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: In this paper, a videocase-based intervention was used to challenge primary school science teachers' beliefs about education and teaching efficacy, as well as their teaching practices, through a video-camera based intervention in a Chinese educational setting.
Abstract: The present study aims to challenge primary school science teachers’ beliefs about education and teaching efficacy, as well as their teaching practices, through a videocase-based intervention programme in a Chinese educational setting. A total of 46 in-service teachers were involved in this study (experimental group = 23, control group = 23). Pre- and post-intervention surveys were administered to examine possible changes in the participants’ beliefs about education and science teaching efficacy. Video data were gathered through classroom observations of 9 participants from the experimental group and 9 participants from the control group. The results of one-way analysis of covariance indicate that the reported post-intervention beliefs of teachers who participated in the programme differed significantly from their pre-intervention beliefs. More specifically, teachers in the experimental groups reported fewer traditional and more constructivist beliefs after the intervention, as well as stronger personal science teaching efficacy beliefs. One exception included beliefs about science teaching outcome expectancy. The video data showed that teaching practices became more constructivist in terms of both practical activities and student ICT use.
22 citations
TL;DR: In this article, the authors investigated how career-related instruction implemented in secondary school chemistry education concerning water issues influenced students' career awareness and their interest towards science learning, and found that the students recognized the need for professionals and their responsibilities as well as the importance of water-related issues as global and local problems, but these issues were not personally important or valuable to students.
Abstract: The aim of this study was to investigate how career-related instruction implemented in secondary school chemistry education concerning water issues influences students’ career awareness and their interest towards science learning. This case study is part of a larger design-based research study for the EU-MultiCO project, which focuses on promoting students’ scientific career awareness and attractiveness by introducing them to career-based scenarios at the beginning of the instruction unit. The participants in this study were three eighth-grade classes with 46 students in total, and 2 science teachers. Data consisted of observations throughout the intervention and a questionnaire which the students took afterwards. Descriptive statistics taken from the questionnaire were used together with the content analysis of open questions and observation notes. The results reveal that the students acquired knowledge about science, science-related careers and working life skills and that they enjoyed studying chemistry and engaged in learning during the intervention. The students recognized the need for professionals and their responsibilities as well as the importance of water-related issues as global and local problems, but these issues were not personally important or valuable to students. The type of career-related instruction discussed in this paper can give guidelines for how to develop teaching to promote students’ science career awareness, trigger students’ interest and engage them in science learning.
22 citations
Dissertation•
01 Jan 2013
TL;DR: The problematic nature of the link between access, quality of schooling and gender equality inthe curriculum in Libya is not sufficiently recognised as discussed by the authors. But, it is not enough to recognize the problematic relationship between access and quality of education.
Abstract: Introduction: The study was conducted to explore the gendering mediating students’attitudes and experiences towards the formal academic curriculum at secondary school level in Libya.The problematic nature of the link between access, quality of schooling and gender equality inthe curriculum in Libya is not sufficiently recognised. Methods: A total of 800 secondary students (ages 15-20), (males=389, females=411), who were from urban (n=360=45%) and rural (n=440=55%) localities of Libya completed a questionnaire designed to respond to a 5-point Likert scale of 19 items to elicit and to find out the key factors that influence students’ gendered perceptions, interests and characteristics of their future subject directions towards the aspects of school academic curriculum. 16 semi-structured interviews were also followed up to gain a deep understanding of the issues and enrich the validity of the questionnaire evidence. The statistical analysis software Statistical Package for Social Sciences (SPSS) was applied. The t-test statistic was used to compare the means and test the significance of any possible differences that existed between male and female responses.
22 citations
01 May 2012
TL;DR: The Mobile Learning Curriculum Framework as mentioned in this paper is an attempt to systematically and comprehensively explore, where and how mobiles could appear within educational provision, which is underpinned by three broad learning objectives; to acquire domain knowledge, to develop sufficient and appropriate skills to enable mobile learning, and to understand the role and impact of domain knowledge in the relation to the application context.
Abstract: The rapid spread and penetration of mobile devices to every layer of society has confronted the educational community with many new opportunities and responsibilities. As mobile compu ting and its disruptive aftermath enter the education arena, the challenge becomes how to harness the potential in ways that are beneficial to the educat ional community at large and the learners in particular. This paper outlines the initial conception, design research methodology followed and the development of the definitive Mobile Learning Curriculum Framework as a first attempt to systematically and comprehensively explore, where and how mobiles could appear within educational provision. The curriculum framework is underpinned by three broad learning objectives; to acquire domain knowle dge, to develop sufficient and appropriate skills to enable mobile learning pr actice and to understand the role and impact of domain knowledge in the relation to the application context. To this end the curriculum framework is pr esented as a modular solution for adaption to accommodate differing cont exts.
22 citations
TL;DR: MyMOOCSpace is presented, a cloud‐based mobile system aimed at supporting effective collaboration in MOOCs, by combining key aspects of collaboration from the research area of Computer Supported Collaborative Learning (CSCL) with game‐based dynamics.
Abstract: In recent years, institutions of higher education have been using Massive Open Online Courses (MOOCs) as an alternative to enhance and innovate traditional classroom practices. One of the approaches to this type of innovation consists of using the platforms where MOOCs are hosted for the development of courses that are aligned to their on-campus curricular contents. They are known as Small Private Online Courses (SPOCs), which allow online access to knowledge for groups of students with a well-defined profile. The platforms where MOOCs (and SPOCs) are hosted have been designed to support large volumes of data and visits. However, these platforms present important limitations regarding the implementation of collaborative learning activities. To address this problem, this article presents MyMOOCSpace, a cloud-based mobile system aimed at supporting effective collaboration in MOOCs, by combining key aspects of collaboration from the research area of Computer Supported Collaborative Learning (CSCL) with game-based dynamics. MyMOOCSpace has been tested in three quasi-experiments that were run in four Latin-American universities with a total of 68 participants. The objective was to assess its usability and its effect in enhancing collaboration among students in a SPOC. The results obtained on usability show that MyMOOCSpace is easy to use, and that participants felt pleased with while using it. Finally, it was observed that MyMOOCSpace managed to enhance interaction and collaboration among students.
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