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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21 Jun 2017
TL;DR: To follow guidelines, this work introduces a three-year plan aimed at designing, launching, and evaluating an CR course, based on a Laboratory according to a TEL approach.
Abstract: Educational Robotics is an innovative way for increasing the attractiveness of science education and scientific careers for young people It promotes the development of system thinking and problem solving through design, creation and programming of tangible artifacts for creating personally meaningful objects and addressing real-world societal needs Cognitive robotics is about doing robotics that deals with cognitive phenomena such eg, as perception, attention, and learning As a consequence, it is regarded as very beneficial if university program studies include the teaching of both theoretical and practical knowledge on robotics and cognitive robotics as well To follow these guidelines, we introduce a three-year plan aimed at designing, launching, and evaluating an CR course, based on a Laboratory according to a TEL approach
3 citations
TL;DR: This paper explores the challenges in developing prototypes for mobile app development and explains how a web-based prototype addresses these challenges and can assist designers in both the design and testing process.
Abstract: This paper explores the challenges in developing prototypes for mobile app development and explains how a web-based prototype addresses these challenges and can assist designers in both the design and testing process. The authors explored issues around prototype development by studying a prototype created for iAdvocate, an educational mobile application. Using data from the process of developing and implementing iAdvocate, the authors explore the criteria and requirements regarding the prototype development in mobile-learning design.
3 citations
01 Jan 2010
TL;DR: Bryant et al. as discussed by the authors designed culturally informed technology activities for urban middle school students in the Computer Assisted Debate (CAD) after school program and then observed the consequences of these activities within the community.
Abstract: TECHNOLOGY RESOLVED: AN ETHNOGRAPHIC APPROACH TO INSTRUCTIONAL DESIGN WITHIN URBAN MIDDLE SCHOOL DEBATE by Dana M. Bryant Technology literacy is the latest achievement benchmark for 8 grade public school students under No Child Left Behind (NCLB). Although necessary for contemporary academic and professional success (Selfe, 1999; Pearson & Young, 2002), this benchmark is at odds with the legacy and current state of social inequities within American public education, as all students have not been provided with equal opportunities for engaging and safe learning environments (Kozol, 1991; DarlingHammond, 2006)—much less technology enabled ones. The purpose of this qualitative study was to design culturally informed technology activities for urban middle school students in the Computer Assisted Debate (CAD) after school program and then observe the consequences of these activities within the community. The guiding research questions are: (1) What occurs in a CAD program community when an ethnographic approach to instructional design is implemented? (2) What is the impact of the culturally informed technology activities on the students and faculty within the CAD program community? Taking an ethnographic approach to instructional design, the researcher observed and participated in CAD after-school sessions at one urban middle school for 7 months. Data sources for the study included field notes, student artifacts, student and faculty interviews, and surveys. Evidence regarding their existing technology literacy knowledge base revealed varying levels of skills among the debate students, and that students themselves may not be able to calibrate what they know versus what they do not. Findings also revealed that the introduction of the activities influenced student participants’ technology literacy by allowing them to demonstrate web-based research skills. Other emergent topics regarding impact of the activities included classroom management, faculty curriculum materials, and visual instruction. Among other recommendations, the researcher found that activities should be designed to elicit a high level of student engagement and motivation, which tend to be unique for distinct student groups. The research findings contribute to scholarly literature regarding (1) developing innovative educational technology strategies to help urban kids learn and (2) instructional strategies within urban debate. Future studies should more closely examine consistent technology supported instruction over time and within urban debate, and debate faculty experiences regarding teaching with technology.
3 citations
Dissertation•
01 Jan 2018
TL;DR: In this article, the German Federal Ministry of Education and Research BMBF (BMBF) funded project was used to develop a method for the evaluation of the performance of a testbed.
Abstract: optes project, funded by the German Federal Ministry of Education and Research BMBF (ref. number 01PL17012)
3 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