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: It is concluded that nQuire can be an effective tool for supporting teachers' and students' understanding of the nature of inquiry and how to design and implement inquiries of their own.
Abstract: Student engagement in the design and implementation of inquiries is an effective way for them to learn about the inquiry process and the domain being studied. However, inquiry learning in geography can be challenging for teachers and students due to the complexity of scientific inquiry and the diversity of pupils' and teachers' knowledge and abilities. To address this, the Personal Inquiry project has designed a tool kit that includes nQuire, a Web-based tool to support students through the inquiry process. Here, we identify when, across five lessons comprising an inquiry into microclimates, nQuire was used by a teacher and a case study group of her 12 to 13-year-old students, and the ways in which they adopted nQuire as a tool to facilitate the creation of a coherent and cumulative inquiry learning experience over time. We found that students' use of nQuire supported them in capturing and representing their evolving understanding of inquiry, in defining and supporting their progression through the proces...
16 citations
21 Jul 2013
TL;DR: This study reviewed the literature to identify the most common challenges to patient-physician relations while using an EHR during a clinical visit, discuss limitations of the research methodologies employed, and suggest future research directions related to addressing human computer interaction issues when physicians use an E HR in clinical encounters.
Abstract: Electronic Health Records (EHRs) are known to reduce medical errors and store comprehensive patient information, and they also impact the physician-patient interaction during clinical encounters. This study reviewed the literature to (1) identify the most common challenges to patient-physician relations while using an EHR during a clinical visit, (2) discuss limitations of the research methodologies employed, and (3) suggest future research directions related to addressing human computer interaction issues when physicians use an EHR in clinical encounters.
16 citations
TL;DR: The research results have shown positive effects of the application of the ambient intelligence-based smart classroom model on learning results.
Abstract: This paper introduces the smart classroom learning model based on the concept of ambient intelligence. By analyzing a smart classroom, the ambient intelligence system detects a student and ...
16 citations
TL;DR: In this article, the authors describe and evaluate the UBC Farm Problem-Based Learning (PBL) case study within the upper level, undergraduate/graduate Sustainable Soil Management course.
Abstract: Postsecondary institutions are currently developing and applying innovative curricula to meet the future demand for land managers and planners with a solid knowledge of soil science. The objective of this study was to describe and evaluate the University of British Columbia (UBC) Farm problem-based learning (PBL) case study within the upper level, undergraduate/graduate Sustainable Soil Management course. The UBC Farm case led to compilation of a student-generated data set that dates back to 2004 and allowed students to work in collaboration with the UBC Farm managers and staff. Preliminary student feedback indicated that the UBC Farm case was effective at presenting the impacts of agricultural management practices on soil chemical properties and overall soil quality concepts. In addition, students found the hands-on activities of soil sampling, data interpretation, and working in collaboration with the farm staff to be stimulating. Having the opportunity to involve students in data collection each year allows instructors to build depth into the case, to ask more complex questions, and to cooperate with the farm manager in focusing on specific issues of relevance to the farm that change over time. This educational approach could serve as a framework for using PBL within postsecondary soil science curriculum in ways that support both student learning and natural resource management.
16 citations
Dissertation•
01 Jan 2016
TL;DR: The major implication of the research is that a learning environment which supports the development of an online community of learners through participation in authentic tasks in collaboration with other learners and native speakers of the target language can be effectively designed and implemented by second language educators to facilitate second language acquisition.
Abstract: The purpose of this research was to investigate the development and implementation of an online community of learners within the context of an intermediate and advanced level Italian as a second language university class using a design-based research approach.
The online learning community of this study was developed to address some of the issues related to learning a second language in a context where learners only have limited opportunities to engage in collaborative social interaction and participate in meaningful and authentic activities with other speakers of the target language, such as more competent peers and native speakers.
The development of the learning environment drew upon theories and principles derived from the literature, including Vygotsky’s sociocultural theory applied to second language learning, theories of situated and authentic learning, and principles that guide the development of online communities of practice and communities of learners.
The learning environment comprised a course website, which provided a combination of different text-based synchronous and asynchronous Computer Mediated Communication (CMC) tools to support communication and collaboration within the learning community, two authentic tasks designed according to the defining elements of authentic tasks identified in the relevant literature, together with the support and assistance provided by selected native speaker facilitators.
The research sought to investigate students’ views and opinions on the impact of each element of authentic tasks on their learning, the process and strategies employed by students to collaborate in a community of learners, the nature of students’ contributions to the CMC features provided in the course website, and the role of native speaker facilitators in assisting and supporting students’ collaborative work.
The study was structured within a four-phased design-based research approach, which allowed the researcher to progressively test and refine the learning environment developed through a series of successive iterative implementations, and to develop a new set of design principles to guide the development and implementation of similar learning environments in other second language learning contexts.
Data collected included individual and focus group interviews with students and facilitators, analysis of online interactions and messages, students’ reflective portfolios, and note taking and observations. Data were analysed using techniques of qualitative data analysis.
Findings suggest that all the critical elements of authentic tasks determined from the literature on situated learning and authentic learning environments provided a useful frame of reference for the design of the two authentic tasks of this study. Each element provided valuable opportunities for student learning, particularly in relation to the development of target language communication skills and problem solving and project management skills, and had a positive impact on students’ motivation and engagement with the subject. The findings also highlighted a number of significant issues encountered by the collaborative groups as they completed the tasks, and the strategies employed by the different groups to solve them. Participants identified key principles that could lead to more effective and successful future collaborative work, supporting the view that they had gained a deep understanding of individual and collaborative learning processes. The findings also shed light on the nature and extent of students’ contributions to the CMC features and resources provided to support interaction and collaboration in the online learning community, and on the native speaker facilitators’ role in supporting students in the process of completing authentic collaborative tasks.
The major implication of the research is that a learning environment which supports the development of an online community of learners through participation in authentic tasks in collaboration with other learners and native speakers of the target language can be effectively designed and implemented by second language educators to facilitate second language acquisition.
15 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