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The Practice of Design-Based Research: Uncovering the Interplay Between Design, Research, and the Real-World Context
Abstract
Recent interest in design-based research as a research and development methodology in education has begun to clarify the goals and commitments involved in this practice. So far, we have limited views into how the work of design and the work of research impact each other in the course of design-based investigations. In this article, I use the experience of the passion curriculum project, in which I person acted as researcher and as educational practitioner to provide a close trace of the interconnections between research and design in this work. I highlight 3 key functions in design-based research: how design considerations provide a focus for developing research questions; how design moves forward on several fronts simultaneously, with some design solutions informed by research investigations and theory and others developed through engineering of locally functional solutions; and how emergent theories inform both the design of interventions and the development of lenses for investigation. Examples from the passion curriculum project expose the operation of these functions in this particular context.
... For example, practitioners frequently decide on the focal problem, whereas researchers have ultimate authority in research design (Donovan et al., 2014 ). Although any researcher working in real-world settings makes choices about what to study (Joseph, 2004 ), the work of understanding (un)shared priorities, pressures, and concerns is particularly important in educational design research. It sets the stage for design, by aligning participant views of the problem defi nition (descriptive and explanatory), the long-range goal(s), key contextual considerations (e.g., boundary conditions), and initial ideas about design. ...
... It can also be quite diffi cult to coordinate activities of research and development (Penuel et al., 2011 ). Th is is diffi cult in any case, but also because the theories and fi ndings that emerge from design research help shape not only the evolving design, but also the evolving research apparatus (Joseph, 2004 ). Eventually the work conducted in this phase provides the foundation for evaluation of designs (products and prototypes describing ideas) and constructed interventions (products and prototypes embodying ideas). ...
... Many design research projects involve teams with researchers, designers and implementing teachers, each of whom is primarily responsible for maintaining commitments to his or her particular role (Joseph, 2004 For example, researchers are involved but cannot be direct causes of change (Wang & Hannafi n, 2005 ) because that is not sustainable, helpful, or ecologically valid. Engagement is about meaningful participation in the knowledge practices that defi ne domains of expertise (Hickey & Schafer, 2006 ). ...
This volume offers a historical and critical analysis of the emerging field of the learning sciences, which takes an interdisciplinary approach to understanding and improving how children and adults learn. It features a wide range of authors, including established scholars who founded and guided the learning sciences through the initial turbulence of forming a new line of academic inquiry, as well as newcomers who are continuing to shape the field. This diversity allows for a broad yet selective perspective on what the learning sciences are, why they came to be, and how contributors conduct their work. Reflections on the Learning Sciences serves both as a starting point for discussion among scholars familiar with the discipline and as an introduction for those interested in learning more. It will benefit graduate students and researchers in computer science, educational psychology, instructional technology, science, engineering, and mathematics.
... Die frühe naturwissenschaftliche Bildung zu fördern bedeutet nicht, dass Bildungseinrichtungen und Elternhaus immer früher versuchen sollen, möglichst viel Wissen in Kinder "hineinzustopfen" (Knauf 2008, S. 44 (Joseph 2004). ...
... Bei der Untersuchung der Gestaltungsmerkmale können jedoch nicht nur Fragen beantwortet, sondern auch explorativ neue Forschungsfragen generiert werden. An die Evaluation erster Prototypen einer Lernumgebung schließen sich meist weitere Designzyklen an, in denen überarbeitete Versionen der Lernumgebung mit Blick auf die Forschungsfrage und Hypothesen erneut getestet und modifiziert werden (Joseph 2004 Im Rahmen einer formativen Evaluation werden die Gestaltungshypothesen anschließend überprüft und gegebenenfalls weiterentwickelt und spezifiziert. Auf Grundlage der Gestaltungshypothesen werden hierzu Lernumgebungen -je nach Projekt beispielsweise Ausstellungselemente, Materialien oder pädagogische Angebote -entwickelt und in authentischen Vermittlungssituationen getestet. ...
... Die Entwicklungs-oder Evaluationsforschung ist daran interessiert, den Wert eines zu entwickelnden Gegenstands ("artifact", Barab & Squire 2004, S. 5) beziehungsweise Prozesses zu verbessern, während Design-Based Research durch die Prüfung und Weiterentwicklung einer Lernumgebung oder Methodik zusätzlich ein Verständnis über menschliche Denk-, Lern-und Handlungsprozesse entwickeln möchte(Barab & Squire 2004). Damit ist Design-Based Research nicht nur in der Lage, den Bedürfnissen der Bildungspraxis entgegenzukommen, sondern auch Theorien zu untersuchen, auszubauen und theoretische Zusammenhänge aufzudecken(Barab & Squire 2004).Obgleich es nicht die eine Umsetzung von Design-Based Research gibt(Barab & Squire 2004), lassen sich doch einige wichtige Aspekte hervorheben, die den Forschungsprozess in Design-Based Research-Studien charakterisieren(Joseph 2004): Design-Based Research-Studien können ihren Ursprung in der Identifikation von Wissens-beziehungsweise Forschungslücken haben. Zur Beantwortung der hieraus abgeleiteten Forschungsfragen erfolgt in der Lehr-Lernforschung die Entwicklung einer Lernumgebung und ihre systematische Erprobung im Rahmen von Interventionen in realen Settings. ...
Interesse gilt als zentrale motivationale Voraussetzung für das Lernen. Auch für eine gesunde Persönlichkeitsentwicklung ist die Ausprägung und Entwicklung von Interessen notwendig. Bislang ist jedoch kaum erforscht, wie sich Interessen in der frühen Kindheit äußern und wie sich diese aufgreifen und fördern lassen.
Im Kindergarten- und Grundschulalter zeigen Kinder zunehmend Interesse an Phänomenen der Natur. Die Auseinandersetzung mit ihrer belebten und unbelebten Umwelt wird von Kindern regelrecht eingefordert und scheint auch für eine gesunde emotionale, körperliche und kognitive Entwicklung notwendig.
Das Ziel der vorliegenden Arbeit bestand darin, konkrete Angebote an außerschulischen Lernorten zu entwickeln, die das Interesse der Kinder an Naturphänomenen berücksichtigen und fördern. Ziel war es, Faktoren zu identifizieren, die sich positiv auf die Interessengenese auswirken. Die Angebote sollten außerdem praxistauglich sein, um sich für eine regelmäßige Umsetzung im Kindergarten- und Schulalltag zu eignen.
Zum Erreichen dieser gleichzeitig praktischen und theoriebezogenen Ziele nutzt die Arbeit den Design-Based Research Ansatz: Angebote zum Forschenden Lernen an außerschulischen Lernorten wurden entwickelt und in realen Lehr-Lernsituationen mit Zielgruppen- und Praxisvertreter*innen umgesetzt. Im Rahmen eines iterativen Entwicklungsprozesses wurden diese Angebote jeweils evaluiert und weiterentwickelt.
