the key principles showing the importance of culture, language and mathematical thinking in the teaching of early mathematics are sound. Workshops have been well received as teachers inquire into the mathematics of their own cultures. The need for a stronger understanding of early mathematics learning in general has been identified. The use of video of cultural practice and of young children learning to count and investigate has had a significant impact.
5 citations
5 citations
TL;DR: In this paper, an immersive virtual reality lab (iVRLab) training environment that offers college students an immersive and embodied experience in engineering lab work is described. The iVRLLab provides a si...
Abstract: This paper reports an immersive virtual reality lab (iVRLab) training environment that offers college students an immersive and embodied experience in engineering lab work. The iVRLab provides a si...
5 citations
TL;DR: In this paper, the authors examine the meaning of the term "real world" as applied to instructional design, from published articles to anecdotes, and consider its meanings, assumptions, inferences and implications.
Abstract: The term “real-world ID” is commonly heard at professional conferences, but its meaning is assumed rather than defined. Unless we examine the meanings and implications of rhetoric of the field, we risk error in presenting ourselves, and we risk derailing the progress of our profession. This article examines the term “real world” as applied to instructional design, from published articles to anecdotes, and considers its meanings, assumptions, inferences and implications. Both the full term and its truncated variations are used to signal two dichotomies: 1) more and less authentic professional design practice, and 2) a contrast between design instruction and design practice. Both uses range across process, products and contexts. The scholarly literature and curricular evidence demonstrate that instruction in ID is more often authentic than artificial. Evidence from ID practice demonstrates its tremendous diversity and range, and underscores that there is no generic version of design justifying this popular stereotype. As IDT scholars and professionals, we have a responsibility to communicate with precision and to challenge overgeneralization that contributes to misconception and division in the field.
4 citations
18 Mar 2021
TL;DR: My Reading Academy as discussed by the authors is an adaptive game-based learn-to-read program that is grounded in the science of reading and cognitive development research, which is designed for children.
Abstract: Multiple professions and fields of study are dedicated to young learners and the key experiences they need to succeed. Academics across psychology, neuroscience, linguistics, and educational research seek answers to key questions about how children learn to read. Practitioners across public K-12 schools, preschools, private educational institutions, and community organizations seek paths to reading success with individual groups of children. Despite immense efforts, the disconnect between research and practice has greatly limited the tangible outcomes for learners. Measures of reading ability across the United Stated yield consistently disappointing. This paper discusses an iterative cycle of research-informed design – called learning engineering – used to create digital game-based learning experiences for young learners in My Reading Academy. My Reading Academy is an adaptive gamebased learn-to-read program that is grounded in the science of reading and cognitive development research. A deep dive into phoneme awareness instruction will be used to demonstrate the processes by which instructional design can produce engaging experiences with meaningful learning outcomes. Successful mastery of phonemic awareness skills, a key predictor of future reading performance, can change the overall learning trajectory and academic success of young learners. Rooted in robust research (both academic literature and via direct interactions with learners, teachers, and families), the development of My Reading Academy is also refined with insights from learning analytics and user research. This powerful connection between science and practice has the potential to build a foundation for academic achievement and lifelong learning.
4 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