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 2014
TL;DR: In this paper, the authors describe an experiment in designing for net-based vocational learning with the aim of providing a coupling between widely different learning contexts, i.e., formal learning at the college and the more informal learning through the in-service training, relate to one another.
Abstract: In the case discussed in this chapter, involving the training of electrician apprentices at a Danish vocational college, many of the apprentices have difficulties understanding how the two modes of learning, i.e. formal learning at the college and the more informal learning through the in-service training, relate to one another. This chapter is an account of an experiment in designing for net-based vocational learning with the aim of providing a coupling between widely different learning contexts. The actual design process used is based on a recently developed method for user-driven innovation, the “quadrant model”, involving apprentices, teachers and masters and journeymen from companies as active and equal cocreators of new pedagogical designs. The final outcome has been three designs for networked learning. They facilitate communication between apprentice and apprentice, college and apprentice and apprentice and master/journeyman. From the perspective of the apprentices, the three designs (a) facilitate community building, (b) help bring the college into the practice environment and (c) encourage reflection on one’s own practice. The designs lead to the potential empowerment of the apprentices; thus the successful integration of the designs entails a need for adjusting existing practices in terms of assigning the learners a more active and responsible role as co-contributors to their own education.
37 citations
TL;DR: The results of applying this method to four exploratory case studies, where four teachers orchestrated technology-enhanced face-to-face lessons with primary, secondary school, and university students, provide a first validation of this method in different conditions, and illustrate how it can be used to understand the effect of different classroom factors on orchestration load.
Abstract: Orchestration load is the effort a teacher spends in coordinating multiple activities and learning processes. It has been proposed as a construct to evaluate the usability of learning technologies at the classroom level, in the same way that cognitive load is used as a measure of usability at the individual level. However, so far this notion has remained abstract. In order to ground orchestration load in empirical evidence and study it in a more systematic and detailed manner, we propose a method to quantify it, based on physiological data (concretely, mobile eye-tracking measures), along with human-coded behavioral data. This paper presents the results of applying this method to four exploratory case studies, where four teachers orchestrated technology-enhanced face-to-face lessons with primary, secondary school, and university students. The data from these studies provide a first validation of this method in different conditions, and illustrate how it can be used to understand the effect of different classroom factors on orchestration load. From these studies, we also extract empirical insights about classroom orchestration using technology.
36 citations
TL;DR: In this article, the authors examine some of these facilitation models from the point of view of a university tutor seeking to encourage social construction of understanding through online dialogue, and propose an alternative which extends the principles of community of inquiry theory.
Abstract: Social construction of understanding has long been a significant underlying principle of learning and teaching, and while there are many models for the design of online activities to promote this, there are considerably fewer models for the facilitation of such dialogue. This paper examines some of these facilitation models from the point of view of a university tutor seeking to encourage social construction of understanding through online dialogue, and proposes an alternative which extends the principles of community of inquiry theory. It unpacks conceptions of community and dialogue in the context of learning and teaching and describes a research project whose purpose is to develop and iteratively test a professional development intervention, which will help university tutors to facilitate a dialogic approach to learning online.
36 citations
01 Jan 2009
TL;DR: Anpassung an neue Zielgruppen und die Pflege von E-Learning-Content sind zentrale Herausforderungen an Autoren und Produzenten digitaler Lerninhalte as discussed by the authors.
Abstract: Anpassung an neue Zielgruppen und die Pflege von E-Learning-Content sind zwei zentrale Herausforderungen an Autoren und Produzenten digitaler Lerninhalte. Am Beispiel des laufenden EU-Projektes SOLID wird dargestellt, wie neue Inhalte im Single-Source-Publishing-Ansatz erstellt werden und wie Bausteine, die für Studenten der Chemie erstellt wurden, an die neue Zielgruppe Ausbildung angepasst werden. Es wird ein Einblick in das Single-SourcePublishing von CHEMGAROO gegeben.
36 citations
TL;DR: The educational, social, and technological affordances for the effective design, implementation, and research of AL environments are detailed, providing insights for designers and researchers of hybrid online learning.
Abstract: Adventure learning (AL) is a hybrid distance education approach that provides students with opportunities to explore real-world issues through authentic learning experiences within collaborative learning environments. Within hybrid environments, designers habitually attempt to replicate traditional classroom pedagogy resulting in experiences that do not support or afford meaningful collaboration and transformational learning. This article details the educational, social, and technological affordances for the effective design, implementation, and research of AL environments, providing insights for designers and researchers of hybrid online learning.
36 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