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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Journal Article•
TL;DR: In this article, a web-app for the teaching and learning of physical education (PE) in CLIL is presented, with the aim of introducing a transformative technological element that responds to the needs of the teachers.
Abstract: espanolEl presente estudio constituye la segunda fase (II) de una investigacion que pretende disenar, implementar y evaluar una web-App para la ensenanza aprendizaje de la educacion fisica (EF) en CLIL. El estudio tiene como objetivo disenar el prototipo de la web-App a traves del analisis de web-Apps vigentes relacionadas con la creacion y comparticion de materiales educativos, la descripcion de los indicadores para la personalizacion del contenido, la seleccion de las herramientas tecnologicas mas adecuadas y lograr su construccion aplicando los aspectos pedagogicos y tecnologicos mas pertinentes. Para la elaboracion de la web-App y el cumplimiento de los objetivos planteados se ha utilizado la metodologia de la investigacion basada en el diseno (IBD), con la voluntad de introducir un elemento tecnologico transformador que de respuesta a las necesidades del profesorado. El resultado ha sido la creacion de una plataforma donde los usuarios puedan crear, compartir y explorar sesiones de EF en CLIL que disponen de los elementos clave para su exito. EnglishThis study constitutes the second phase (II) of a research that aims to design, implement and evaluate a web-App for the teaching and learning of physical education (PE) in CLIL. The objective of the study is to design the prototype of the web-App through the analysis of current web-Apps related to the creation and sharing of educational materials, the description of the indicators for the personalization of the content, the selection of the most appropriate technological tools, and to achieve its construction applying the most relevant pedagogical and technological aspects. The design-based research methodology (DBR) has been used for the elaboration of the web-App and the fulfilment of the proposed objectives, with the aim of introducing a transformative technological element that responds to the needs of the teachers. The result has been the creation of a platform where users can create, share and explore PE sessions in CLIL that have the key elements for success.
3 citations
TL;DR: The authors explored a participatory design-based research approach to the integration of video hook technology in the post-primary science classroom (students aged 12-15) with the intention of engaging students and augmenting their interest in science.
Abstract: Digital video has become a dominant form of student learning in and beyond the classroom, and thus its pervasive nature in contemporary learning environments commands scholarly inquiry. In this paper we explore a participatory design-based research approach to the integration of video hook technology in the post-primary science classroom (students aged 12–15). Video hooks were designed with the intention of engaging students and augmenting their interest in science. Teachers across ten schools voluntarily agreed to implement the video hooks, and with their students (N = 128) engage in a qualitative, observational methodology to ascertain their effect. Triangulated data was collected through teacher interviews (N = 10), structured lesson observation and researcher journal documentation. Results reveal that student reaction was instant and impactful with evidence of both triggered and maintained student interest.
3 citations
01 Jan 2016
TL;DR: The paper argues that DBR projects like the one described in this paper, are actually paradigmatic for investigation of educational contexts in rapid technological and pedagogical change because they not only take this change into account, but fundamentally and significantly build on them.
Abstract: This paper addresses the first conference theme of Theories, methodologies, perspectives and paradigms for Research in Networked Learning. The three key themes of the symposium (Designs for learning with the Semantic Web) are discussed by exploring the methodological challenges and advantages that one may experience when conducting design based research with emergent technology. In particular, when technological solutions are developed more or less from scratch, simultaneously and in interaction with the pedagogical practices which make use of these solutions. The outset for this paper is a Design Based Research (DBR) project, which we are currently carrying out at a Danish high school. The project involves development of technological tools based on semantic web (web 3.0) technology. These tools are developed simultaneously and in interaction with the pedagogical practices utilizing the tools. We seek to address the aforementioned main question of the paper by, first, reviewing the stages of DBR-processes as presented by Amiel & Reeves (2008), second, presenting the specific DBR project which is our outset, and third presenting a set of methodological challenges and advantages we have experienced in our work on this project. Through the discussion presented in this paper, we draw attention to several noteworthy challenges and advantages of developing and utilizing emergent-technology-based tools in DBR. Some of these challenges concern the potentially intangible nature of emergent technology and the difficulty of communicating the potentials of the technology to practitioners and other involved parties. Other challenges are more strongly connected with the practical development process. Similarly, we explore noteworthy advantages such as emergent technology potentially granting a greater level of creative freedom in development of solutions and tools while greatly encouraging teacher and student involvement in the development process. This further provides an opportunity for a stronger focus on designing with practice in mind. In addition, the paper argues that DBR projects like the one described in this paper, are actually paradigmatic for investigation of educational contexts in rapid technological and pedagogical change because they not only take this change into account, but fundamentally and significantly build on them.