Als Methoden kamen die teilnehmende Beobachtung und Leitfadeninterviews zum Einsatz. Die Datensätze wurden mithilfe der qualitativen Inhaltsanalyse beziehungsweise der Technik der inhaltlichen Strukturierung analysiert und gezielt miteinander kombiniert.
Die Analyse der Daten ermöglichte schließlich die Formulierung von Gestaltungsempfehlungen bezüglich praxistauglicher und interessenförderlicher Angebote zum Forschenden Lernen an außerschulischen Lernorten.
Darüber hinaus konnte ermittelt werden, wie sich das Interesse von Kindern in der frühen Kindheit verbal und körperlich äußert, an welchen naturbezogenen Themen, Objekten und Aktivitäten die Kinder besonderes Interesse zeigen und welche Faktoren innerhalb der Angebote sich förderlich auf ihre Interessengenese auswirken.
... To contribute to both theoretical and practical understandings of ways to support engineering learning we employ designbased research (DBR), a form of use-inspired basic research (e.g., Barab and Squire, 2004;Joseph, 2004;Sandoval and Bell, 2004). In visitor studies, educational psychology, and other applied fields, it is often unclear how to integrate results gained through basic experimental research methods into practice (and vice versa). ...
... A cycle begins with the theory-driven design of practices, and encompasses analysis of the impacts of those practices, with the outcomes of each cycle serving as inputs to the redesign of practices and theory refinements in the next cycle. Through successive iterations, and improvements in theoretical and design ideas, one should expect that educational practices improve in terms of advancing learning (Joseph, 2004). Our DBR focused on a specific problem of practice: whereas openended, tool-focused programs in a tinkering exhibit in a children's museum (e.g., Woodshop Plus) engendered tool use and joint engagement by parents and children, there was little evidence of deep engagement in engineering (Pagano et al., 2020). ...
Using a design-based research approach, we studied ways to advance opportunities for children and families to engage in engineering design practices in an informal educational setting. 213 families with 5–11-year-old children were observed as they visited a tinkering exhibit at a children’s museum during one of three iterations of a program posing an engineering design challenge. Children’s narrative reflections about their experience were recorded immediately after tinkering. Across iterations of the program, changes to the exhibit design and facilitation provided by museum staff corresponded to increased families’ engagement in key engineering practices. In the latter two cycles of the program, families engaged in the most testing, and in turn, redesigning. Further, in the latter cycles, the more children engaged in testing and retesting during tinkering, the more their narratives contained engineering-related content. The results advance understanding and the evidence base for educational practices that can promote engineering learning opportunities for children.
... DBR focuses on the research-based development of educational practices, which, while studying teaching and learning in natural learning environments, contributes to educational development, both practically and theoretically (Anderson & Shattuck, 2012;Brown, 1992;Sandovall & Bell, 2004). Theoretical and empirical development circles are typical in DBR, and, through subsequent iterations, theories of learning and teaching-learning practices can be improved (Anderson & Shattuck, 2012;Brown, 1992;Joseph, 2004). In the current study, DBR was chosen because of the novelty of the concept: distant coteaching. ...
... This was the first cycle in a design-based research study including three cycles, which follows the DBR methodology, with the aim to develop teaching as well as challenge and develop previous theories through investigating practical experiments (Anderson & Shattuck, 2012;Brown, 1992;Joseph, 2004;Sandovall & Bell, 2004). The second cycle was enacted in the academic year of 2018-2019, and the third one in the academic year of 2019-2020. ...
At present, the idea of teacher professional development is widely highlighted in education. The present qualitative study examines whether coteaching in collaboration between music lecturers at two universities could enable their professional development and improve student learning. Our study consisted of piano courses in two independent primary school teacher education programs. In this conceptual work, it appears that the definitions of coteaching also allow a distant collaborative professional development of the two music lecturers. The main challenges were identified as access to a shared physical space and a common group of students, which could be diminished using digitalization.
... 8 In our previous report, we used design-based-research (DBR) methods to study how the new instructional model changed teaching practices and how these changes influenced student learning. 8,9,10 We found that the development of innovative learning activities empowered the course instructor and helped develop changing roles of the course instructor in non-traditional classrooms. See Table I. ...
... practice in this study. 9,10 A productive partnership between the course instructor and researchers allowed us to enable iterative cycles of designing and testing the instructional model. It also assisted evaluations of how the model influenced student learning. ...
... In the first part of this study, we focus on instructions for problem-centered learning classrooms using design-based-research (DBR) methods to develop innovative learning activities and explore changing roles of course instructors in non-traditional classrooms. 11,12 It will describe a Four-Practice instructional model that includes 1) anticipating, 2) monitoring, 3) connecting and contrasting, and 4) contextualized lecturing and explain how the model leads to an engineering classroom discourse that fosters interactive communications and engages students in meaningful learning. 13 We will discuss the degree to which classroom discourse is authoritative vs. dialogic, and how it enhances the contextualized lecturing in particular. ...
... Design-based-research (DBR) deeply intertwines the three goals of research, design, and pedagogical practice. 11,12 It requires a productive partnership between the course instructor and researchers, enabling iterative cycles to improve learning activities. Because traditional lectures are no longer appropriate in classrooms under the study, we need to design classroom activities and instructional strategies to make effective use of in-class lecture periods for learning course content. ...
... DBR is however a relatively new and emerging educational research paradigm, and for the fact that it typically seeks to trace the evolution of learning in complex, messy classrooms and schools (Joseph, 2004), there are no clearly established research methods or techniques. Rather, DBR relies on techniques used in other research paradigms, "like thick descriptive datasets, systematic analysis of data with carefully defined measures, and consensus building within the field around interpretations of data" (The Design-Based Research Collective, 2003, p. 7). ...
... DBR thus attempts to combine the intentional design of learning environments with the empirical exploration of those environments and how they interact with individuals (Hoadley, 2004), and it within this context that the present study adopted this approach to explore the phenomenon of plagiarism among students in the online learning environment. Also, though advocates and practitioners recommend that DBR projects should normally involve teams of researchers, designers, and implementing teachers each of whom is primarily responsible for maintaining the commitments relevant to their particular role, examples abound in which an individual takes on the responsibility for the design, research and practice (Joseph, 2004). This gives such an individual the opportunity to have direct access to all aspects (design, research, practice, participants, context etc) of the project, enabling a fuller understanding of how the various variables interact with, and influence each other within the learning environment (Patton, 2002). ...
This study used design-based research approaches to investigate student plagiarism in an online course, with the objective of determining the instructional interventionist strategies that can help students avoid the practice in online courses. Twenty eight (28) undergraduate students who were engaged in a semester-long online course in Educational Technology at a private university in Ghana participated in the study. Drawing on relevant learning and related theories, the study implemented different learning activities pertaining to plagiarism at regular intervals during the semester, and then subsequently analyzed students' individual and group course writings for evidence of plagiarism. Findings reveal that regular and varied instructional interventions helps students reduce and eventually avoid plagiarism in the online learning environment. Students were also found to plagiarize to a much lesser extent when they worked in groups than when they worked individually. Implications of these findings for the design and management of online learning courses in higher education are briefly discussed.
