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: This paper explored the experiences of speech-language pathologists, as well as technology tools are in the beginning stages of integration into instructional practices of speech language pathologists (SLPs), and the purpose of this study was to explore the experiences and experiences of SLPs.
Abstract: Technology tools are in the beginning stages of integration into instructional practices of speech-language pathologists (SLPs). The purpose of this study was to explore the experiences of SLPs, as...
13 citations
TL;DR: Results indicated that incidents of prosocial behaviours occurred more often than nonsocial or antisocial behaviours, which can influence changes in ECE curriculum and policy to include more digital integration.
Abstract: This empirical case study investigated prosocial sharing behaviours when using media and technology, i.e., iPads. The following research questions were explored: (1) How do prosocial behaviours of sharing manifest among preschool-aged children interacting with iPads? (2) What are the effects of iPad use on the manifestation of prosocial sharing behaviours among preschool-aged children? The study is grounded in social exchange and social learning theories. It employed a mixed methods approach with design-based research (DBR) and video ethnography. This paper focuses on a field study group (n = 3) (4 years old) and one teacher in an early childhood education (ECE) setting. Activities with and without iPads were tested. Data were analyzed using qualitative open-thematic coding methods and quantitative statistical methods. Results indicated that incidents of prosocial behaviours occurred more often than nonsocial or antisocial behaviours. This research can influence changes in ECE curriculum and policy to include more digital integration.
13 citations
01 Jan 2016
TL;DR: The authors conducted a 1-year exploratory study of an online teacher professional development (PD) program, and an accompanying digital badge system, and found that teachers valued the value of the badges as credentials for external audiences but none received any formal recognition by their schools or districts.
Abstract: This chapter discusses findings from a 1-year exploratory study of an online teacher professional development (PD) program, and an accompanying digital badge system. Twenty-nine middle and high school history and social studies teachers from 13 states participated in the design-based research (DBR) study. Data include responses to online surveys, back-end activity logs, and interviews. Because the badge system was based on a mastery-based approach to teacher professional development and required a significant time commitment, relatively few participants obtained badges. Most teachers acknowledged the value of the badges as credentials for external audiences, but none received any formal recognition by their schools or districts. All participants saw value in the competency-based approach to professional development, but without some form of external validation, they felt that most teachers would be disinclined to pursue these types of badges. An important finding to emerge from participants’ comments is the idea of using a badge system to structure professional development activities such that they are linked to a discipline-specific system that builds teacher mastery of content and instructional practices. We discuss the findings in the context of using DBR methods to help construct useful credentialing systems. The findings have implications for designing badge systems that offer solutions to complex educational problems.
13 citations
Journal Article•
TL;DR: Animation video clips, developed using the Second Life TM virtual world gaming platform, model conversations around climate risk and critical on-farm decisions in the Australian sugarcane farming industry, indicating that these discussion support tools may be a cost-effective addition to existing approaches.
Abstract: Agricultural extension that delivers timely, targeted, and cost-effective support to farmers will help ensure the sustainability and adaptive capacity of agriculture, enhancing both food security and environmental security. Leveraging advances in agriclimate science and adult education, innovative digital technologies offer significant new opportunities to engage with farmers and to support decision making. In this study, animated video clips ( machinimas ), developed using the Second Life TM virtual world gaming platform, model conversations around climate risk and critical on-farm decisions in the Australian sugarcane farming industry. Early evaluation indicates that this is an engaging format that promotes discussion by leveraging farmers’ natural modes of information gathering and social learning. Comparison with conventional extension practices indicates that these discussion support tools may be a cost-effective addition to existing approaches. The format’s flexibility means machinimas are readily updated with new information and customized to meet the needs of different farmer groups. Rapid growth in digital access globally and the scalability of such approaches promise greater equity of access to high-value information, critical to better risk management decision making, at minimal cost, for millions of farmers.
13 citations
TL;DR: In this article, game design in a formal learning context has been investigated and there are also challenges that have to be considered in order to improve game-based learning models in the context of game design.
Abstract: While there are several positive outcomes from implementing game design in a formal learning context, there are also challenges that have to be considered in order to improve game-based lea...
13 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