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 2012
TL;DR: In this article, the authors explore the potential instead of usable artifacts to translate knowledge into practice, adding scientists as stakeholders in an interaction design process, and propose two effective systems, the scientific and contextual principles in their design, and a research model for scientific research through interaction design.
Abstract: A key challenge of the learning sciences is moving research results into practice. Educators on the front lines perceive little value in the outputs of education research and demand more " usable knowledge ". This work explores the potential instead of usable artifacts to translate knowledge into practice, adding scientists as stakeholders in an interaction design process. The contributions are two effective systems, the scientific and contextual principles in their design, and a research model for scientific research through interaction design. College student study practices are the domain chosen for the development of these methods. Iterative ethnographic fieldwork identified two systems that would be likely to advance both learning in practice and knowledge for applying the employed theories in general. Nudge was designed to improve students' study time management by regularly emailing students with explicit recommended study activities. It reconceptualizes the syllabus into an interactive guide that fits into modern students' attention streams. Examplify was designed to improve how students learn from worked example problems by modularizing them into steps and scaffolding their metacognitive behaviors though problem-solving and self-explanation prompts. It combines these techniques in a way that is exceedingly easy to author, using existing answer keys and students' self-evaluations. Nudge and Examplify were evaluated experimentally over a full semester of a lecture-based introductory chemistry course. Nudge messages increased students' sense of achievement and interacted with students' existing time management skills to improve exam grades for poorer students. Among students who could choose whether to receive them, 80% did. Students with access to Examplify had higher exam scores (d=0.26), especially on delayed measures of learning (d=0.40). A key design decision in Examplify was not clearly resolvable by existing theory and so was tested experimentally by comparing two variants, one without prompts to solve the steps. The variant without problem solving was less effective (d=0.77) and less used, while usage rates of the variant with problem solving increased over time. These results support the use of the design methods employed and provide specific empirical recommendations for future designs of these and similar systems for implementing theory in practice.
4 citations
01 Jan 2017
TL;DR: This paper proposes an approach to integrated learning of robotics and chemistry implemented in a laboratory course, in which high school students majoring in mechanical engineering are involved in the development of laboratory robotic devices and use them for chemical experiments.
Abstract: This paper proposes an approach to integrated learning of robotics and chemistry implemented in a laboratory course, in which high school students majoring in mechanical engineering are involved in the development of laboratory robotic devices and use them for chemical experiments. We consider learning activities at different stages of the course and characterize students’ engagement along the stages.
4 citations
Dissertation•
01 Jan 2017
TL;DR: A model to guide the design and evaluation of learning experience using a measurement instrument which was validated in a higher education context is proposed and the provision of choice and adaptation to individual differences was implemented.
Abstract: According to Dewey (1929) experience is an indivisible whole that relates subject and object, actions and tools, and includes what people think, believe, do and feel. The subject of this thesis is the design of optimal learning experiences, defined as experiences resulting from conditions and emotions that facilitate learning. Designing an optimal experience for everyone is a complex task, since the experience of each student is dynamic and it is a subjective interpretation of their interaction with the world. To allow the expression and handling of these individual differences, a learning environment must incorporate in their design conditions and choices that promote an optimal learning experience. To identify the requirements of an optimal experience, we combine in this thesis the theories of flow and self-determination with the design of user experiences in online learning systems and video games. From this analysis, we propose a model to guide the design and evaluation of learning experience using a measurement instrument which was validated in a higher education context. The provision of choice and adaptation to individual differences was implemented using the flipped classroom method combined with game elements and machine learning tools, to enable the teacher the visualization of the progress of their students from their online activity.
4 citations
05 Jan 2017
TL;DR: This study uses a qualitative research approach with application of designed-based research (DBR) method and delivers a design suggestion in how to improve emotional affordance inside negative emotional themed book-app through interactive visualization of familiar gesture.
Abstract: Emotion is an important key to adapt in society and therefore it needs to be learned since early age, as it is not something that a person was born with. A lot of media have been introduced as a helping tool for emotion learning including digital literature such as book app. Most of the existing examples, however, are lack of engaging interactive feature which resulting in low emotional affordance. The non-engaging interactive features are not only creating distraction during storytelling, yet they are also lowering children's personal response of emotion-learning content. The purpose of this study is to investigate the effective method to improve emotional affordance in emotional themed book-app, thus increasing the value of its emotional learning content. This study is aiming for children age 6--8 years old (first to third grade of elementary school) as its primary target, as children at these years meet new social challenge in form of school and peers. This study uses a qualitative research approach with application of designed-based research (DBR) method, divided into analysis of problems by literature study; review on existed book-app with negative emotion theme and data collecting from questionnaire; development of solutions through prototype building; iterative cycles of prototype testing; and evaluation of design solution's validation. The conclusion delivers a design suggestion in how to improve emotional affordance inside negative emotional themed book-app through interactive visualization of familiar gesture.
4 citations
TL;DR: In this paper, the authors evaluated the role of training and training design and delivery towards the employee competencies leading to employee's perceived performance in banking sector and found that there exists substantial relationship between On-Job-Training, (IV-1) On-Training Design and Delivery and (DV) Perceived Performance.
Abstract: Background: Employee Training is one of the leading contemporary human resource aspects, it is perfect approach leading towards effective employee development and is used as renowned technique for creating new leaders and enriching employee’s skills. Training is nowadays a no-way-option for almost all organizations. Training acts crucially at dual dimensions; it enhances employee performance and works on organizational development. This study plans to evaluate the role of training and training design and delivery towards the employee competencies leading to employee’s perceived performance in banking sector. Methodology: It is quantitative research with post-positivist approach. Data was collected from 152 bankers from different banks in Karachi through a survey questionnaire. Data was analyzed by applying descriptive analysis and statistical tests. Results: Results revealed that there exists substantial relationship between (IV-1) On-Job-Training, (IV-2) Training Design and Delivery and (DV) Perceived Performance, although (IV-3) Off-Job-Training proved as weak predictor. The study produced useful information for future researches.
4 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