... In DBR, theory drives design as it emerges within the project (Joseph, 2004 Luk (2005, p.248) asserts that "people communicate (irrespective of whether it is their first or second language) mainly for the purpose of asserting their local identity, interests, and values." The data showed that the opportunity to use their locally relevant knowledge positively benefitted students also in terms of a) being able to utilise the target language within the activities and b) engage in exploratory talk for language learning. ...
... For practitioners who decide to embark on design-based research projects there lies a potentially rewarding duel benefit. On the one hand, DBR enhances research and design skills, on the other, it enables a deeper understanding of oneself as a practitioner and the context in which teaching and learning takes place (Joseph, 2004). Through the Talk Skills project, it was possible for this practitioner/researcher to move from knowing intuitively that students benefitted from high quality classroom discussion, with a desire to help students get the most out of classroom talk experiences, to gaining a better theoretical and practical understanding of what it means for students to enter into exploratory talk for language learning, that is both educationally stimulating and effective in terms of offering language learning opportunities. ...
As part of the National Foreign Languages Project on renovating foreign language instruction, a new English assessment policy that incorporates alternative assessment into teaching English has been introduced to the school system of Vietnam. The current paper discusses the uptake of this innovation by investigating the perspectives and practices of public secondary school EFL teachers. A self-report questionnaire which includes both closed and open-ended questions to elicit quantitative data and qualitative comments was administered to a sample of 164 lower and upper secondary school teachers in four Mekong Delta’s provinces of Vietnam. The results showed that although the teachers were well aware and appreciative of the values of alternative assessment, they held a less positive perception towards the feasibility of those alternative assessment tasks that are so demanding and time consuming. They also expressed a weak belief in the importance of these methods to students’ development of proficiency. In practice, they reported rarely using these forms in their classrooms due to students’ proficiency, time and workload pressures, which possibly suggests an interaction of contextual factors with a lack of confidence in implementing them. The results offer useful implications for educators and administrators in terms of EFL teachers’ professional development, training and change support.
... DBR emerged as a new research methodology to steer educational research (Amiel & Reeves 2008;Anderson & Shattuck 2012;The Design-Based Research Collective 2003). As such, traditionally DBR unified research, design and evaluation of interventions aimed at improving educational practice (Joseph 2004;Plomp 2010). Design in educational DBR yields principles for teaching and learning interventions (Anderson & Shattuck 2012;Collins, Joseph & Bielaczye 2004;Plomp 2010;Reeves 2006). ...
... Theoretical contextualisation of design-based research DBR is systematic and context-specific aimed at linking educational research and real-world problems through research, iterative design, development and evaluation of educational interventions with the intention of improving pedagogical practice (Amiel & Reeves 2008;Barab & Squire 2004;Joseph 2004;Plomp 2010;The Design-Based Research Collective 2003;Wang & Hannafin 2005). However, DBR requires that the design of learning environments are guided by theory with research and development unfolding through multiple cycles of design, testing and evaluation of teaching and learning interventions thus giving way to general design principles (Anderson & Shattuck 2012;Barab & Squire 2004;The Design-Based Research Collective 2003). ...
Traditionally, design-based research (DBR) unifies research, design and evaluation of interventions aimed at improving educational practice. Shifts elucidate DBR as a novelty to bridge the gap between knowledge generated from research with that of design practice. DBR, therefore, locates itself in both educational and design practice contexts. This paper considers DBR in the educational context hence aimed at the affordance for improving fashion design educational practice. The DBR phases in educational disciplines may well act as guidelines to develop scholarship around research on and through design. Locally and internationally, fashion design education is an underdeveloped research area but what is more prevalent is the evident lack of DBR to improve educational practice. Drawing from a doctoral study in South African tertiary fashion design education, this meta-research paper focuses on the research design and methodology with a twofold aim. Firstly, from an educational perspective, the paper theoretically contextualises and maps out a framework for DBR. The second aim describes how DBR was deployed as a research design to improve fashion design pedagogical practice. The aim was engineered to align with the following research questions: 1) what are the theoretical constructs of DBR, and 2) what are the affordances of DBR, as a research design, to improve fashion design pedagogical practice? Embedded in DBR, multiple methods of data collection from various participant subsets included desktop research, semi-structured interviews, participant observations and semi-structured questionnaires as primary methods and artefacts as a secondary method. These data collection methods were based on DBR phases to align with the doctoral research phases. This paper contributes principally to discourse around research designs for postgraduate studies in design education. As a secondary contribution, mapping DBR from an educational perspective holds affordances to offer insights for research on and through design.
... Learning theories and modelling intertwine in an evolutionary process of design, implementation, analysis, and evaluation (Design Based Research Collective, 2003). DBR aims not to propose immediate solutions, but to seek educational betterment through design interventions that progressively and continually improve, resulting from greater understanding, practical experience, and consequent student outcomes (Joseph, 2004;McKenney & Reeves, 2012). The research focus generates a hypothetical solution that translates into a theoretically justified design prototype that is tested and redeveloped in a real-world setting (Collins et al., 2004). ...
... The research focus generates a hypothetical solution that translates into a theoretically justified design prototype that is tested and redeveloped in a real-world setting (Collins et al., 2004). Testing outcomes not only prompts redesign, but the consequent understanding also informs new theoretical perspectives that are applicable to, and have an impact on, the real world (Anderson & Shattuck, 2012;Joseph, 2004). The proposed solution meanwhile becomes an evolutionary object of study rather than just the consequence of strictly defined variables. ...
This article explores contested possible meanings of the term 'impact' used in recent initial teacher education review body and accreditation documentation in Australia. It proposes a model of program design that explicitly evidences graduate capabilities to generate effective teaching and learning in school classrooms. It argues that we cannot expect to recognise, generate, and evidence positive classroom impact unless pre-service teachers are equipped with the pedagogical content knowledge and habitus to look beyond teaching inputs to student outcomes. The article further argues for learning experiences in initial teacher education programs that forge teacher identities that develop pre-service teachers' and supervising teachers' awareness of impact consciousness. It draws upon assessment literature and examination of individual practice within a design-based research framework to propose a diagrammatic model of impact. The article presents programmatic assessment as a fresh lens to consider a program model that incrementally develops and evidences increasing levels of pre-service teacher impact consciousness. ARTICLE HISTORY
... Learning theories and modelling intertwine in an evolutionary process of design, implementation, analysis, and evaluation (Design Based Research Collective, 2003). DBR aims not to propose immediate solutions, but to seek educational betterment through design interventions that progressively and continually improve, resulting from greater understanding, practical experience, and consequent student outcomes (Joseph, 2004;McKenney & Reeves, 2012). The research focus generates a hypothetical solution that translates into a theoretically justified design prototype that is tested and redeveloped in a real-world setting (Collins et al., 2004). ...
