The role of design in research: The integrative learning design framework (original) (raw)
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In educational design research it is common practice to develop and implement curriculum materials in order to address a particular educational problem. The intended instruction is usually hypothesised in so called hypothetical learning trajectories. After implementation in real life classrooms, the use of the materials is evaluated. One of the main criticisms of educational design research is that the report of the evaluation is qualitative, and only qualitative, and could lead to conclusions which are very dependent on the conditions in a very specific part of the sample. In this study a method is developed and implemented to overcome this criticism. A systematic coding approach is described and applied, both on the hypothetical learning trajectories and on the implemented curriculum. Subsequently an index is presented in which the correspondence between the intended curriculum (as described in the hypothetical learning trajectories) and the implemented curriculum (as observed in the classroom) is expressed. The suggested method was developed during an educational design research project on the optimisation of feedback in statistics education, utilising a classroom network.
On the Theoretical Breadth of Design-Based Research in Education
Educational Psychologist, 2004
Over the past decade design experimentation has become an increasingly accepted mode of research appropriate for the theoretical and empirical study of learning amidst complex educational interventions as they are enacted in everyday settings. There is still a significant lack of clarity surrounding methodological and epistemological features of this body of work. In fact, there is a broad variety of theory being developed in this mode of research. In contrast to recent efforts to seek a singular definition for design experimentation, I argue that methodological and epistemological issues are significantly more tractable if considered from the perspective of manifold families of theoretically-framed design-based research. After characterizing a range of such families, I suggest that as we deliberate on the nature of design-based research greater attention be given to the pluralistic nature of learning theory, the relationship between theory and method, and working across theoretical and methodological boundaries through the use of mixed methods. Finally, I suggest that design-based research-with its focus on promoting, sustaining, and understanding innovation in the world-should be considered a form of scholarly inquiry that sits alongside the panoply of canonical forms ranging from the experimental, historical, philosophical, sociological, legal, and the interpretive.
Research–practice interactions as reported in recent design studies: still promising, still hazy
Educational Technology Research and Development, 2012
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 solutions.
Design Experiments in Educational Research
Educational Researcher, 2003
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Review of Design Research in Education: A Practical Guide for Early Career Researchers
EDeR. Educational Design Research, 2019
The emergence of educational design research as a methodological framework has been driven by a range of factors. These include the need to close the gap between educational theory and practice in addition to demand for rigorous and systematic ways of developing practically relevant educational materials, activities and environments. The term 'design research' is used for a family of approaches that feature design as an integral part of the research process. Importantly, the intention of such design is not only to solve 'real-world' educational problems or to help learners to achieve particular goals, but to advance scientific knowledge. Educational design research gives us insights into the features of successful education and reveals the causal processes that lead to learning. In design research, therefore, design and research are complimentary and intertwined: the design is research-based and the research is design-based (Bakker, 2019, p. 4).
2006
This paper aims to illustrate how fruitful insights into the link between school teaching practice and student learning outcomes can be theoretically grounded by the variation theory from the field of phenomenography; and from this framework demonstrate how a 'pedagogy of awareness' can be implemented in the classroom. In this study, five teachers and 162 students at Primary Four level of school education in Hong Kong participated and the practice of the 'learning study' was adopted. Within this approach the teachers worked out a shared lesson plan, which was implemented in five different classrooms. All of the lessons were videotaped and subsequently analysed. Pre-and post-tests were administered to compliment the evaluation of student learning. By comparing the results of the pre-and posttests, a significant gain was observed in the students' learning outcomes.The findings contribute knowledge to how the variation theory can be put into classroom practice and how a 'pedagogy of awareness' grounded on a classroombased theory of learning can be implemented.The notion of a 'pedagogy of awareness' was introduced as consisting of three dynamically linked elements: variation in students' ways of experiencing the object of learning, variation in teachers' ways of experiencing the object of learning, and the use of variation as a pedagogical tool to enhance students' learning. It promotes the 'mutual awareness' between teachers and learners by creating appropriate space of learning that makes learning possible.
Proceedings of the 9th International Conference of the Learning Sciences, 2010
Design provides a unifying metaphor for describing research across fields of education. We propose a design framework as a visual and cognitive representation to unify the discourse of educational researchers, instructional designers, teachers, and policy makers by providing a common vocabulary of practice. An artifact-based design perspective illustrates how education research can be conducted to investigate intended design outcomes, to critically study the mismatch between stated and unstated intentions and outcomes, and to evaluate studies that trace learning outcomes from designed learning interventions. We then explicate three applications of the design framework to different fields of educational inquiry.