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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TL;DR: A user centered design (UCD) approach can be used in a clinical context for developing a CDSS and a customized UCD approach is suggested that combines UCD and openEHR.
Abstract: A clinical decision support system (CDSS) is an interactive application that is used to facilitate the process of decisionmaking in a clinical context. Developing a usable CDSS is a challenging process; mostly because of the complex nature of domain knowledge and the context of use of those systems. This paper describes how a user centered design (UCD) approach can be used in a clinical context for developing a CDSS. In our effort, a design-based research methodology has been used. The outcomes of this work are as follow; a customized UCD approach is suggested that combines UCD and openEHR. Moreover, the GUI developed in the design phase and the result of the GUI evaluation is briefly presented.
25 citations
Journal Article•
TL;DR: The Research Experiences for Teachers (RET) program was examined using the strategic approach of design-based research, with its fluid, adaptive management of the complexity of authentic learning in situ and its attentive documentation of expected and unexpected events, in process and products, to capture the richness of teachers' and mentors' experiences as discussed by the authors.
Abstract: Teachers are eager learners and participants when professional development opportunities are relevant to their personal interests, classroom needs, or both (Basista & Mathews, 2002; Gordon, 2004). However, it is often difficult for teachers to translate professional development concepts to the classroom in a way that meets their students' needs (Duffy, 2004; Gordon, 2004). In-depth research on teachers' professional experiences is essential to identify the features that most effectively promote outcomes that address both student and teacher needs (Westerlund, Garcia, Koke, Taylor, & Mason, 2002). Such research can contribute to a clearer understanding of how learning environments interact with individual and group differences to optimize design of existing and future opportunities (Duke, 2004; Westerlund, et al, 2002). The present study follows a cohort of 17 K-12 teachers through a six-week resident learning experience in science and engineering, and on into the planning and implementation of applications for their classrooms. This Research Experiences for Teachers (RET) program was examined using the strategic approach of design-based research, with its fluid, adaptive management of the complexity of authentic learning in situ and its attentive documentation of expected and unexpected events, in process and products, to capture the richness of teachers' and mentors' experiences. Background The design-based research approach used in this study considered multiple elements of teacher learning and transfer in order to obtain a rich and complex data set. Research on effective teacher professional development, adult learning, situated cognition, and learning transfer were utilized to inform the evaluation design. Teachers' and mentors' perceptions of their experience were essential in this study and the data collection was structured to meaningfully include these factors. Teacher Professional Learning Effective teacher professional development should: (1) include well-defined theory in teaching and learning; (2) build in-depth knowledge and skills; (3) model strategies; (4) build learning community; (5) support teachers' leadership; (6) link to larger educational communities; and (7) be continually reassessed for improvements (Bell & Gilbert, 1996; Bransford, Brown, & Cocking, 1999; Wilson & Berne, 1999). In order to promote substantive changes in teaching practice, educators need opportunities to study both content and pedagogy (Berliner, 1991; Branscomb, 1993; Wilson & Berne, 1999) and to engage actively in situations merging content with meaningful learning contexts (Bybee & Loucks-Horsley, 2000; Garet, Porter, Desimone, Birman, & Yoon, 2001). However, few teacher professional development opportunities integrate these important design features (Westerlund et al., 2002; Wilson & Berne, 1999). The RET program is designed to address many of these requirements by offering teachers an opportunity to participate in authentic research experiences and then translate them into classroom practice. During the six-week RET summer experience, teachers work in small groups of four to six with a university research mentor to answer testable questions related to specific engineering disciplines. They are asked to turn what they learn into classroom activities that will increase their students' understanding of concepts they regularly teach. The teachers are offered an opportunity to write proposals to receive funding for classroom materials related to the activities they create in order to encourage full participation. Teacher professional development couched in authentic field experience can promote knowledge and skill development for teachers, especially when collegiality and communication between scientists and teachers are high (Dresner, 2002; Dresner & Worley, 2006; Westerlund et al., 2002). Summer institutes such as the RET, outside of teachers' daily professional contexts, offer in-depth learning opportunities and promote collegial sharing (Basista & Mathews 2002; Keyser,1997). …
25 citations
TL;DR: Five cohesive subgroups (factions) generated key research themes in the field including: instructional design, learning environments, the role of technology, educational technology research and psychological foundations.
Abstract: The purpose of this study was to conduct a citation network analysis of Educational Technology Research and Development ( ETRD (2) the most influential papers and scholars in the field were identified; (3) frequently co-cited papers were recognized as having a strong relationship by a few researchers and (4) five cohesive subgroups (factions) generated key research themes in the field including: instructional design, learning environments, the role of technology, educational technology research and psychological foundations. Implications and limitations of the study were discussed for future research. [ABSTRACT FROM AUTHOR]
25 citations
TL;DR: Teachers must actively consider the type of mCSCL design they choose when preparing their mobile collaborative lessons, and choose an adequate design for the planned task difficulty level.
Abstract: This paper presents the results of a study of synchronous mobile computer-supported collaborative learning (mCSCL) that emphasized levels of pre-structuring in the context of primary school participants who need more guidance to benefit from the collaborative work. The male and female participants, who were, on average, 8-year-old primary school students, used Internet-connected mobile devices to work synchronously in small groups on mathematics tasks. The study examined two mCSCL interaction modes. In the first mode, each group member is assigned a role, and should have completed one part of the task before the group members negotiated their solutions. In the second mode, all group members completed parts of the task individually, and then negotiated their solutions to progress through the activity. The two interaction modes were compared in terms of student task completion attempts and incorrect completion attempts. The study results are of medium to large effect size and indicated that for tasks of lower difficulty, task distribution using roles led to statistically significantly more incorrect task completion attempts compared to the design without roles. For tasks of greater difficulty, there were more incorrect task completion attempts in groups with no explicit distribution of work compared to the groups with roles. The design of synchronous mCSCL technology emphasizes the importance of state preservation mechanisms, synchronization mechanisms, and immediate feedback messages. Practical implications of this study are that teachers must actively consider the type of mCSCL design they choose when preparing their mobile collaborative lessons, and choose an adequate design for the planned task difficulty level.
24 citations
TL;DR: This paper presents the results of a three-year design-based research study on the use of social technologies for collaborative construction of shareable artifacts by groups of learners, which deepening the understanding of the multimode and multi-trajectory relationship between theory, artifact construction and social technologies.
24 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