... The research focus generates a hypothetical solution that translates into a theoretically justified design prototype that is tested and redeveloped in a real-world setting (Collins et al., 2004). Testing outcomes not only prompts redesign, but the consequent understanding also informs new theoretical perspectives that are applicable to, and have an impact on, the real world (Anderson & Shattuck, 2012;Joseph, 2004). The proposed solution meanwhile becomes an evolutionary object of study rather than just the consequence of strictly defined variables. ...
This article explores contested possible meanings of the term ‘impact’ used in recent initial teacher education review body and accreditation documentation in Australia. It proposes a model of program design that explicitly evidences graduate capabilities to generate effective teaching and learning in school classrooms. It argues that we cannot expect to recognise, generate, and evidence positive classroom impact unless pre-service teachers are equipped with the pedagogical content knowledge and habitus to look beyond teaching inputs to student outcomes. The article further argues for learning experiences in initial teacher education programs that forge teacher identities that develop pre-service teachers’ and supervising teachers’ awareness of impact consciousness. It draws upon assessment literature and examination of individual practice within a design-based research framework to propose a diagrammatic model of impact. The article presents programmatic assessment as a fresh lens to consider a program model that incrementally develops and evidences increasing levels of pre-service teacher impact consciousness.
... Design-based research as an approach was conceived out of their concerns that laboratory studies of instruction interventions are limited in addressing the dynamics, complexity, and messiness of learning processes in real classroom settings. In recent years, design-based research has gained popularity as a form of educational research for those who attempt to improve student learning in real classroom settings through designing educational interventions, especially involving the use of technology [15,16,17,18]. Design-based research has five basic characteristics [13]: ...
... Garrison, Anderson, and Archer [10] considered that all successful online discussions should promote cognitive presence. Cognitive presence describes the extent to which learners are able to construct knowledge through reflected discourses in a critical community of inquiry [10,16]. In supporting cognitive presence, two other elements are essential: social presence and teaching presence [10,19,20]. ...
Online discussions have been increasingly integrated into face-to-face classes at universities to enhance student learning of course content. The primary focus of past research has been on the end products of online discussions. Studies reported either successful findings or results that fell short of desired learning outcomes. An in-depth investigation is needed about how the design of online discussions is related to success. This paper reports our experiences in conducting a three-phase, design-based study: (1) designing the online discussion activity; (2) implementing our design in a university course; (3) empirically investigating our design.
... Conducting design experiments is about contributing to theory and informing practice (Bannan-Ritland & Baek, 2014;Brown, 1992;Joseph, 2004). Brown (1992) argues that conducting intervention studies in naturalistic classroom settings in cycles, systematically changing certain parameters, and exploring the actual outcome versus the expected can generate theoretical advancements that are not possible in a laboratory setting. ...
The creation and use of models in science is of great importance for knowledge production and communication. For example, toy models are often used as idealized explanatory models in physics education. Models can be a powerful tool for exploring phenomena in ways that facilitate learning. However, careful consideration of instruction and explanations needs to be considered to guide how students relate models to real-world phenomena in subject-correct ways. A design experiment was conducted to investigate how upper secondary school students can use models for learning in the physics laboratory. The intervention used in the study was a laboratory exercise developed over three phases where students worked with a mechanical Paul trap and a simulation to understand the principle behind a real Paul trap. Each phase of the study consisted of three to five laboratory sessions. The data were analyzed using thematic analysis and the learning process was understood using the theoretical framework of variation theory. From the results, it was possible to identify patterns of variation for successful lab groups and critical aspects and features students need to discern to effectively modelize the mechanical Paul trap. The findings also indicate that having students work with models can be a meaningful clarificatory process to develop a deeper understanding of the use and limitations of models in science.
... Design-Based Research (DBR) as a methodological approach in educational inquiry aims at developing products to solve identified problems in education (Brown, 1992;Joseph, 2004). Design-Based Research (DBR) is a four-phase process that includes designing, testing, evaluation, and reflection. ...
The purpose of this design-based study in the qualitative research approach was to produce content and context-specific TLMs for Upper primary learners living with blindness and visual impairment at the Akropong School for the Blind in Ghana. This was followed up by post-project personal interviews with four teachers and six learners living with blindness and visual impairment in the study area. The study produced four tactile TLMs to enhance the teaching and learning of Integrated Science, Mathematics, and Social Studies. These were tactile TLMs on the Human Digestive System, the Geographical Map of Ghana, the Toddlers' Shapes Puzzle, and the Addition machine. The learners expressed great excitement while interacting with the tactile TLMs that were produced. The learners living with blindness and visual impairment revealed that the tactile TLMs highly improved their learning interests and learning outcomes while impacting positively on their retention and recall capabilities of learned concepts. The study contends that the Ministry of Education and the various educational institutions in Ghana must prioritize the establishment of instructional resource centres where innovative TLMs could be produced especially for students with special educational needs to heighten their learning interests and outcomes.
... Design-based research (DBR) pertains to a set of methodologies used by learning sciences researchers during the last two decades [70]. This interventional methodology was basically designed to bridge the gap between research and practice [71]. The design-based research approach, which is derived from CDST theory, considers education, cognition, and environment as highly related aspects [72]. ...
The adequacy of language education largely depends on the favorable and unfavorable emotions that teachers and students experience throughout the education process. Simply said, emotional factors play a key role in improving the quality of language teaching and learning. Furthermore, these emotional factors also promote the well-being of language teachers and learners and place them in a suitable mental condition. In view of the favorable impact of emotional factors on the mental health of language teachers and learners, many educational scholars around the world have studied these factors, their background, and their pedagogical consequences. Nonetheless, the majority of previous studies have employed traditional research methods in assessing these variables and their influences on language teachers’ and learners’ mental health. Because of the complex and dynamic quality of emotional factors, traditional research approaches often fail to evaluate these factors and their dynamic, non-linear connections with teachers’ and learners’ mental health and well-being. Accordingly, some novel research approaches are required to measure the dynamicity and complexity of emotional factors in language education settings. To address this call, the current state-of-the-art conceptual article seeks to provide new insights for investigating emotional factors and their potential impact on language teachers’ and learners’ mental states. This study also intends to offer a comprehensive list of emerging methods that take into account the complex and dynamic nature of emotional variables. Finally, the study outlines the potential implications of this review for educational researchers.
... La présente recherche se fonde sur une méthodologie de « design-based research » (Anderson, 2005;Brown, 1992;Joseph, 2004;Kelly, 2004) : l'expertise des chercheurs et des acteurs du terrain est mise à contribution pour établir le design d'une intervention, laquelle est évaluée à l'aide de différents outils de collecte de données qualitatives et quantitatives. Le résultat de l'analyse des résultats de chaque itération indique les correctifs à implanter à la prochaine itération. ...
