Research–practice interactions as reported in recent design studies: still promising, still hazy
Bart Ormel,Natalie Pareja Roblin,Natalie Pareja Roblin,Susan McKenney,Susan McKenney,Joke Voogt,Jules M. Pieters +6 more
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This paper found that close collaboration between researchers and practitioners was prominent in all of the 18 design research reports focusing on the creation of instructional solutions, and nearly all projects reported on how designed solutions were anchored in research, either from literature or from in-house project data.Abstract:
This study portrays recent research–practice connections found in 18 design research reports focusing on the creation of instructional solutions. Solutions in different stages of development varied greatly in duration, ranging from one lesson to a whole year curriculum, spanned all levels of education, many subjects (science, math, language, culture, teacher education, etc.). Close collaboration between researchers and practitioners was prominent in all of the 18 projects studied. Participants in primary and secondary education projects have quite distinct roles regarding the teaching and researching, but they design their instruction solutions often collaboratively. Nearly all projects reported on how designed solutions were anchored in research, either from literature or from in-house project data. All articles indicated that research fed (re-)design, but few specified how. Based on our findings, we call for increased research and reporting on the specific strategies employed by design research participants to facilitate the production of new theoretical understanding through design of instructional solutionsread more
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What is educational design research
TL;DR: McKenney, S. as discussed by the authors presented an invited lecture for the Crossfield Graduate School at the University of St. Gallen, St.Gallen, Switzerland, 2012, 4-5 September.
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Conjecture Mapping: An Approach to Systematic Educational Design Research
TL;DR: A technique for mapping conjectures through a learning environment design is described, distinguishing conjectures about how the design should function from theoretical conjectures that explain how that function produces intended outcomes.
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Collaborative design as a form of professional development
Joke Voogt,Thérèse Laferrière,Alain Breuleux,Rebecca C. Itow,Daniel T. Hickey,Susan McKenney +5 more
TL;DR: In this article, three key features derived from these two theories, situatedness, agency and the cyclical nature of learning and change, are used to describe three cases of collaborative design in three different settings.
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Systematic Review of Design-Based Research Progress: Is a Little Knowledge a Dangerous Thing?
TL;DR: In this paper, the authors present an in-depth analysis of full-text reports of design-based research, framed by a refined conceptualization of the intended outputs of DBR, and ideally, complemented by empirical investigation involving DBR participants directly.
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Handbook of Qualitative Research
TL;DR: The discipline and practice of qualitative research have been extensively studied in the literature as discussed by the authors, including the work of Denzin and Denzin, and their history in sociology and anthropology, as well as the role of women in qualitative research.
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Design Experiments: Theoretical and Methodological Challenges in Creating Complex Interventions in Classroom Settings
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.
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Design Experiments in Educational Research
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.