3 citations
DOI•
16 Oct 2017
TL;DR: In this article, an interactive tool for cotton growers that allows them to explore the impact of individual priorities and strategy preferences (optimistic, pessimistic and risk related) on weed management decisions given uncertainty in temperature and rainfall.
Abstract: Weed management is becoming more complex due to the rise of herbicide resistant weeds. Integrated weed management strategies are recommended to minimize herbicide resistance. However, weed management can be daunting and uncertain leading to biased, avoidant or suboptimal decisions. Existing weed management tools can be insensitive to user needs and changing contexts over time. This paper discusses a proof of concept cognitive tool for integrated weed management decisions.
Our team has taken initial steps into the design of an interactive tool for cotton growers that allows them to explore the impact of individual priorities and strategy preferences (optimistic, pessimistic and risk related) on weed management decisions given uncertainty in temperature and rainfall. Our research tackles the challenge of engaging stakeholders in complex decision making in three ways: 1) recognizing individual cognitive priorities 2) visualising scientific weed management in an appealing mobile interface and 3) representing decision uncertainties and risk weighted against cognitive priorities.
Specifically, our tool communicates personalised barnyard grass weeding management strategies for pre-crop and in-crop cotton weeding decisions. We ranked a set of actions including applications of herbicides: glyphosate, paraquat (shielded and unshielded), group A, trifluralin, diuron, pendimethalin, s-metolachlor, fluometuron, glufosinate; and non-chemical methods such as soil disturbance at various times prior to planting, at planting and in crop. Each action was evaluated against personal priorities including: saving time/effort , health/safety , saving money , sustainability and effectiveness .
The adoption of decision support in AgTech is improved when users can represent the objective benefits of recommended actions proportionately to their own needs and measures of success. Our interactive decision tool provides individualised decision support and quantifies uncertainty about attributes relevant to decision-makers to optimise integrated weeding management. The framework, however, can be extended to other decision making context where user priorities and decision uncertainties need to be incorporated alongside scientific best-practice.
3 citations
11 Jan 2021
TL;DR: Palavras-chave et al. as mentioned in this paper analyzed the impact of the pedagogical model on the academic self-concept of twenty prisoners/students from the Open University, Portugal, based on the qualitative analysis of their own perceptions and narratives.
Abstract: RESUMOO mundo em permanente transformacao, veloz, universal e em rede, e o advento da Internet propiciaram o surgimento de uma sociedade em rede marcada por mudancas acentuadas na economia, impulsionando o nascimento de novos paradigmas, modelos, processos de comunicacao educacional e novos cenarios de aprendizagem. E, precisamente, um desses novos cenarios que pretendemos analisar, descrevendo o seu impacto no autoconceito academico de vinte estudantes reclusos da Universidade Aberta, Portugal, a partir da analise qualitativa das suas percecoes e narrativas e tendo como referencial o Modelo Pedagogico desenvolvido por Moreira (2017) para o desenho de e-atividades de aprendizagem centradas na “desconstrucao” de imagens em movimento. Os resultados mostram que o design do ambiente, ancorado neste modelo e na utilizacao de tecnologias audiovisuais, pode ter efeitos muito positivos no autoconceito academico dos estudantes do ensino superior, a nivel das diferentes dimensoes consideradas: Motivacao, Orientacao para a Tarefa, Confianca nas suas Capacidades e Relacao com os Colegas. Sao discutidas as implicacoes dos resultados encontrados, tanto do ponto de vista de intervencao pratica, quanto em termos de investigacoes futuras.Palavras-chave: Pedagogia. Ambiente Educativo. Cinema. Educacao para Todos. Justica Social. ABSTRACTBoth the world in permanent change, fast, universal and networked and the Internet have propitiated the emergence of a networked society marked by changes in the economy, setting the birth of new paradigms, models, processes of educational communication and new pedagogical scenarios. It is precisely one of these new pedagogical scenarios, that we intend to analyze, describing its impact on the academic self-concept of twenty prisoners/students from the Open University, Portugal, based on the qualitative analysis of their own perceptions and narratives having as reference the Pedagogical Model developed by Moreira (2017). The results show that the design of the environment, anchored in this model and the use of audiovisual technologies can have very positive effects on the academic self-concept of higher education students in the various dimensions taken into consideration: Motivation, Orientation for the task, Trust in their own capacities and Relationship with colleagues. The implications of the results are discussed not only from a practical intervention point of view but also in terms of future research.Keywords: Pedagogy. Educational Environment. Cinema. Education for All. Social Justice.
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