Dans le cadre de notre recherche sur les problèmes d’abandon en formation à distance (FAD), nous avons introduit un environnement de réseautage social éducatif (ELGG) dans trois établissements postsecondaires canadiens, selon une méthodologie de type « design-based experiment ». Quarante pour cent des étudiants se connectent à l’environnement, le quart d’entre eux devenant des utilisateurs fréquents. Les principaux obstacles à l’utilisation sont le manque de participation des autres étudiants (problème de « démarrage à froid »), les problèmes techniques (problèmes de connexion, problèmes utilisateurs) et les problèmes liés au temps. Les suggestions des étudiants interrogés visent à simplifier les moyens de se connecter, et à faciliter et valoriser la participation.
... To transform the conventional practice, numerous educational experts have suggested that engineering design-based activities should be adopted as a typical context for delivering scientific instructions to arouse the sense of engagement among students. Engineering design-based thematic activities both emphasizes student's perception of engineering process and supports their understanding of scientific contents (Joseph, 2004). It is firmly based on prior research carried out in educational settings, seeks to trace the evolution of learning, and examines relevant theoretical results in order to construct instructional tools that survive the challenges of everyday practice. ...
The demand for knowledge in science, technology, engineering, and mathematics (STEM) is expanding as the twenty-first century progresses. Growing K-12 STEM education has risen to the top of the priority list in many countries’ educational reform efforts. Typical contexts for giving scientific instructions should be designed around engineering design-based thematic activities rather than the other way around. Teachers’ responsibilities as designers of design-based thematic activities would also present them with numerous chances for professional development and advancement. It is claimed that introducing entrepreneurship ideas into the engineering curriculum results in improved student satisfaction, longer professional careers, and a shift in attitudes toward engineering difficulties. It allows students to enjoy themselves more and draws their attention to the possibility of self-employment.
... Design-based research (DBR) approaches tend to reflect these evidence-based practices and iteratively support multiple objectives, varying contexts, and multi-layered interactions. This research framework draws from methods commonly applied in engineering, product design, user-centered design, and action research [57,58]. It is described as an iterative cycle of designing, testing, evaluating, and reflecting [59]. ...
Learning through an integrated STEM framework has been shown to provide elementary students with numerous advantages over learning through isolated content instruction. All students, however, do not have access to high quality STEM instruction for reasons such as living in an under resourced community or their elementary school teachers feeling unprepared in STEM. For the purpose broadening STEM participation, this conceptual paper proposes a thoughtful integration of two interdisciplinary yet separate educational initiatives: STEM-focused elementary schools and full-service community schools (FSCS). In this conceptual manuscript, each educational initiative is first described independently. Then an explanation of how the central tenets of STEM-focused elementary schools and FSCS overlap is presented. Resultantly, a proposed model for integrating the two educational initiatives (FSCSeSTEM) is depicted using a rigorous design-based research methodology. This conceptual piece ultimately demonstrates that it seems prudent to consider integrating not only content in elementary schools, but also well-researched and established educational initiatives for the possibility of expanding STEM opportunities for all. FSCSeSTEM is one such attempt at a conceptual model proposed for future research and practice.
... Aligned with research methods from other fields in which products are developed for specific purposes [19][20][21], design-based research (DBR) is a methodological approach that relies on an iterative process. First, the problem that needs to be addressed is identified. ...
Background:
Since the beginning of the COVID-19 pandemic, people have been exposed to misinformation, leading to many myths about the virus and the vaccinations against it. As this situation doesn't seem to end soon, many authorities and health organizations, including the World Health Organization (WHO), are utilizing conversational agents in their fight against it. Although the impact and usage of these novel digital strategies are noticeable, the design of the conversational agents (CA) remains key to their success.
Objective:
This study describes the use of design-based research for contextual conversational agent design to address vaccine hesitancy. In addition, this protocol will examine the impact of Design-Based Research (DBR) on conversational agent design to understand how this iterative process can enhance accuracy and performance.
Methods:
A DBR methodology will be used for this study. Each phase of analysis, design and evaluation of each design cycle inform the next one via its outcomes. An anticipated generic strategy will be formed after completing the first iteration. Using multiple research studies, frameworks and theoretical approaches are tested and evaluated through the different design cycles. User perception of the conversational agent will be analysed/collected by implementing a usability assessment during every evaluation phase using the system usability scale. The PARADISE (PARAdigm for Dialogue System Evaluation) method will be adopted to calculate the performance of this text-based CA.
Results:
Two phases of the first design cycle (design and evaluation) were completed at the time of authoring this paper (April 2022). The research team is currently reviewing the NLU (Natural-language understanding) model as part of the conversation driven development (CDD) process in preparation for the first pilot intervention, which will conclude the CA's first design cycle. In addition, conversational data will be analysed quantitatively and qualitatively as part of the reflection and revision process to inform the subsequent design cycles. This project plans for three rounds of design cycles, resulting in various studies spreading outcomes and conclusions. The first study result describing the entire first design cycle is expected to be submitted for publication before the end of 2022.
Conclusions:
CAs constitute an innovative way of delivering health communication information. However, they are primarily used to contribute to behavioural change or educate about health issues. Therefore, health chatbots' impact should be carefully designed to meet outcomes. DBR can help shape a holistic understanding of the process of conversational agent conception. This protocol describes the design of VWise, a contextual conversational agent that aims to address vaccine hesitancy using the DBR methodology. The results of this study will help identify the strengths and flaws of DBR's application to such innovative projects.
Clinicaltrial:
... To transform the conventional practice, numerous educational experts have suggested that engineering design-based activities should be adopted as a typical context for delivering scientific instructions to arouse the sense of engagement among students. Engineering design-based thematic activities both emphasizes student's perception of engineering process and supports their understanding of scientific contents (Joseph, 2004). It is firmly based on prior research carried out in educational settings, seeks to trace the evolution of learning, and examines relevant theoretical results in order to construct instructional tools that survive the challenges of everyday practice. ...
The demand for knowledge in science, technology, engineering, and mathematics (STEM) is expanding as the twenty-first century progresses. Growing K-12 STEM education has risen to the top of the priority list in many countries’ educational reform efforts. Typical contexts for giving scientific instructions should be designed around engineering design-based thematic activities rather than the other way around. Teachers’ responsibilities as designers of design-based thematic activities would also present them with numerous chances for professional development and advancement. It is claimed that introducing entrepreneurship ideas into the engineering curriculum results in improved student satisfaction, longer professional careers, and a shift in attitudes toward engineering difficulties. It allows students to enjoy themselves more and draws their attention to the possibility of self-employment.
... Frequently they evolve around questions, not unlike research questions in scientific work. Indeed, studio work in the academic studio is sometimes related to as research by design (Joseph, 2004;Sengers, 2006;Zimmerman, Stolterman & Forlizzi, 2010). The student is expected to develop a personal theme, and to relate the creative work to theoretical and conceptual platforms. ...
