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 2013
TL;DR: The TEL research programme has generated substantial gains in our understanding of how to design and deploy technologies for learning as discussed by the authors, but there is a surprising failure to translate the findings, prototypes and outputs of projects into commercial products and services.
Abstract: The TEL research programme, which ran from 2007 to 2013, has generated some substantial gains in our understanding of how to design and deploy technologies for learning. These findings, together with the growing field of technology-enhanced learning internationally, are witnessing the growth of TEL research into a vibrant academic field, extending throughout the UK and beyond. Yet there is a surprising failure to translate the findings, prototypes and outputs of projects into commercial products and services that individually and collectively achieve radical change in the quality of teaching and learning. This difficulty seems part of a general problem of translating innovation in the laboratory (or classroom or school) into commercial gain: A key recurring issue that has been raised in the Science and Technology Committee’s previous inquiries is the difficulty of translating research into commercial application, particularly the lack of funding—the so-called “valley of death”. (Commons Select Committee, 2011 ). The field of Technology Enhanced Learning, despite some notable exceptions, is rife with results that never made it across the valley of death. In the TEL research programme, there were some exciting and innovative examples of working prototypes that solved significant research problems. Yet few of these projects have successfully taken their prototypes to market. Three of the eight funded TEL projects achieved success in gaining follow-on funding from the ESRC specifically earmarked for the achievement of “impact”, although it is too soon to know if and how such impact will be achieved, and more generally, the relationship between impact and the commercial exploitation of projects’ outputs. In general, despite the fact that all projects successfully designed and built effective prototypes of systems: the question is how to move from prototype to product. This report addresses this issue head-on from an interdisciplinary perspective that brings together experts in diverse relevant fields including educational technology, organizational behavior, innovation dynamics.
35 citations
TL;DR: The authors offer specific suggestions for how designers can strike the balance between ease of engagement and quality of engagement-and so bring new voices into public policymaking processes through participatory outputs that government decisionmakers will value.
Abstract: A new form of online citizen participation in government decisionmaking has arisen in the United States (U.S.) under the Obama Administration. "Civic Participation 2.0" attempts to use Web 2.0 information and communication technologies to enable wider civic participation in government policymaking, based on three pillars of open government: transparency, participation, and collaboration. Thus far, the Administration has modeled Civic Participation 2.0 almost exclusively on a universalist/populist Web 2.0 philosophy of participation. In this model, content is created by users, who are enabled to shape the discussion and assess the value of contributions with little information or guidance from government decisionmakers. The authors suggest that this model often produces "participation" unsatisfactory to both government and citizens. The authors propose instead a model of Civic Participation 2.0 rooted in the theory and practice of democratic deliberation. In this model, the goal of civic participation is to reveal the conclusions people reach when they are informed about the issues and have the opportunity and motivation seriously to discuss them. Accordingly, the task of civic participation design is to provide the factual and policy information and the kinds of participation mechanisms that support and encourage this sort of participatory output. Based on the authors' experience with Regulation Room, an experimental online platform for broadening effective civic participation in rulemaking (the process federal agencies use to make new regulations), the authors offer specific suggestions for how designers can strike the balance between ease of engagement and quality of engagement-and so bring new voices into public policymaking processes through participatory outputs that government decisionmakers will value.
34 citations
07 Sep 2011
TL;DR: In this paper, the authors report that many studies report that graduates from teacher preparation programs are unable to integrate ICT into their teaching practices, and this is most apparent in programs that focus on the acquisition of basic ICT skills through stand-alone courses.
Abstract: With the steady increase of computers in schools and the opportunities that this
brings for education, there is an increasing need to understand the competencies
(knowledge, skills and attitudes) that are required by teachers for successful ICT integration in education. Teacher preparation programs are now providing their students with a variety of ICT tools and opportunities to learn and practice ICTrelated skills; however, many studies report that graduates from teacher preparation programs are unable to integrate ICT into their teaching practices.
This is most apparent in programs that focus on the acquisition of basic ICT skills through stand-alone courses. Meaningful use of ICT in education requires that teachers develop the knowledge that enables them to integrate ICT with a suitable pedagogical approach for teaching specific subject matter in a certain context. This integrated knowledge is referred to as ‘Technological Pedagogical Content Knowledge’(TPACK).
34 citations
TL;DR: In this article, the authors examined a core leadership strategy for transforming learning and teaching in distance education through flexible and blended learning, focusing on a project centred on distributive leadership that involves collaboration, shared purpose, responsibility and recognition of leadership irrespective of role or position within an organisation.
Abstract: This paper examines a core leadership strategy for transforming learning and teaching in distance education through flexible and blended learning. It focuses on a project centred on distributive leadership that involves collaboration, shared purpose, responsibility and recognition of leadership irrespective of role or position within an organisation. Distributive leadership was a core principle in facilitating the transformation of learning and teaching through a Teaching Fellowship Scheme that empowered leaders across a regional distance education university. In parallel, a design-based research project analysed the perceptions of the Teaching Fellows in relation to blended learning, time/space, peer learning, innovation and equity issues in relation to distance education. Keywords: flexible and blended learning; distributive leadership; design-based research; fellowships; transformative change; transformative learning DOI: 10.1080/09687769.2010.529112
34 citations
TL;DR: Whether and how constructionist computer-supported collaborative environments can explicitly engage students in this practice of constructing and categorization schemes is explored.
Abstract: There are increasing calls to prepare K-12 students to use computational tools and principles when exploring scientific or mathematical phenomena. The purpose of this paper is to explore whether and how constructionist computer-supported collaborative environments can explicitly engage students in this practice. The Categorizer is a Javascript-based interactive gallery that allows members of a learning community to contribute computational artifacts they have constructed to a shared collection. Learners can then analyze the collection of artifacts, and sort them into user-defined categories. In a formative case study of the Categorizer for a fractal activity in three middle grade (ages 11–14) classrooms, there was evidence that participating students began to evaluate fractals based on structural and mathematical properties, and afterward could create algorithms that would generate fractals with particular area reduction rates. Further analysis revealed that students’ construction and categorization experiences could be better integrated by explicitly scaffolding discussion and negotiation of the categorization schemes they develop. This led to the development of a new module that enables teachers and students to explore points of agreement and disagreement across student categorization schemes. I conclude with a description of limitations of the study and environment, implications for the broader community, and future work.
34 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