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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/)
Citations
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01 Jan 2013
TL;DR: Autorenwerkzeuge zur Gestaltung von kleinen Lernumgebungen in Form of Multiple-Choice-Tests, Zuordnungsübunge oder Lückentexten erfreuen sich großer Beliebtheit in Schulen, aber auch im Rahmen of MOOCs (Massive Open Online Courses) oder anderen Formen of E-Learning.
Abstract: Autorenwerkzeuge zur Gestaltung von kleinen Lernumgebungen in Form von Multiple-Choice-Tests, Zuordnungsübungen oder Lückentexten erfreuen sich großer Beliebtheit in Schulen, aber auch im Rahmen von MOOCs (Massive Open Online Courses) oder anderen Formen von E-Learning. Mit dem Einzug von Web 2.0-Diensten wie Wikis oder Blogs, von interaktiven Whiteboards oder mobilen Endgeräten im Unterricht werden an solche Autorenwerkzeuge neue Anforderungen bezüglich Benutzerfreundlichkeit und Multimedialität gestellt. Das Autorenwerkzeug LearningApps.org richtet sich konsequent an Web 2.0-Diensten aus, erlaubt die vermehrte Nutzung und Mischung verschiedener Multimedia-Formate und eröffnet damit neue Szenarien für den Unterricht. Die einfache Bedienung ermöglicht es zudem auch den Lernenden, Lernbausteine zu erstellen. Der Artikel beschreibt die Zielsetzungen und die Konzeption der Plattform und des Autorenwerkzeuges und zeigt, wie das Forschungsprojekt basierend auf den iterativen Entwicklungsmethoden des Design Science Research aus der Informatik und des Design Based Research aus den Erziehungswissenschaften realisiert und in einer empirischen Studien evaluiert wurde. 1 Autorenwerkzeuge für digitale, interaktive Lernbausteine Digitale Medien eröffnen aufgrund der multimedialen und interaktiven Darstellungsmöglichkeiten neue Chancen bei der Gestaltung von Lernprozessen. Das Internet erlaubt es zudem, Informationen jederzeit und überall zur Verfügung zu stellen und auszutauschen. Somit werden auch der Austausch, die Adaption und die Wiederverwendung von Unterrichtsmaterialien in Form von sogenannten Learning Objects durch digitale Medien gefördert. Einfach zugängliche und meist kostenlose Web 2.0-Werkzeuge begünstigen das Erstellen und Austauschen von digitalen Lerninhalten zusätzlich. Im Folgenden gilt unsere Aufmerksamkeit speziell Formaten wie Multiple-Choice-Aufgaben, Zuordnungsübungen oder Lückentexten, die in der Regel mit Hilfe von Autorenwerkzeugen erzeugt werden. Solche digitale Lernbausteine sind in der Regel kleine, modulare, multimediale

3 citations

Book ChapterDOI
03 Nov 2014
TL;DR: One of the most important finding reported in this paper is the impact of a sense of social obligation whereby participants felt under pressure from their peers to post and to participate.
Abstract: I report on the provisional findings of an ongoing research project investigating the pedagogical affordances of mobile learning in combination with Web 2.0 tools for the learning of English for English as Second Language (ESL) learners. Using Design Based Research (DBR) as an approach to conduct this study, this paper presents the finding from an iteration that has completed so far. The initial design framework for the study was developed from the literature. It was tested and developed through a series of iterations and the impact of each iteration was evaluated using interviews and qualitative data analysis. One of the most important finding reported in this paper is the impact of a sense of social obligation whereby participants felt under pressure from their peers to post and to participate. This social obligation effect can have both positive and negative consequences for learning. Future research will focus on exploring ways in which pedagogical designs for m-learning with social networking can take this social obligation effect into account in order to avoid its negative consequences and make best use of its positive consequences.

3 citations

01 Jan 2016
TL;DR: While home education is considered pedagogically distinct from institutional education, the findings of this project have highlighted that the challenges faced by home educating parents are very much like those faced by the generalist classroom teacher, and that similar means of support may be transferred across contexts.
Abstract: Educators, policy makers and researchers have repeatedly affirmed the significance of a quality arts education in developing the capabilities necessary for 21st century citizenship. However, facilitating an Arts education can be extremely challenging, especially for the generalist classroom teacher who may not possess the necessary background learning across all five arts subjects. Revelations from the first phase of my doctoral research with Australian home educating parents identified a similar dilemma with the delivery of authentic Arts learning in home contexts. A significant proportion of the home educator study participants admitted to no educational or artistic training. My doctoral research project has sought to understand how Australian home educators approach arts education, of the challenges they face, and the way that existing knowledge and strengths are harnessed in delivering their children’s education. Moreover, using a Design Based Research approach, I have attempted to generate transformational research by working collaboratively with home educators to enact solutions to identified problems. This has resulted in the development and refinement of a website and online community aimed at supporting and enhancing home educators in the development of authentic arts learning, in addition to theoretical guidelines that can be applied to similar contexts. Thus, whilst home education is considered pedagogically distinct from institutional education, the findings of this project have highlighted that the challenges faced by home educating parents are very much like those faced by the generalist classroom teacher, and that similar means of support may be transferred across contexts.

3 citations

Journal ArticleDOI
TL;DR: In this paper, the authors studied the misconceptions in organic chemistry and developed a learning process to promote learning achievement and conceptual comprehension by applying Posner's approach in accordance with the design-based research method.
Abstract: The research objectives were: 1) to study misconceptions in organic chemistry; 2) to design and develop a learning process to promote learning achievement and conceptual comprehension by applying Posner's approach in accordance with the design-based research method; and 3) to study the results from the implementation of the learning process to promote learning achievement and conceptual comprehension by applying Posner's approach in accordance with the design-based research method. The samples were 52 students in Grade 12 (25 students for the experimental group and 27 students for the control group). The research instruments were: 1) lesson plans based on the Posner approach with design-based research; 2) general lesson plans; 3) an organic chemistry achievement test; and 4) an organic chemistry conceptual comprehension test. The data were analyzed using the mean, standard deviation, skewness, kurtosis, multivariate analysis of variance (MANOVA), and Hotelling T 2 . The research findings were: 1) there were nine misconceptions in organic chemistry; 2) the learning process development to enhance organic chemistry achievement and conceptual comprehension based on the Posner approach with design-based research had four conditions: (i) not understanding in terms of learning, (ii) teaching for conceptual understanding, (iii) linking new concepts to the original concept, and (iv) the expansion of concepts to learn to solve new problems or situations. Furthermore, the learning process in classroom should be a competitive situation; 3) organic chemistry achievement and conceptual comprehension scores of the students in the experimental group were significantly higher than for the control group at a level of 0.05. In addition, the organic chemistry achievement and conceptual comprehension post-test scores of students in the experimental group were significantly higher than the pre-test scores at a level of 0.05.

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

Journal ArticleDOI
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

Journal ArticleDOI
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