In this paper, the authors draw readers’ attention to the visual skills of the artisans in the domain of typography and visual design. This special skill which was once entirely dependent on artisans’ creativity and its primitive tool (chisel), has changed in its visual content with the evolution of the tools (computers). The authors pay attention to graphic design. This is a common area for all design work and connects the problem to symbolic thinking in general. The authors also show connections between craft and technology. Visual design in graphic information has its basic role, but the connections to multi-modality are evident as well as cognition. Many Craft, Technology, and Design Writers see perception as skill and in active light. In the study, a short history from craft typography to an ICT one is illuminated from the times of China and Rome up to desktop publication. As craft is often related to art, so is typography. This relation can be seen in history and also in the art movements of the 20th century. Mixing Typography into all other arts is a remarkable phenomenon. In our consideration, figurative and symbolic expressions form one key category and this paper brings them together as it connects craft, technology, and design arts is a remarkable phenomenon.
... The development of learning initiatives in EiE contexts is analogous to working in an ill-defined problem space. Developers can lack assuredness in their design outcomes due to the social messiness of the context (Joseph, 2004). We argue that a parsimonious conceptualization of a curriculum framework, in line with Seifert (2019), can be helpful for structuring a response in such challenging environments. ...
There is a pressing need to develop processes to facilitate the organization of education responses in time-pressured emergency situations. As part of a joint Learning Passport (LP) partnership project with UNICEF, researchers along with curriculum and subject specialists at the University of Cambridge, UK, developed a curriculum framework that could be used as a resource for coordinating the actions of education specialists and practitioners in Education in Emergencies (EiE) situations. This article outlines the curriculum framework design approach they developed for the Maths and Science components of the LP framework. The article outlines a three-stage curriculum framework development model, which involves consideration of context, leading to descriptor generation, and attending to cohesion building elements.
... However, from a scientific perspective, the main output of educational design research approach is to contribute to theory development, in this case, theory about innovation competence learning in higher education, through the design of instruction that can survive the challenges of everyday practice (Shavelson, 2003). Therefore, research involving an educational design research approach is expected to yield intimate knowledge about the theoretical and design ideas involved in the intervention (Joseph, 2004). According to McKenney et al. (2006), knowledge about how to build and implement educational solutions in any setting takes the form of design principles. ...
Abstract
This dissertation focuses on fostering students’ innovation competence in higher education. The research is aimed at developing instructional strategies based on theoretical design principles to aid teachers in higher education foster innovation competence in their classrooms and assess students’ innovation competence. The research was implemented within the existing curriculum of three Netherlands universities of applied sciences in which developing students’ innovation competence was the target learning goal. To aid innovation competence learning, an innovation competence teaching mechanism was developed following education design research steps. The research includes four independents sub-studies which used different research methods. This thesis shows that students’ innovation competence can be positively influenced by instruction. The findings of this study suggested that development of students’ innovation competence takes place through explicitly coordinated teaching and learning activities, design, assessment, and reflection. It was found that this innovation-supportive learning environment influenced the actual innovation competence of students and that the way of teaching (especially a better structured, balanced and more student-centred constructivist approach to teaching) had a positive influence on students’ development of innovation competence. This dissertation has shown that every student has the potential to be innovative, and that teachers can fulfil their role in recognizing the innovation potential of students by creating a teaching and learning environment that promotes and encourages innovation competence.
Keywords: innovation competence; training; design principles; higher education curricula
... To support knowledge transfer between research and teaching practice, researchers, policy-makers, and educators have started to promote and pursue various approaches. These approaches can basically be distinguished into two groups: Those which aim to actively engage teachers in the research process, such as 'action research' (engaging practitioners in research projects, e.g., Niemi, 2008 ;Smith & Sela, 2005 ) or 'design-based research' (designing interventions to provide insight into learning in real-world contexts, e.g., Joseph, 2004 ), and those which aim to engage teachers with existing research evidence to inform their professional decision-making and practice. In particular the latter type, which is currently reflected in the term 'evidence-based practice' 1 ( Shavelson et al., 2013 ;Slavin, 2019 ), has received much attention in recent reform efforts in teacher education and provides a focus for the present study ( Farley-Ripple et al., 2018 ). ...
Higher education-based teacher education has been tasked with addressing the gap between research and teaching and to promote their closer alignment in terms of evidence-based practice. University-based teacher educators are seen as central agents in supporting evidence-based practice among future teachers. To better understand and design appropriate support for this diverse group of professionals, research needs to examine the relevant characteristics of teacher educators concerning the support of evidence-based practice. An online survey study with 484 university-based teacher educators was conducted to examine attitudes and perceived challenges regarding evidence-based practice. Latent profile analysis revealed five significantly different subgroups: high-challenges, no-challenges, knowledge- & resource-challenges, resource-challenges, and skeptical profile. Importantly, profiles partly differed in their reported use of evidence in their teaching. Moreover, whether a service platform for evidence-based teacher education meets reported challenges of teacher educators was also explored. The selected platform appeared to provide effective support for all profiles investigated.
... In a spiral fashion, outcomes from previous cycles inform design and research in the next cycle (Collins, Joseph, & Bielaczyc, 2004). As a consequence, design researchers have to remain flexible and make changes and adjustments, revising both intervention and theory along the way (Joseph, 2004). In effect, this process leads to a co-evolution of the intervention design and the research design (Allert & Richter, 2011). ...
This dissertation investigates motivation in the context of problem-based learning. It seeks to align the agenda of advancing motivational theories with using research to make a difference in classrooms. Specifically, its two major aims are (1) to investigate and improve the motivating potential of problem-based learning (PBL) environments in K-12 settings and (2) to empirically advance interest theory in the context of PBL. The dissertation includes five empirical studies which are guided by a design-based research approach. The approach blends a theory-driven design process of a particular intervention with empirical educational research. For this research, teachers and researchers cooperated in the iterative development of a PBL intervention around the topic of energy supply. Together the studies of the dissertation provide an in-depth analysis of how students' interest and their perception of value emerge and change in relation to the PBL intervention. Data are derived from student self-reports during three implementations of different version of the intervention in K-12 classrooms. The statistical analyses rely on multiple analyses of variance as well as on longitudinal structural equation modeling. Additional qualitative data are analyzed using content analysis. The dissertation comprises three individual manuscripts. In manuscript I a prototype version of the intervention is compared to an improved redesign version in a quasi-experimental study. Pre-post assessment results show that a clear alignment of the intervention design with a standardized PBL model is important for fostering students' appreciation of the value of science. Drawing on interest theory, manuscript II further investigated the individual activities of the redesign version. Results show that students' situational interest to a large extent contains the influence of individual activities. Drawing on an integrated framework of interest theory and self-determination theory, manuscript III further shows that the influence of individual activities on situational interest is mediated by students' satisfaction of the basic psychological needs. Together, the findings cumulated in this dissertation demonstrate the influence of individual PBL activities on student's interest and value. They also highlight the dynamics of motivation-in-context experiences for the motivational frameworks considered. Besides, the research identifies specific affordances of these activities which foster students' interest thereby extending the empirical basis for the motivational design of PBL environments. 3 Acknowledgements I want to thank the following people for playing a great part
... A wide of range studies report students' ability to research and design in real-world contexts (Joseph, 2004) and to design educational games (Kafai, Franke, Ching & Shih, 1998). Others show that students are well able to carry out sophisticated computing procedures (Downes, 1998) and to participate in Internet-related activities such as net-surfing, information retrieval, e-mail and chat rooms (Kafai & Sutton, 1999). ...
