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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Dissertation•
01 Jan 2016
TL;DR: In this article, the authors investigate how educators as adult learners learn within the higher education sector and how to design for effective professional learning, from the perspective of the educator, and propose seven principles of professional learning: context, control, connection, complexity, courage, continuity and creativity.
Abstract: This study investigates how educators as adult learners learn within the higher education sector and how to design for effective professional learning, from the perspective
of the educator. The researcher had observed, and the educational literature suggests, that professional development activities are often perceived by educators as frustrating, irrelevant and time consuming, resulting in resistance to taking part in such events and perpetuating the status quo of professional learning practice in higher education. To add new thinking and new evidence to create a shift in the perception of professional learning, the researcher targeted higher education teachers who may have found professional learning frustrating but had
navigated a pathway through the complexities to grow and develop their professional practice in ways that are personally meaningful to them. Such educators demonstrated a natural motivation to engage in professional learning.
The central argument of this thesis is that designing for effective professional learning needs to take a bottom-up, inside-out approach. This approach recognises that personally meaningful professional learning that challenges and changes how educators learn needs to start from the inside by exploring the educator’s inner belief system, ever-changing identity and developing sense of self. However, when investigating how educators learn, attention is also given to the complex, strongly connected relationship between the individual and the institution. Within this study, a way of making sense of the relational nature of the educator and the institution is by using the metaphor of the higher education ecosystem to represent the
inextricably linked system of humans and their environment.
Four key concepts are introduced and developed as the thesis progresses and matures to the point that the concepts themselves evolve in an inter-connected, inter-related manner. First, the researcher introduces, builds and applies the concept of learning mobility to
challenge the status quo of professional learning in higher education. The researcher’s concept of learning mobility is the educator’s choice to learn, work, communicate,
collaborate and connect in any configuration, across learning contexts and boundaries for continuous professional learning and personal growth. Building on the idea of the educator’s learning mobility is the second concept of the wholeness of professional learning, which is
concerned with how educators come to the learning, how educators learn, and what educators do with the learning, to bring about personally meaningful change in professional practice.
The concepts of learning mobility and the wholeness of professional learning led to theorising the third concept of professional learning mobility. This concept provides an
alternative approach to the design of effective professional learning as it shifts the focus towards understanding how individuals experience learning continuously across and within their inner (internal, personal) and outer (external, professional) worlds. Exploring and maturing a deeper understanding of these three concepts throughout the thesis contributed to
theory building about how educators learn.
Finally, this evidence-based theory building introduces the abstract concept of the third space, which was identified after considering the rationalities of the head space and the irrationalities of the heart space, and their powerful influences on the learning process. The third space of professional learning mobility represents the educator’s own growth and development that transcends the complexities of institutional structures, conditions and policies that are outside the educator’s control. The third space represents the educator’s emotional and mental resilience to respond to the disruptive nature of being human as we
become conscious of who we are on the inside. This space is conceived as a transformative space that offers a sense of wholeness, giving individuals the inner motivation and courage to connect to themselves and others. A united revelation emerges across the four concepts to discern that it is the mobility of the learner and the learning which becomes significant to address the educator as adult learner’s natural human desire for growth, development and
freedom.From the study, the “7Cs” design principles were derived in order to foster the
educator’s professional learning mobility: context, control, connection, complexity, courage, continuity, and creativity. The '7Cs of professional learning mobility' are used to design dynamic learning environments that take into account the educator’s inner and outer worlds and their need for choice, autonomy and freedom to authentically engage in their learning. The 7Cs, framed within a conceptual model that encompasses the head space, heart space, and third space provide an opportunity to theorise the educator’s learning mobility in professional practice that could be used to transform professional learning in the higher education workplace. Overall, this study represents an evidence-based approach to contribute
to theory in adult learning to support a shift in the practice status quo of professional learning in higher education.
23 citations
01 Jan 2012
TL;DR: This thesis aims at exploring how to support collaborative learning when students have ill-structured problems and their activities are supported with mobile technologies, and confirms that it is a dubious assumption that learners will automatically take appropriate and measured advantage of the affordances of mobile devices and other emergent technologies involved in cognitive activities.
