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: The complex task of conducting complete consultations should be implemented early within medical curricula because students need time to organize their medical knowledge into applicable clinical knowledge.
Abstract: Background: At most medical schools the components required to conduct a consultation, medical knowledge, communication, clinical reasoning and physical examination skills, are trained separately. Afterwards, all the knowledge and skills students acquired must be integrated into complete consultations, an art that lies at the heart of the medical profession. Inevitably, students experience conducting consultations as complex and challenging. Literature emphasizes the importance of three didactic course principles: moving from partial tasks to whole task learning, diminishing supervisors’ support and gradually increasing students’ responsibility. This study explores students’ experiences of an integrated consultation course using these three didactic principles to support them in this difficult task. Methods: Six focus groups were conducted with 20 pre-clerkship and 19 clerkship students in total. Discussions were audiotaped, transcribed and analysed by Nvivo using the constant comparative strategy within a thematic analysis. Results: Conducting complete consultations motivated students in their learning process as future physician. Initially, students were very much focused on medical problem solving. Completing the whole task of a consultation obligated them to transfer their theoretical medical knowledge into applicable clinical knowledge on the spot. Furthermore, diminishing the support of a supervisor triggered students to reflect on their own actions but contrasted with their increased appreciation of critical feedback. Increasing students’ responsibility stimulated their active learning but made some students feel overloaded. These students were anxious to miss patient information or not being able to take the right decisions or to answer patients’ questions, which sometimes resulted in evasive coping techniques, such as talking faster to prevent the patient asking questions. Conclusion: The complex task of conducting complete consultations should be implemented early within medical curricula because students need time to organize their medical knowledge into applicable clinical knowledge. An integrated consultation course should comprise a step-by-step teaching strategy with a variety of supervisors’ feedback modi, adapted to students’ competence. Finally, students should be guided in formulating achievable standards to prevent them from feeling overloaded in practicing complete consultations with simulated or real patients.
12 citations
01 Jan 2009
TL;DR: The conceptual design of an educationally enhanced feed reader and mash-up tool that is work-in-progress is presented.
Abstract: The use of blogs in online courses has become increasingly popular. Current RSS feed readers lack special features to monitor the process of collaborative knowledge building in these agora type of courses. In this paper we present the conceptual design of an educationally enhanced feed reader and mash-up tool that is work-in-progress.
12 citations
TL;DR: The results showed that the students benefited from the use of hints, sentence starters and question prompts, which led the students to develop their ability to construct arguments with a claim, ground, backing, warrants, and in some cases, more sophisticated arguments using rebuttals as in the Toulmin argumentation pattern.
Abstract: When technology is employed challenges increase in learning environments. Kim et al. (Sci Educ 91(6):1010–1030, 2007) presented a pedagogical framework that provides a valid technology-enhanced learning environment. The purpose of the present design-based study was to investigate the micro context dimension of this framework and to analyze interactions between the student and tool, teacher and student, and teacher and tool. In this respect, to understand how the roles of the teacher and technology tool are balanced in a technology-enhanced learning environment, the distribution of scaffolds between teacher and the tool were analyzed. Forty-one middle-school students attending an international school in Turkey were scaffolded with technology-based scaffolding treatments in two groups supervised by two teachers. Qualitative analysis was conducted. The results showed that the students benefited from the use of hints, sentence starters and question prompts, which led the students to develop their ability to construct arguments with a claim, ground, backing, warrants, and in some cases, more sophisticated arguments using rebuttals as in the Toulmin argumentation pattern (Toulmin 2003). The results of the study also showed that technology-based scaffolds, which are provided with active support by the teacher, create a more effective environment, and students need multiple forms of support and multiple learning opportunities to learn science successfully in the dynamic and complex environment of the classroom. Since there is a strong interaction and balance between teacher support and the technology scaffolds, there is also a synergetic relationship that promotes student learning and improves the student’s ability to construct arguments.
12 citations
23 May 2015
TL;DR: This paper proposes a process to structure, index, formalize, and finally adapt and operationalize the pattern-based learning scenarios, showing how the use of an ontology modeling learning scenario’s concepts helps the automation of deploying the learning scenarios on an LMS.
Abstract: For most teachers-designers, operationalizing learning scenarios based on patterns just replicates traditional ways by adding course content and multimedia elements on learning management systems (LMS). We aim to go beyond this method by trying to engage the teachers-designers to design deployable learning scenarios. Using patterns for their design is proven to be an adequate solution to seek balance between the need of expressive instructional scenarios, and the technical constraints that occur while deploying these scenarios on learning management systems. Pattern’s formal description is needed in order to translate the concepts of a pedagogical scenario, according to those embedded in the LMS. In this paper, we propose a process to structure, index, formalize, and finally adapt and operationalize the pattern-based learning scenarios. The presented process shows how the use of an ontology modeling learning scenario’s concepts helps the automation of deploying the learning scenarios on an LMS. For that, this ontology has been extended with one representing a learning platform paradigm.
12 citations
TL;DR: In this paper, a change in ETR&D editorial policies around 2010, such as reviewers having more power than editors in determining which papers get published, led to the unintended consequences this paper reports.
Abstract: Between 2010 and 2019, ETR&D experienced increased publication of a specific type of research that does not provide useful knowledge to the instructional design field This type of research is research to prove, which entails pitting an incumbent, “traditional” learning experience against a new, innovative learning experience that lacks maturity Additionally, under closer inspection, these new, innovative learning experiences show significant gaps of good design judgment, in terms of their alignment with the instructional theory framework This type of research robs the instructional design field of important and useful data associated with effectiveness, efficiency, and appeal outcomes To provide evidence for our claims, we reviewed 39 ETR&D articles between 1980 and 2019 and 41 articles in non-ETR&D journals between 2009 and 2018 that represented traditional instruction comparisons Our conclusion is that a change in ETR&D editorial policies around 2010, such as reviewers having more power than editors in determining which papers get published, led to the unintended consequences this paper reports We provide recommendations for addressing this situation
12 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