Despite optimism about new technologies for learning, e-learning innovation has been slow to scale up. This research set out to investigate whether an e-learning environment designed by students themselves would scale easily in schools. To do so, the GENESIS Project, a collaborative undertaking between three schools and a University, created the opportunity for students as researchers to conceive, prototype, and test an e-learning environment in which they and other students could explore ideas of interest to them. Preliminary findings show that students are able to design e-learning environments that provide good contexts for learning. Furthermore, such an approach appears to set in motion deep and lasting change in schools in ways that align with Coburn’s (2003) four ways of thinking about scaling up. The Project demonstrates, in all its phases, a way in which students themselves can take information leadership of curriculum in a culture of change.
... This thesis used a mixed-methods design-based research (DBR) approach, because this focusses on the interaction between an individual and their real-world context (Joseph, 2004;Leeman & Wardekker, 2011;Pool & Laubscher, 2016). This approach involves collaboration between researchers and participants as practitioners, and, as with other qualitative methods, the researcher is the data collection instrument and is immersed in the context. ...
Organisations are continuously seeking to increase employee engagement to improve
organisational performance and gain competitive advantage. Gamification — the use of game mechanics in non-game contexts — is a nascent and increasingly applied approach to improve engagement and holds promise to address current engagement gaps in workplaces. Applying gamification to the complexities and idiosyncrasies of the workplace, however, presents challenges for researchers and gamification designers. This thesis argues that Cultural Historical Activity Theory (CHAT) provides a theoretical framework for addressing these challenges in both research and practice, and it develops methods of adapting the use of CHAT to understand the unique factors of a particular workplace context.
Using a qualitative design-based research method, a gamification experience was designed for staff of three workplaces using the same five design steps in all contexts and implementing a gamification experience for three months. Three organisations participated in this study: a school seeking to increase innovative teaching practices in its teachers; a restaurant wanting to improve team interaction and restaurant management; and a government department wanting to increase professional development activities.
The findings from this study demonstrate the positive effects gamification can have in the
workplace, including increased staff engagement and motivation, improved team interactions and communication, increased productivity and better clarity on team goals, and increased workplace satisfaction. Significantly, the gamification design process helped alleviate systemic tensions in the workplace and demonstrates that gamification can contribute to a more productive and higher performing organisation.
This thesis makes several unique contributions including providing additional qualitative
evidence of the effectiveness of gamification and first study to extend Cultural Historical
Activity Theory and practice to the gamification design process. Finally, this thesis provides a gamification design process and evaluation framework for designers to use when implementing gamification in the workplace.
... Design-based research is a methodological approach that aligns with research methods from the fields of engineering or applied physics, where products are designed for specific purposes (Brown, 1992;Joseph, 2004;Middleton et al., 2008;Kelly, 2014). Consequently, investigators using designbased research approach educational inquiry much as an engineer develops a new product: First, the researchers identify a problem that needs to be addressed (e.g., a particular learning challenge that students face). ...
Recent calls in biology education research (BER) have recommended that researchers leverage learning theories and methodologies from other disciplines to investigate the mechanisms by which students to develop sophisticated ideas. We suggest design-based research from the learning sciences is a compelling methodology for achieving this aim. Design-based research investigates the "learning ecologies" that move student thinking toward mastery. These "learning ecologies" are grounded in theories of learning, produce measurable changes in student learning, generate design principles that guide the development of instructional tools, and are enacted using extended, iterative teaching experiments. In this essay, we introduce readers to the key elements of design-based research, using our own research into student learning in undergraduate physiology as an example of design-based research in BER. Then, we discuss how design-based research can extend work already done in BER and foster interdisciplinary collaborations among cognitive and learning scientists, biology education researchers, and instructors. We also explore some of the challenges associated with this methodological approach.
... By contrast, the interest-driven learning (IDL) design framework (Edelson and Joseph 2004;Joseph 2004) places the personal interests of learners at the center. Importantly, IDL differentiates between motivation to engage in a task and motivation to learn. ...
We report on an exploratory effort to design an interest-based learning experience for high school (step) dancers to engage with concepts in mathematics and data science. We hypothesized that generating and analyzing data from their own dance movement, through motion and audio capture, would (a) enable learners to form analogies between off-line embodied experiences and new abstract concepts and (b) support motivation to learn due to perceived relevance and usefulness of data science to dance practice. Based on initial interviews to understand the specific needs and interests of the steppers, we developed some early prototypes for visual and acoustic analysis, concentrating on pose precision, tempo, and spectral characteristics (timbre) for. Teacher and student reactions to the tools demonstrated support for our hypotheses that off-line embodied cognition would help with new knowledge acquisition and that the perceived usefulness of data science would motivate learning. Several promising future directions remain to develop an interest-based and embodied data science curriculum.
... For instance, Hakkarainen (2009) used DBR to design and produce an educational digital video for teachers of the Faculty of Education in Finland in collaboration with students and researchers. Similarly, Joseph (2004) and Reeves, Herrington, and Oliver (2005) explored the various advantages of conducting DBR to develop a PD programme through locally functional solutions. In the study that is used as a context for this discursive paper (Getenet 2015), the DBR approach was used to design and refine a PD programme, which improved practitioners' effective use of technology to teach mathematics. ...
Background: A key aim of educational research is for findings to inform practice, thereby bringing about improvements in teaching and learning. However, the relationship between research and practice is complex, and there is often no clear link between changes in practice and research findings. One of the challenges for research and practice is breaking down barriers and finding effective and sustainable ways to translate research findings into practical solutions in the classroom.
Purpose: This discursive paper focuses on describing the nature of the partnership working involved when a design-based research (DBR) approach was employed to bring researchers and practitioners together. The researchers and practitioners worked in collaboration to design a professional development (PD) programme, in order to solve classroom problems and enhance practitioners’ research engagement.
Sources of evidence: This paper describes the author’s experience of using DBR to co-design a PD programme that was responsive to a particular context and practitioners’ needs. It illustrates and exemplifies the ways in which the researcher–practitioner collaboration itself sits at the heart of the design process and enabled solutions to be found. The paper also considers the epistemological positions of the practitioners and researchers in the different stages of DBR. The context for the description is a mixed-methods intervention study conducted in two colleges of teacher education, which documented the design and refinement of a PD programme to facilitate teachers’ effective use of technology to teach mathematics.