Abstract: The use of mobile devices, including mobile phones and tablets, is a growing trend in education. The practice has been widely technology driven and often justified simply by the importance of using new technology in a classroom and by claiming such devices to be important in reaching something referred to, although not that well defined, as 21st century skills. This thesis is one answer to the challenge represented by this development. It brings together theoretical ideas of scaffolding learning with collaborative scripts and the use of mobile devices as cognitive tools in a real life educational settings. This thesis has constructivist grounds and aims at exploring how to support collaborative learning when students have ill-structured problems and their activities are supported with mobile technologies. The study consists of three case studies, which together form an example of how important it is to design, develop and deliver lightweight digital tools and activities for learners to construct knowledge. Overall, the results of three case studies in this thesis confirms that it is a dubious assumption that learners will automatically take appropriate and measured advantage of the affordances of mobile devices and other emergent technologies involved in cognitive activities: rather, these cognitive tools require deliberate attention and effort from learners to make use of the affordances of the tools. Furthermore, results from the case studies reveal that personal factors such as students’ prior knowledge and their metacognitive and collaborative skills, as well as contextual cues such as cultural compatibility and instructional methods, influence student engagement.
23 citations
TL;DR: In this article, a case study was conducted in a quality control course in the Costa Rican National University of Distance Education between the 2011 and 2012 academic years, where the course was revised for the 2012 provision in terms of the assignment structure, the number of face-to-face sessions, and facilitation strategies.
Abstract: To explore effective learning design for students’ cognitive engagement, a design-based case study was conducted in a quality control course in the Costa Rican National University of Distance Education between the 2011 and 2012 academic years. The course was revised for the 2012 provision in terms of the assignment structure, the number of face-to-face sessions, and facilitation strategies. This study documents how the course redesign impacted the distance learners’ cognitive engagement and learning outcomes. Theories of cognitive engagement and transactional distance informed the design-based investigation. Research findings indicate that the design revisions positively influenced both students’ cognitive engagement and learning outcomes within this distance higher education context; however, the student performance represented by their assessment grades might not always reflect this improvement.
23 citations
TL;DR: The main lessons learned from this research were discussed to provide insights into multimedia integration in language classrooms as well as to call for more design‐based research in educational settings.
Abstract: The present study examined 89 English language learners' experiences of reflective tasks in three systematically designed courses. Adopting a design‐based research method, the purpose of this paper was to investigate a pedagogical design with a focus on tailoring digital video technology to support reflective tasks for language learning in multimedia environments. The reflective task featured in the present study went through an iterative design process with regard to task‐completion formats and tools during 2006 to 2008. The main lessons learned from this research were discussed to provide insights into multimedia integration in language classrooms as well as to call for more design‐based research in educational settings.
23 citations
Journal Article•
TL;DR: The research findings show that the 1st PPOV videos positively impacted students’ learning of the six skills, and gave them a more comprehensive view and understanding of the skill in context, and that accessing the videos on a mobile phone was a bonus.
Abstract: Paramedic students need to acquire knowledge and skills necessary to perform basic as well as complex clinical skills, to ensure patient safety, and to manage sophisticated equipment Time and resource pressures on students, teaching staff and institutions have led health professional educators to develop and embrace alternative opportunities such as simulation and multimedia in order to develop a student’s clinical expertise in preparation for clinical placement Paramedic education laboratories are equipped with simulation equipment to facilitate the acquisition of the psychomotor skills required by paramedics, and are the main spaces where students can practice essential paramedic skills in a non‑threatening environment However, often the learning environment is encumbered by ‘noise’ or obstacles such as the educator’s body, or ambient noise from other students, staff or equipment, all which inhibit a clear and precise view of the intricate details of skills to be learned This study addressed the crowded laboratory and ‘noise’ issues through the use of video learning resources Though using video as a learning resource is not new, there are three facets to learning that make this project innovative and beneficial to the learner; one, learning from a video composed from a first person point of view (1st PPOV); two, the viewing of the video learning materials using a mobile device such as a smart phone; and three, the use of QR codes to access the online videos Six 1st PPOV video vignettes were produced for this study Each video was less than two minutes and length, clear and instructional on selected psychomotor clinjcal skills required for acute care provision The research findings show that the 1st PPOV videos positively impacted students’ (n=87) learning of the six skills, and gave them a more comprehensive view and understanding of the skill in context The findings also indicated that accessing the videos on a mobile phone was a bonus The participants requested additional 1st PPOV skills to be included in the blended learning design across all areas of their Paramedic Science program; ;
22 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