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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TL;DR: In this article, the authors explore and explore concept-driven design and design-based research, as well as the tradition of critical pedagogy and the idea of sociomaterialism.
Abstract: Supported by the notion of concept-driven design and design-based research, as well as the tradition of critical pedagogy and the idea of sociomaterialism, the aim of this article is to explore and ...
4 citations
TL;DR: Focus is placed on the design of the collaborative blogging activity, open access research as a knowledge domain, and analyses of four iterations of the project to suggest several benefits of implementing collaborative educational blogging activities in distance contexts.
Abstract: This article charts the development of activities for online graduate students in library and information science. Project goals include helping students develop competencies in understanding open access publishing, synthesizing research in the field, and engaging in scholarly communication via collaborative educational blogging. Using a design experiment approach as a research strategy, focus is placed on the design of the collaborative blogging activity, open access research as a knowledge domain, and analyses of four iterations of the project. Findings from this iterative learning design suggest several benefits of implementing collaborative educational blogging activities in distance contexts.
4 citations
TL;DR: This paper explored middle school students' attitudes toward learning with technology and proposed a design-based approach to formulating instruction that includes innovative classroom technology use with computers and communications technologies placed in the hands of students.
Abstract: This research explores middle school students’ attitudes toward learning with technology and proposes a design-based approach to formulating instruction that includes innovative classroom technology use with computers and communications technologies placed in the hands of students. The intent of this study was to inform practice and theory on sustainable, student-driven use of information and communications technology (ICT) that goes beyond the implementation of school technologies for word processing, delivery of lessons, and data processing. The focus of the recommended approach is teaching and learning that provides classroom opportunities for discourse and student choice in the selection of traditional and technology-based media for transmedia navigation. The authors contend that transmedia navigation will create avenues for classroom innovation and encourage students to think, interact with instructional content, and engage in transformative communications.
4 citations
23 Jun 2017
TL;DR: Teknoloji odakli ortamlar, Otizm Spektrum Bozuklugu (OSB) tanisi konulmus ve ogrenme guclugu ceken cocuklarin sosyal etkilesim, iletisim becerileri ve davranis ihtiyaclarini kisilestirmelerini desteklemektedir.
Abstract: Teknoloji odakli ortamlar, Otizm Spektrum Bozuklugu (OSB) tanisi konulmus ve ogrenme guclugu ceken cocuklarin sosyal etkilesim, iletisim becerileri ve davranis ihtiyaclarini kisilestirmelerini desteklemektedir. Bilgisayar oyunlari, OSB tanisi konulan cocuklarin ilgisini cekmekte ve bu baglamda kimi becerilerin kazandirilmasini olanakli hale getirmektedir. Bu arastirma 2009-2011 yillari arasinda Otistik Cocuklar Egitim Merkezinde (OCEM) yaslari 5-7 arasinda degisen dort OSB’li ogrencinin davranislarinin gozlemlenmesi sonucunda ortaya cikan odaklanma problemini merkeze alan, gorsel dikkat odakli oyun tasarimi gelistirme surecini icermektedir. OSB’li cocuklarin oyun tasarimina iliskin tercihlerini belirlemek amaciyla katilimci gozlem sureci ve tasarim tabanli arastirma deseni birlikte ise kosulmustur. Bu surecte arastirmacilar tarafindan saha notlari tutulmus ve OCEM’de gorev alan ogretmenlerle informal gorusmeler gerceklestirilmistir. Tasarim tabanli arastirma yontemine dayali olarak yurutulen surec sonunda OSB’li cocuklarin ihtiyaclarina cevap vermesi amaclanan bir egitsel oyun tasarimi gelistirilmistir. Surecte ogretmenlerden ogrenci ihtiyaclari ve ogretim amaclari konusunda donutler alinarak tasarima yansitilmistir. Surec sonunda, toplam bes etkinlik ile egitsel oyun tasarimi tamamlanmistir.
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