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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01 Jan 2015
TL;DR: Online courses of distance learning programmes at universities are designed considering the characteristics and needs of their adult learners, and there are two types of learners in an onliners.
Abstract: Online courses of distance learning programmes at universities are designed considering the characteristics and needs of their adult learners. Basically, there are two types of learners in an onlin ...
3 citations
TL;DR: This report discusses a project that forms connections between design experiment and informed learning approaches to designing learning activities supportive of open information literacy and scholarly communication among library and information science graduate students.
Abstract: This report discusses a project that forms connections between design experiment and informed learning approaches to designing learning activities supportive of open information literacy and scholarly communication among library and information science graduate students. Open information literacy is defined as information literacy relating specifically toward leveraging open access and open educational resources. Focus is placed on implications for research and practice by exploring one example of a hybridised, informed learning design experiment that fused subject content and open information practice. This project report represents an early step in thinking about the possibilities of infusing informed learning research structures and strategies with design experiments.
3 citations
11 Nov 2016
TL;DR: It is suggested that public libraries hold great potential to provide early education experiences that naturally encourage family involvement in early learning.
Abstract: Family involvement is traditionally conceptualized as the role parents assume in formal early childhood education (ECE) settings, such as preschool. However, family involvement in early learning is not limited to formal, school-like experiences. For many children, much of their early learning occurs with parents, family members, and other informal caregivers within the home and during outings into their local communities. Therefore, finding innovative ways for communities to engage families in their young children’s early learning process is very important. Public libraries are well-established community resources that are recognized by families as reliable institutions with trustworthy information. This chapter suggests that public libraries hold great potential to provide early education experiences that naturally encourage family involvement in early learning. First, we review how public libraries are well positioned to support family involvement in children’s early learning. We also highlight recent library-based efforts to reach families with research-informed learning experiences that support children’s school readiness. A case study of one public library’s partnership with university researchers to deliver library-based interactive parent-child programming is presented. Finally, we address national efforts to include public libraries within statewide early childhood comprehensive systems and important considerations for building upon the potential of public libraries to support families with young children.
3 citations
22 Jul 2020
TL;DR: In this paper, a theory of the methodologie is proposed, in which 15 indicators are defined, i.e., 15 indicators that allow to evaluate the utilite, utilisabilite, and acceptabilite of an outil didactique dans le but de l'ameliorer.
Abstract: Nous avons concu un outil didactique pour l‘enseignement de la lecture des textes documentaires numeriques au cycle 3 en suivant le cadre methodologique de la conception continuee dans l’usage. Alors que ce cadre indique comment concevoir un premier prototype, il ne dit rien sur la maniere d’analyser les essais des utilisateurs. C’est pourquoi nous proposons ici une theorisation de la methodologie que nous avons elaboree pour traiter les retours d’experience des enseignants qui testaient ce prototype. Nous avons defini 15 indicateurs qui permettent d’inventorier tous ces retours et d’evaluer l’utilite, l’utilisabilite et l’acceptabilite d’un outil didactique dans le but de l’ameliorer.
3 citations
30 Jan 2020
TL;DR: The design and validation of the architecture of adaptive services of AdaptHAs show that the architecture guides the adaptation of the co-creation and the development of software that can be implemented to put into practice such co- creation with the adaptive services previously defined.
Abstract: espanolCon el objetivo de ayudar a motivar a los estudiantes con altas capacidades en su proceso de aprendizaje, se propone que participen en la co-creacion de su material educativo. Pero la participacion no es suficiente, es importante hacer que esta se convierta en una experiencia personal y cercana a sus caracteristicas y a su contexto. Para conseguirlo, se ha definido un proceso de co-creacion de material educativo, denominado Co-CreHAs, en el que se orienta su adaptacion de acuerdo a las necesidades del estudiante con altas capacidades. Esta adaptacion se desarrolla en AdaptHAs, que es el modulo de adaptacion de Co-CreHAs. En este articulo, se presentan el diseno y la validacion de la arquitectura de los servicios adaptativos de AdaptHAs, de los cuales, el diseno se basa en el analisis de las caracteristicas de las altas capacidades y del proceso de co-creacion. Gracias a dicho analisis, se identificaron el tipo de perfiles de adaptacion a definir, los aspectos de los participantes que se trabajarian en cada perfil y los momentos del proceso de co-creacion en que se podrian usar los perfiles definidos para personalizarlo. Asimismo, la validacion de la arquitectura se hace a traves del analisis de tres experiencias de co-creacion con estudiantes con altas capacidades, sus padres y sus profesores, para el cual se ha usado la extension Co-CreHAs para Moodle, desarrollada en el marco de la arquitectura. Con base en dicha validacion, se observo que la arquitectura propuesta es una guia para la adaptacion de la co-creacion y para el desarrollo de un software que permita llevarla a la practica con los servicios adaptativos definidos. Tambien se estima que el proceso propuesto y la adaptacion implementada influyen en la motivacion de los estudiantes con altas capacidades frente a la co-creacion de su material educativo. EnglishWith the aim of motivating High Ability students in their learning process, we propose their participation in the co‑creation of their own learning material. However, their participation is not enough because the process should also be a personal experience adapted to students’ characteristics and context. For that purpose, we defined a learning material co‑creation process, called Co‑CreHAs, which guides the adaptation of co‑created material according to High Ability students’ learning needs. For said adaptation, we implemented AdaptHAs (i.e., the model used to adapt Co‑CreHAs). In this paper, we present the design and validation of the architecture of adaptive services of AdaptHAs. Such architecture design is based on the analysis of the characteristics of high abilities and the co‑creation process. This analysis allowed us to identify the kind of adaptation profiles that needed to be defined, participants’ aspects that would be worked on in each profile, and the parts of the process where we could use those profiles in order to personalize it. The architecture was validated through the analysis of three real co‑creation experiences with High Ability students, their parents, and their teachers using the Co-CreHAs extension for Moodle, which was developed applying said architecture. The results of this validation show that the architecture guides the adaptation of the co‑creation and the development of software that can be implemented to put into practice such co‑creation with the adaptive services previously defined. Furthermore, we observed that the proposed process and the implemented adaptation can influence High Ability students’ motivation to co-create their own learning material.
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