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 article, the Information Resources Management Association (IRMIA) presented the 2007 Conference on Information Resource Management (CRM) 2007, Vancouver, BC, May 19-23, 2007.
Abstract: Annual Convention of the Information Resources Management Association, Vancouver, BC, May 19-23, 2007
12 citations
28 Feb 2018
TL;DR: The Research on Open Educational Resources for Development (ROER4D) project was a four-year research initiative to investigate in what ways and under what circumstances the adoption of OER could address the increasing demand for accessible, relevant, high quality and affordable education in the Global South.
Abstract: Education in the Global South faces several key interrelated
challenges for which Open Educational Resources (OER) are seen to be
part of the solution and against which use of OER might be evaluated.
These challenges include: unequal access to education; variable quality
of educational resources, teaching and student performance; and
increasing cost and concern about the sustainability of education.
The Research on Open Educational Resources for Development (ROER4D)
project was a four-year research initiative to investigate in what ways
and under what circumstances the adoption of OER could address the
increasing demand for accessible, relevant, high quality and affordable
education in the Global South.
The project was comprised of 18 sub-projects, the findings from which are captured as chapters in the edited volume, Adoption and Impact of OER in the Global South.
The summaries presented here provide an overview of chapters’ study
contexts, methodological approaches, key findings and recommendations,
as well as links to accompanying open datasets. Of the total 16
chapters, 12 are based on sub-project findings and four are synthesis
and overview chapters. The chapters are organised into five main
sections: Overview, South America, Sub-Saharan Africa, South and
Southeast Asia, and Conclusion. Within these broader sections, chapters
are presented in sequence according to whether the research addresses
basic or higher education.
11 citations
23 Jan 2019
TL;DR: Information and Learning Sciences (ILS) as discussed by the authors is a journal that aims to advance the understanding of human inquiry, learning and knowledge-building across information, e-learning, and socio-technical system contexts.
Abstract: Purpose
Many of today’s information and technology systems and environments facilitate inquiry, learning, consciousness-raising and knowledge-building. Such platforms include e-learning systems which have learning, education and/or training as explicit goals or objectives. They also include search engines, social media platforms, video-sharing platforms, and knowledge sharing environments deployed for work, leisure, inquiry, and personal and professional productivity. The new journal, Information and Learning Sciences, aims to advance our understanding of human inquiry, learning and knowledge-building across such information, e-learning, and socio-technical system contexts.
Design/methodology/approach
This article introduces the journal at its launch under new editorship in January, 2019. The article, authored by the journal co-editors and all associate editors, explores the lineage of scholarly undertakings that have contributed to the journal's new scope and mission, which includes past and ongoing scholarship in the following arenas: Digital Youth, Constructionism, Mutually Constitutive Ties in Information and Learning Sciences, and Searching-as-Learning.
Findings
The article offers examples of ways in which the two fields stand to enrich each other towards a greater holistic advancement of scholarship. The article also summarizes the inaugural special issue contents from the following contributors: Caroline Haythornthwaite; Krista Glazewski and Cindy Hmelo-Silver; Stephanie Teasley; Gary Marchionini; Caroline R. Pitt; Adam Bell, Rose Strickman and Katie Davis; Denise Agosto; Nicole Cooke; and Victor Lee.
Originality/value
The article, this special issue, and the journal in full, are among the first formal and ongoing publication outlets to deliberately draw together and facilitate cross-disciplinary scholarship at this integral nexus. We enthusiastically and warmly invite continued engagement along these lines in the journal’s pages, and also welcome related, and wholly contrary points of view, and points of departure that may build upon or debate some of the themes we raise in the introduction and special issue contents.
11 citations
Dissertation•
01 Jan 2014
TL;DR: In this article, a decision support methodology to allocate resources to corporate social responsibility (CSR) programs is presented. But, the authors do not consider the stakeholders' diverging objectives, companies' competitive advantage, interdependent criteria, and limited resources.
Abstract: Academia and business could benefit significantly from a framework allocating scarce resources to corporate social responsibility (CSR) programmes while considering the stakeholders’ importance. Methodologies that are capable of integrating CSR into business models in an operational way could be of great use.
This thesis makes a contribution to knowledge by the development of a decision support methodology to allocate resources to CSR programmes. The research introduces the concepts of CSR and decision analysis, while identifying a hybrid integrated framework combining several decision analysis techniques allowing elimination of the deficiencies of mono-methodologies and facilitating resources allocation to CSR projects.
Despite the high levels of awareness, the process of implementing CSR at the project level is difficult, as implementation of CSR at the design stage requires effective allocation of scarce resources in addition to considering diverging objectives of stakeholders, multiple criteria and uncertainty throughout the decision-making process.
A three phase research programme involving a pilot study, framework building, framework testing and validation is conducted to understand the principles of CSR practices and related implementation issues. The research explores and identifies methodologies of decision analysis that can be applied in an integrated manner to address problems in CSR.
The result is a sequential and iterative methodology that fills the gap identified through a literature review and practitioner survey. The documented framework, derived from the structured development and test programme, has shown to be feasible. It makes a significant contribution to knowledge, attained through the provisions of procedural fairness. The key stakeholders are fully engaged in the process of framework building as well as throughout the entire decision-making process.
The research provides a framework to allocate resources to CSR programmes in an efficient manner by considering the stakeholders’ diverging objectives, companies’ competitive advantage, interdependent criteria, and limited resources.
11 citations
TL;DR: In this paper, the authors developed and evaluated the feasibility of a mobile game-based learning quest, based on the Questogo platform (website and mobile app) in an undergraduate Forest Ecology course offered at the University of British Columbia (UBC), Vancouver.
Abstract: Increased disengagement of the current generation of postsecondary students (sometimes referred as “net generation”) from traditional instruction coupled with on-going popularity of games and mobile technologies have prompted interest in game-based learning in education. The objective of this study was to develop and evaluate the viability of a mobile game-based learning quest, based on the Questogo platform (website and mobile app) in an undergraduate Forest Ecology course offered at the University of British Columbia (UBC), Vancouver. The disturbance ecology (DE) quest was designed as a self-study activity that supports field-based laboratory sections of the course. The quest included instructional, location-based, and question- and answer-type of tasks that tested students’ knowledge of forest and disturbance ecology in an outdoor setting. After completing the DE quest, students provided feedback via an online survey. The majority of students found the DE quest to be a useful self-study tool, with 81% of respondents indicating that they were able to successfully engage with the mobile game-based learning technology. Sixty-six percent of the students would like to also see quests incorporated into other courses and 28% would like to have additional quests in the Forest Ecology course. This study provides a framework for incorporating mobile game-based learning into outdoor learning activities that offer students an engaging self-study educational experience.
11 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