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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Book•
18 Jun 2011
TL;DR: A peer-reviewed eBook published under a Creative Commons licence, with the aim of widening free access research publications, represents topical areas of language learning and technology within collaborative, personal and virtual learning environments.
Abstract: Although technology has become embedded in our everyday life, researchers and practitioners constantly strive to find ways of incorporating technology in education, language learning being one of those fields. Numerous publications on this subject are available, mostly on condition that one is affiliated with a university, and that this university subscribes to a broad spectrum of publications. With the aim of widening free access research publications, we have elaborated a peer-reviewed eBook published under a Creative Commons licence. Young researchers from a variety of countries participated with a chapter of their ongoing projects. The themes approached within these projects represent topical areas of language learning and technology within collaborative, personal and virtual learning environments.
31 citations
11 Jun 2020
Abstract: People are exposed to poor air quality both outdoors and indoors. Already 91 % of people in the world are breathing air polluted above the limit set by the World Health Organization. Poor air quality causes negative health effects, increases mortality and leads to harmful effects on the environment. The history of air pollution shows that the air is regarded as no one’s ‘possession’, and the responsibility of it is not recognized before its pollution has seriously damaged nature and affected people’s health. Economic growth has been considered more important than clean air and human welfare. On the other hand, fast changes towards better air are possible, but they require public action and strong coordinated efforts of policymakers. People demand better air, but are influenced by confusing common opinions and contradictory public argumentation. Education provides possibilities for gaining new knowledge and shaping the cognitive schemas and behavior of people. Therefore, the research-based air quality education would be a key tool of knowledge transfer aiming at the necessary change of human behavior in the air quality issue. The main aim of this study is to contribute towards better air quality by investigating and improving knowledge transfer of people’s holistic view of air quality in higher education. To facilitate the achievement of the aim, the research bridges educational and air quality knowledge in the development of Modern Educational Design Framework (MEDF) for air quality education. The process of developing this framework also produced information on which issues should be considered in building people’s holistic view of air quality. In addition, it produced information on those pedagogical principles that are applicable in the teaching of air quality. This research was carried out with the Design Based Research (DBR) methodology. It consists of three main phases: (1) build-up of a holistic view of air quality, (2) study of appropriate elements of successful knowledge transfer, and (3) a study of air quality in practice. The framework was developed in continuous interaction between all the counterparts involved. The empirical part of this research was carried out in a multidisciplinary and multicultural Air Quality in a Changing World course. The course belonged to the international Master's Programme of Atmospheric Sciences at the University of Helsinki. Both the students who represent future experts and researchers who work as educators need appropriate knowledge and skills on air quality and teaching of the subject. In addition, the multiand interdisciplinary characteristic of the air quality subject makes building a holistic view necessary. The results show that, in addition to knowledge and awareness of air quality and its impacts, people need to feel ownership of the air and self-interest to understand their responsibility for the condition of the air and environment in order to change their behavior. Understanding how our actions assist improvement of air quality, gives people a feeling of empowerment in front of the problems. To reach cleaner air, it is important, in addition to consideration of differences in processes and patterns of the natural environment, to better understand the regional cultural factors behind the different social and individual manners of behavior related to air pollution. The results indicate that there are seven main considerations needed to enhance the creation of the structured and aligned educational settings for air quality education, and to support learning: 1. It is important to understand the development of air quality in the internal dynamics and interplay of the social, scientific and technological process in both history and the present 2. It is important to understand the structure and dynamics of systematic knowledge building 3. The scientific communities need to develop interdisciplinary collaboration and skills 4. The educators should create an active and multi-form learning environment 5. The educators should take notice of the significance of linguistic aspects in all activities 6. The educators need an awareness of students’ pre-knowledge and background 7. The organizer should consider that planning and implementing interdisciplinary education requires more resources, such as funding and time, than traditional one Future research is necessary to identify the factors that influence the development of ownership and self-interest in air quality issues and how education can enhance it. More research into interdisciplinarity and knowledge building in multiand interdisciplinary educational settings should be conducted.
31 citations
Journal Article•
TL;DR: The findings indicate that the experts agree that a collaborative mLearning module with a variety of learning tools such as wikis, discussion forum and text messaging, could be used for teaching science.
Abstract: In Malaysian schools the learning of science does not reflect the nature of science. An instructional module which could address the need for teaching science through a process of scientific discovery and collaboration is required. A developmental research approach with three phases was used to design a collaborative mLearning module for a topic in science. In the first phase of analysis, a survey of 158 students’ use of technology and the perception of the use of computers and mobile phones was completed. Data from the analysis phase indicated the students’ readiness in using online tools such as discussion forums and text messaging with mobiles for learning. Computers were perceived to be useful for learning, but mobile phones were not. The findings from the first phase were used to determine the learning tools to utilize in the design of the module in the second phase. The online learning tools used are wikis and discussion forums. In addition, text messaging using the mobile phone was also employed for individualized quizzes. The collaborative mLearning module designed, was evaluated by experts for further improvements. The findings indicate that the experts agree that a collaborative mLearning module with a variety of learning tools such as wikis, discussion forum and text messaging, could be used for teaching science. In addition, this module could also be used for teaching other subjects.
31 citations
01 Jan 2014
TL;DR: It is suggested that within the next few years, the number of young people in the United States will be significantly higher than in the past, as well as the populations in Europe and Asia, will also be higher.
Abstract: ................................................................................................................................ XII CHAPTER
31 citations
Journal Article•
TL;DR: An instructional model for technology-enhanced learning in the framework of a design-oriented pedagogy based on the collaborative designing of learning objects representing real objects in nature and culture environments is introduced.
Abstract: In this paper, we introduce an instructional model for technology-enhanced learning in the framework of a design-oriented pedagogy. The model is based on the collaborative designing of learning objects representing real objects in nature and culture environments. Project-based learning, whole task approach, object-oriented learning, multiple perspectives and semantically rich objects constitute the framework for a collaborative design process to articulate, build and share knowledge constructed in a community of learners, teacher and experts with the support of social media and mobile technologies. The co-development process supported by socially shared tools will provide possibilities for working with knowledge objects related to the physical, conceptual or cultural artefacts, so that the constructed learning objects can serve as starting points for others to adapt, integrate and develop them further to represent the phenomenon in question. In the paper, the theoretical background of the pedagogy, the instructional model designed and the development of the model will be introduced. Four design experiments demonstrate the applicability of the model in different educational contexts.
31 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