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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Dissertation•
01 Jan 2014
TL;DR: This research aimed to fill the gap by designing computing models for automated argumentation, develop a learning system with virtual peers that can argue automatically and study argumentative learning withvirtual peers.
Abstract: Argumentation plays an important role in information sharing, deep learning and knowledge construction. However, because of the high dependency on qualified arguing peers, argumentative learning has only had limited applications in school contexts to date. Intelligent agents have been proposed as virtual peers in recent research and they exhibit many benefits for learning. Argumentation support systems have also been developed to support learning through human-human argumentation. Unfortunately these systems cannot conduct automated argumentations with human learners due to the difficulties in modeling human cognition.
A gap exists between the needs of virtual arguing peers and the lack of computing systems that are able to conduct human−computer argumentation. This research aimed to fill the gap by designing computing models for automated argumentation, develop a learning system with virtual peers that can argue automatically and study argumentative learning with virtual peers.
3 citations
TL;DR: Praxisforschung stellt eine Lucke in der methodologischen Diskussion der Medienpadagogik dar, die zunehmend erkannt wird.
Abstract: Praxisforschung stellt eine Lucke in der methodologischen Diskussion der Medienpadagogik dar, die zunehmend erkannt wird. Auf der einen Seite haben angelsachsischen Konzepte gegenuber Ansatzen einer „objektiven Hermeneutik“ zunehmend das Konzept des Subjekts in der Forschung thematisiert und dabei die Nahe zu einer praxisorientierten Forschung entdeckt. In Wiederaufnahme von Uberlegungen aus der Aktionsforschung ist insbesondere der Ansatz des Design-based Research zu sehen. Methodologisch stellt dieser Aufsatz dabei die Abduktion als Schlussverfahren vor, das die Bestrebungen einer praxisorientierten Forschung fokussiert.
3 citations
06 May 2014
TL;DR: In this article, the authors present an executive summary and a literature review of the book "Worcester City Directory Findings and Recommendations: Acknowledgements.................................................................................................................................................. xiv Authorship, Acronyms, and Definitions.
Abstract: ......................................................................................................................................................... i Executive Summary ...................................................................................................................................... ii Methodology ............................................................................................................................................ iv Findings ..................................................................................................................................................... v Understanding Museum Visitors ......................................................................................................... vi Worcester City Directory Findings ...................................................................................................... vi David Clark Company Full-Pressure Flying Suit Findings ............................................................... viii Steam Calliope Findings ...................................................................................................................... ix Recommendations ................................................................................................................................... xi Acknowledgements ..................................................................................................................................... xiv Authorship .................................................................................................................................................. xvi Acronyms .................................................................................................................................................. xviii Definitions................................................................................................................................................. xviii Table of Figures ........................................................................................................................................ xxiii Table of Tables ......................................................................................................................................... xxiii I: Introduction ............................................................................................................................................... 1 II: Literature Review ..................................................................................................................................... 4
3 citations
24 Jun 2017
TL;DR: Loui as mentioned in this paper is the Dale and Suzi Gallagher Professor of Engineering Education at Purdue University and was previously Professor of Electrical and Computer Engineering and University Distinguished Teacher-Scholar at the University of Illinois at Urbana-Champaign.
Abstract: Michael C. Loui is the Dale and Suzi Gallagher Professor of Engineering Education at Purdue University. He was previously Professor of Electrical and Computer Engineering and University Distinguished Teacher-Scholar at the University of Illinois at Urbana-Champaign. His interests include computational complexity theory, professional ethics, and engineering education research. He serves as Editor of the Journal of Engineering Education and as a member of the editorial boards of College Teaching and Accountability in Research. He is a Carnegie Scholar and an IEEE Fellow. Professor Loui was Associate Dean of the Graduate College at Illinois from 1996 to 2000. He directed the theory of computing program at the National Science Foundation from 1990 to 1991. He earned the Ph.D. at M.I.T. in 1980.
3 citations
20 Nov 2019
TL;DR: In this article, the authors present and discuss the results obtained and advance a proposal for teacher training based on a new theoretical framework for e-assessment in higher education, and apply a survey aimed to identify the practices and the perceptions of the teachers, and the experiences and the perspectives of the students in public higher education institutions.
Abstract: The new learning scenarios resulting from technological development and in particular of Web 2.0 make
it necessary to rethink the teaching practices in higher education, namely at the level of assessment strategies
aligned with more recent paradigms. The assessment of competences requires an approach where
knowledge, abilities, and attitudes are integrated, implying the use of a variety of assessment strategies.
What models can anchor this new assessment culture? How can one design an assessment program that
guarantees the quality of this new approach? Based on a new theoretical framework for e-assessment
in higher education, the authors construct and apply a survey aimed to identify the practices and the
perspectives of the teachers, and the experiences and the perspectives of the students in public higher
education institutions. In this chapter, the authors present and discuss the results obtained and advance
a proposal for teacher training.
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