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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/)
Citations
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Journal ArticleDOI
TL;DR: In this paper, a design-based research model has been proposed as a possible format for learning choral conducting and the case study of the author's own practice reported here reveals its effectiveness.
Abstract: The number of community choirs continues to grow, and literature endorsing the benefits of choral singing for physical, mental and emotional health and well-being is rapidly expanding, meaning that the professional development of community choral conductors is in the public interest. However, research on choral conductor education remains limited. Theoretical perspectives on choral conductor training presented by Varvarigou and Durrant (2011) have provided a useful framework for conceptualizing a formal training model. As opportunities to study using such a model are not widely available in Australia and other locations, it is pertinent to consider alternative methods for community choral conductors to learn the craft and develop their skills. A design-based research model has been proposed as a possible format for learning choral conducting and the case study of the author’s own practice reported here reveals its effectiveness. The design-based research structure, incorporating observation and interview with ten professional choral conductors, as well as cycles of design, intervention and evaluation is proposed as a possible informal learning approach for other choral conductors.

18 citations

Book ChapterDOI
19 Apr 2018
TL;DR: This chapter gives an overview of experiential and inquiry learning technologies and discusses how they can be used in a diversity of educational settings, and explains why smart design and careful combination with other instructional approaches and support are necessary.
Abstract: Technologies that enable active learning, and more specifically inquiry or experiential learning, are quickly entering the educational world. These technologies concern simulations or online labs, games, and modelling tools (with which students create runnable models themselves) at different levels of interactivity or realism (also including virtual reality). These technologies are not always effective per se, but to reach sizable learning effects often need to be combined with other instructional approaches, such as direct instruction, and, additionally, they should be embedded in instructional support in the form of, for example, assignments, scaffolds, and prompts. Modern authoring platforms allow teachers to adapt these forms of support to their specific classroom, but future developments recognize individual differences between students and aim towards real-time adaptation of the support to individual student characteristics or learning trajectories.

18 citations

Dissertation
04 Oct 2013
TL;DR: The main aim for this research was to explore how mobile, location-based games can be used to facilitate teaching and learning practices within education, with an emphasis on mediated, situated social interaction with these games.
Abstract: Recent developments in mobile technology have facilitated the emergence of a vast number of games to be played on mobile phones. Several mobile games have also been developed with the explicit purpose of being used for learning. Studies of the educational practices related to these mobile games are not extensively available, however. The main aim for this research was to explore how mobile, location-based games can be used to facilitate teaching and learning practices within education. In particular, the aim was to fill the research gap on educational practices with mobile, location-based games, with an emphasis on mediated, situated social interaction with these games. For this purpose the technological framework of SILO — an authoring tool for creating location-based games — and the game Premierløitnant Bielke were designed, enacted and evaluated. Engagement with the game was studied in three different settings: first, with regard to usability and educational potential of the game; second, with regard to the opportunities for countering the experience of “onetimeness” of game playing and integration with other classroom tools and activities; and third, with regard to gaining insight into the interactional organisation and practical accomplishment of gameplay to discover what the players were actually doing when playing the game. A fourth study explored the educational potential of students creating location-based games for each other to play using the SILO framework. Inspired by design-based research, the methodological approach was to study naturally occurring gameplay in order to inform and improve, in practical ways, the design of both the technology and the activities within the scenarios in which the games were embedded. Based on a view of learning as a situated, mediated and socially originated phenomenon, an ethnographically inspired approach to data collection and analysis was adopted, with the view that learning practices should be studied in light of the context in which they take place. This choice was supported by the observation that the data material on learning practices with mobile, locationbased games for learning is still relatively scarce. Therefore, explorative studies that

18 citations

Dissertation
01 Jan 2017
TL;DR: In this paper, Cohen, Manion, and Morrison used a mixture of qualitative and quantitative approaches to answer the research questions and to fulfil the aims and objectives of the investigation, which is essentially a single case study design, as it focuses on just one institution, KEI, and there were some cultural issues related to gender separation that meant the workshops could not be mixed gender.
Abstract: theories of interactions or processes based on views of the participants in the study. The aim of grounded theory in this research is to help generate hypotheses from the interview data (Cohen, Manion, and Morrison, 2013). This is achieved by reflective reading of the interview transcripts and the application of analytic codes to those transcripts (Patton, 2005). Chapter 7: Empirical study methods 188 7.7.3.1.1 Theoretical sampling The data analysis and data collection progress together. In data analysis, development or explanation of theories begins that shows further cases to be sampled. These are used to define and enhance other emerging theoretical groups (Langdridge, 2007). 7.7.3.1.2 Series of stages Regarding the coding of transcripts and notes from field observations, this can be considered in three sequential stages: open coding, axial coding, and selective coding (Corbin and Strauss, 2014). Open coding involves establishing groups of information and is the part of the analysis used to identify, name, describe, and categorise a phenomenon that is found in the form of text. It is an important part of the research as it defines each sentence, paragraph, line, and word by answering repeated questions of a single text (O’Kane, 2000). Most of the answers will entail questions such as what? why? when? And such like. In axial coding words are used and in what action is taken are emphasised. This means that the focus should be on what people are doing, what they are trying to achieve, and their strategies (Glaser and Strauss, 2009). Psychological processes and social behaviour should also be taken into account. The coding process should be iterative and build gradually, based on early coding (Yin, 2013). Axial coding involves interconnecting the categories that have been found. The last stage is followed by selective coding in which a story is created that connects the categories, providing a set of theoretical propositions that assists in the discussion (Jackson, 2014). This process was used in its three stages to analyse the responses of students during the interviews. Chapter 7: Empirical study methods 189 7.8 Conclusions This chapter has introduced the overall philosophy and strategy of the research, and details of the chosen methodology. The research is essentially a single case study design, as it focuses on just one institution, KEI, and, additionally, there were some cultural issues related to gender separation that meant the workshops could not be mixed gender. A mixture of methods, using both qualitative and quantitative approaches, was adopted to answer the research questions and to fulfil the aims and objectives of the investigation. Questionnaires, interviews, and observations were the selected methods for data capture and each was designed to avoid ambiguity. The researcher worked carefully to avoid being biased and measures were taken in terms of providing adequate assistance and, in the facilitative workshops, to avoid over-explaining when asked any question. Analysis of the data, and the results of this analysis, will be discussed in the chapters that follow. Chapter 8 will address the outcome to do with the impact of the different types of intervention, and specifically issues connected with the optimal approach to teaching sustainability in interior design. Chapter 9 will focus on what the content of the proposed participatory teaching should be, based on the data collected from students and lecturers at KEI. Chapter 8: Results of the impact of different teaching approaches on students

18 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

Journal ArticleDOI
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

Journal ArticleDOI
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