Publishing and perishing: The critical importance of educational design research (original) (raw)
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The complexity of educational design research
Quality & Quantity, 2013
To enhance the relevancy of educational research findings, a research approach known as design research has gained influence. This approach is described as complex, but no satisfying explanation of this complexity has been provided. In this paper we question why design research is complex by nature. Following a longitudinal case conducted by the third author, we argue that design research in educational sciences (EDR) necessitates balancing three different motives and accordingly, three epistemic practices: (1) educational research, (2) educational design, and (3) educational change. An analysis of challenges in the case study shows the difficulty for the EDR researcher to understand and disentangle underlying motives during the research process, but also the difficulty of dealing with different, easily conflicting research positions, resources, quality rules, time frames, audiences, and products. The identification and description of three epistemic practices offers a framework with which difficulties of EDR can be understood and anticipated.
2008
Educational design research is a genre of research in which the iterative development of solutions to practical and complex educational problems provides the setting for scientific inquiry. The solutions can be educational products, processes, programs or policies.
Educational design research: Signs of progress
Australasian Journal of Educational Technology, 2015
This special issue of the Australasian Journal of Educational Technology includes an introductory article by the guest editors and six papers that illustrate the potential of educational design research (EDR) to address important problems in higher education. In this final paper, reflections on the papers are made. Then the rationale for conducting EDR instead of media comparison studies is described with a concrete example. This paper concludes with a proposal for expanding educational design research through the establishment of consortia of collaborating researchers, practitioners, and funding agencies focused on the most salient challenges faced in education today.
Educational Design Research: A primer
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This editorial article introduces the overall conceptualisation of the journal EDeR-Educational Design Research and its review-and workflow model. In addition, it provides an overview of all contributions that made it into Issue 1 of EDeR, before it invites the wider Design-Based Research community to participate in a variety of roles and functions. EDeR is seeking contributions on Design-Based Research within the educational sciences. All kinds of educational contexts can be addressed, such as higher education, adult education & professional training, vocational education, school education, and so forth. We welcome contributions on Design-Based Research from pedagogical, psychological, sociological, economic, information-technological perspectives, and so forth, as long as they focus on educational problems and challenges. Furthermore, we also encourage contributions that focus on methodological and conceptual challenges and the further development of the Design-based Research approach within the educational sciences.
Educational design research: Portraying, conducting, and enhancing productive scholarship
Medical Education, 2020
Humans have a common tendency to jump to solutions prior to fully understanding the nature of the problem they are trying to solve, thus demonstrating a practice described as 'solutionism' by Morozov. 1 Education is not the only field to fall prey to such behaviour, but it has seen its fair share of examples over the course of many decades. For instance, in 1922 Edison promised that films would replace textbooks. 2 Similar predictions continue to be made today as augmented reality and other technologies are put forward as the future of medical education. 3 Despite the fact that critics have revealed that the majority of studies on technological solutions in education yield 'no significant difference,' 4 the tendency persists. Perhaps this represents the triumph of optimism over experience, or perhaps it is simply naïveté. We posit another explanation, which is that for many years problem solving was not considered serious science. In this contribution to Medical Education's special issue on 'solutionism,' we examine a powerful approach to education research that features productive synergies between problem solving and serious science.