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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3 citations
23 Feb 2016
TL;DR: In this article, a pesquisa baseada em design (PBD) is presented in the context of two different disciplines of Psicologia, i.e., pedagógia medica e psicopatologia.
Abstract: O estudo apresenta uma experiencia de Pesquisa Baseada em Design (PBD) no contexto de duas disciplinas de graduacao de Psicologia em uma universidade publica. Pesquisadores em Tecnologia Educacional e sua equipe, professores de Psicologia Medica e Psicopatologia trabalharam colaborativamente no planejamento, desenvolvimento e implementacao de um ambiente virtual de aprendizagem (AVA), com a finalidade de apoiar o ensino-aprendizagem na area da saude cujas abordagens se baseiem na narrativa dos pacientes sobre suas experiencias de adoecimento e tratamento. Analisamos todas as etapas da PBD: definicao do problema e da teoria norteadora, bem como a intervencao em contexto real de aprendizagem. A partir da analise das fases da PBD, foi possivel gerar cinco principios de design, que, embora tenham nascido de um contexto especifico, apontam contribuicoes para pesquisas em contextos semelhantes.
3 citations
01 Sep 2015
TL;DR: The Carnegie Project for the Education Doctorate (CPEDD) as mentioned in this paper supports the development of a teacher's professional practices within their graduate studies toward an Ed.D, while maintaining full-time educational work commitments.
Abstract: As teacher educators and participants in the US-based Carnegie Project for the Education Doctorate (CPED) initiative to differentiate the Ed.D/Ph.D., we have programmatic commitments to the centrality of practitioner knowledge for shaping professional development. Through CPED, we structure opportunities for local educators to develop their professional practices within their graduate studies toward an Ed.D, while maintaining full-time educational work commitments. Concurrently, we examine and document how CPED creates room, alongside concrete practice, to cultivate, promote, and value the voices, sensibilities, and capacities of practitioners engaged in advanced practices. In doing so, we confront marginalization of practitioners’ perspectives in the field and seek conditions and supports that insist on educators’ primary role in the complex project of education worldwide.
3 citations
01 May 2016
TL;DR: In this article, the authors present the preliminary research work on developing and conceptualizing methods and models for homework guidance and support of the training program offered by Homework Online (HO).
Abstract: This paper presents the preliminary research work on developing and conceptualizing methods and models for homework guidance and support of the training program offered by Homework Online (HO). The presented models are: Curriculum framework for homework guidance, Scenes of Guidance and Model of guidance methods. HO is an organisation led by State Library in Aarhus, Denmark. It manages the cooperation with municipalities, schools and universities with the aim to build, provide and operate a number of call centres for homework guidance in secondary education. The call centre offers guidance in an online environment. A part of the organisation Homework Online is to offer a training program that recruits and trains volunteer tutors. Homework can be defined as "tasks assigned to students by school teachers that are meant to be carried out during non-school hours" (Cooper, 1989). The purpose of homework is to extend learning beyond the classroom. Online homework guidance is the delivery of academic guidance in cyberspace where the communication between a trained academic homework tutor and learner is facilitated by using computermediated communication technologies (Richards & Viganó 2012). This guidance takes place through the use of a textor audio based, synchronous communication program and a shared screen. The tutor and the learner don’t know each other. The potential of homework online guidance is that student can access specialised expertise and get academic guidance specific to the learner's curricular challenges. The concept of HO is an example of ‘networked learning’ where interactions between people are mediated by computer/information technology (Goodyear & Carvalho, 2014). Furthermore HO is an example of a ‘learning design’, where it guidance activities is designed for learning on the basis of a pedagogical model. In this paper we report our research on the process of developing and testing new pedagogical models for homework guidance. We utilise pedagogical models as theory (Conole 2013) and Design Based Research (Gravenmeijer & Cobb 2006) as a methodology to investigate two research questions: 1. What kind of learning design (concepts and models) can contribute to develop HO’s training program for new tutors in a way that can stimulate the strategically reflection of the educational designers of HO? 2. In what way can the new learning design contribute to the development of the tutors' competences in action and reflection on their role and practice as tutors?
3 citations
30 Jan 2020
TL;DR: In this paper, a knowledge management system was designed and implemented so that all participants had access to the knowledge generated during the co-creation process, in order to support the generation of educational material by high-ability students with the participation of teachers and students' parents.
Abstract: espanolEn esta investigacion, el uso de la co-creacion busca apoyar la generacion de material educativo por parte de estudiantes con altas capacidades, gracias a la participacion de profesores y padres de los estudiantes. Durante este proceso, las caracteristicas de los estudiantes como la personalidad, los gustos, las necesidades y habilidades deben ser consideradas y consolidadas, para que el material educativo co-creado sea de interes para ellos. La creacion de material educativo para estudiantes tiende a aislar a estos y sus aportes, lo que deriva en materiales genericos que pueden no ser un apoyo para el proceso de todos los estudiantes. Adicionalmente, los estudiantes con altas capacidades, debido a sus caracteristicas, tienden a perder interes en el uso de los materiales educativos, razon por la que resulta importante involucrarlos en su creacion, a fin de que su conocimiento aporte valor al producto. Para que todos los participantes tengan en cuenta el conocimiento generado durante el desarrollo del proceso de co‑creacion, se ha disenado e implementado un sistema de gestion del conocimiento, que contiene un modulo para la representacion del conocimiento sobre los participantes del proceso. La metodologia Ciencia del Diseno fue utilizada para el desarrollo de esta investigacion, ya que permite disenar el sistema desde una perspectiva teorica y del entorno, de manera que, una vez identificada la teoria y el entorno del sistema, este pueda ser disenado y validado. La validacion de dicho sistema se adelanta al identificar la percepcion de los participantes sobre este. Se ha observado que la representacion del conocimiento de los participantes les permite tener presentes las caracteristicas de los estudiantes y su relacion con el tema seleccionado para el proceso de co-creacion, las actividades desarrolladas y los aportes (contribuciones, argumentos e ideas). EnglishThe use of co-creation in this study aims to support the generation of educational material by High Ability students with the participation of teachers and students’ parents. During the development of the co-creation process, students’ characteristics such as personality, interests, needs and abilities must be considered and established so that the co‑created educational material is interesting to them. The creation of educational material for students tends to neglect them and their inputs; therefore, the resulting generic materials may not support all students’ learning processes. In addition, High Ability students, because of their characteristics, are susceptible to losing interest in the use of educational materials. Hence, they should be involved in the creation of those materials and manage knowledge that adds value to this creation process. In this study, a Knowledge Management System was designed and implemented so that all participants had access to the knowledge generated during the co-creation process. Said system also contained a module to represent the knowledge of participants in the co-creation process. The Design Science methodology was adopted in this study because it allows the design of the system from a theoretical and environmental perspective; therefore, once the theory and the environment of the system have been identified, the system can be designed and validated. The design of this system was validated identifying participants’ perception of it. The validation showed that the representation of participants’ knowledge allows them to keep in mind students’ characteristics, the relationship of these characteristics with the topic selected for the co-creation process, the relationship with the activities that are carried out, and the relationship with the inputs (contributions, arguments, and ideas).
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