Discussion and conclusions: The examples presented and discussed here suggest how a DBR process is able to facilitate fruitful collaborations between researchers and practitioners and increase engagement in research. By working with practitioners to design interventions such as PD programmes, DBR can provide a practical approach for improving practice and deepening the relationship between educational research and classroom practice.
... Perhaps a design-based research approach will prove helpful for the implementation of OST, as this will provide the opportunity to continuously reflect on and adapt the method of education and implementation strategies (Joseph, 2004). With design-based research, all stakeholders are on board during the process of reflection and development of the educational method (Barab & Squire, 2004). ...
Higher education tries to comply with a societal need for lifelong, self-directed learners, for which suitable learning formats are needed. Here, we consider Open Space Technology (OST) as a format for self-directed learning in medical education. It involves a voluntary meeting in which students explore topics of their own interest, related to the overall course theme, and divide themselves over small groups accordingly. After having studied for almost two years in a curriculum with a fixed course format comprising daily mandatory group meetings, OST provided a new education environment. We used qualitative methods to investigate how students experience a transition to OST. We coded audio transcripts of student group discussions and short interviews with teachers. This led to a final set of 30 codes further categorized into 6 themes. While increased autonomy motivated students and gave them a sense of freedom, having to structure their own learning brought about initial insecurities. Relatedness to teachers, a positive atmosphere and interaction with peers helped students deal with these insecurities and use them as a starting point for critical thinking. We conclude that OST is a valuable aid in the development of self-directed learning.
... In line with the pragmatic worldview, DBR "seeks to increase the impact, transfer and translation of education research into improved practice" (Anderson & Shattuck, 2012), a term synonym with developmental research that focuses on solving complex real world problem critical to education while at the same time leads to theory construction and explanation (Reeves, 2006) Since learning is a complex phenomenon that cannot be solved by only one discipline, DBR allows researchers to derive important characteristics about the messiness of natural condition (Bell, 2004) so that we can systematically understand and predict how learning occurs, then attempt to create and sustain educational innovation in actual everyday classroom setting that is not merely workable in the laboratory (Barab & Squire, 2004). In terms of sustenance, it requires the understanding of how and why an innovation may have work and vice versa so that ongoing improvement can be made over time and across setting (Joseph, 2004). It usually attempts to connect the relationship between the theory, designed innovation and practice where the innovation may even lead to new teaching and learning theory ("Design-based research collective: An emerging paradigm for educational inquiry," ...
This paper presents the development of an automated essay scoring mechanism based on the Malaysian University English Test essay marking criteria using the Design-based research (DBR). It is a learning intervention to facilitate students in their essay writing process and at the same time, serves as a tool for teachers to mark essay. DBR is the most commonly used method for conducting research in technological enhanced learning context especially for solving real classroom problem. The development of the automated scoring system is presented step by step following the four phases in DBR model. In each phase, data collection procedure, research instrument and the lessons learnt that lead to further iterations are discussed in order to produce a workable and effective automated essay grader. The outcome resulted from the five iterations lead to the present intervention, Automated Essay Scorer with Feedback (AESF). This system allows teachers to collect samples of marked essays to be trained to grade newly entered essays. Then the teacher can set task and keep track of students’ progress and provide additional feedback as well as rectify the scores generated. For students, they can practice writing essays and demand for feedback at any point of their essays writing process for the system to provide scores by paragraph as well as the whole essay. The system was tested by 24 teachers from 5 schools in real-classroom context with favorable comment. (accepted manuscript, publish 2019)
... Phase one: Rapid prototyping (11 cycles over 9 weeks): The first phase used rapid prototyping (Joseph, 2004) to provide prototype designs based on our starting theoretical framework of SPOT diagrams 1 (Yoon, 2015). Eleven reports were developed and shared with students over 9 weeks, with results from each test influencing the design of the subsequent report. ...
This volume offers a historical and critical analysis of the emerging field of the learning sciences, which takes an interdisciplinary approach to understanding and improving how children and adults learn. It features a wide range of authors, including established scholars who founded and guided the learning sciences through the initial turbulence of forming a new line of academic inquiry, as well as newcomers who are continuing to shape the field. This diversity allows for a broad yet selective perspective on what the learning sciences are, why they came to be, and how contributors conduct their work. Reflections on the Learning Sciences serves both as a starting point for discussion among scholars familiar with the discipline and as an introduction for those interested in learning more. It will benefit graduate students and researchers in computer science, educational psychology, instructional technology, science, engineering, and mathematics.
This volume offers a historical and critical analysis of the emerging field of the learning sciences, which takes an interdisciplinary approach to understanding and improving how children and adults learn. It features a wide range of authors, including established scholars who founded and guided the learning sciences through the initial turbulence of forming a new line of academic inquiry, as well as newcomers who are continuing to shape the field. This diversity allows for a broad yet selective perspective on what the learning sciences are, why they came to be, and how contributors conduct their work. Reflections on the Learning Sciences serves both as a starting point for discussion among scholars familiar with the discipline and as an introduction for those interested in learning more. It will benefit graduate students and researchers in computer science, educational psychology, instructional technology, science, engineering, and mathematics.
At a large, Midwest university, the authors taught an online course to graduate students in an educational reading methods course. While the course covered compelling content, the user experience frustrated students as they struggled to navigate an outmoded online learning management system (LMS), which inhibited their ability to engage with course content. Recognizing that the course could be a powerful and relevant learning experience for students, the chapter authors drew on engagement theory, technological pedagogical content knowledge (TPACK), and the triple E framework to redesign the course. While maintaining the valuable course content, the chapter authors developed a framework to create an engaging and positive online learning experience. This chapter describes the framework and details how the course was redesigned, articulates the rationale for the course changes, and explores the positive impact it had on teaching and learning.
Social media practices are increasingly woven into the everyday lives of teens and adults, becoming a significant part of how they relate, know, and learn. In this article, I present findings from a design-based research study that explored how the dynamics of learning and teaching art shift through social media. Learning and teaching through social media has been described as a form of participatory culture, and I expand this further by drawing upon complexity thinking to better understand the reciprocal dynamics of learning and teaching. Learning art through social media can be characterized as encounters with difference, both in ideas and contexts. Subsequently, the dynamics of attention shifts and distributes across collectives. From this, I infer a conceptualization of the art teacher as an identity that is not fixed but one that shifts throughout social media.
As online education continues to grow, it is becoming increasingly important to understand the nuances of online learning. However, to date, research on online learning has largely been characterized as being low quality. To increase the quality and promote rigor in online education research, researchers are beginning to argue for the importance of using mixed research. Yet, to date, very little mixed research has been conducted in the area of online learning. Further, the little “mixed” research that has been conducted suffers from a host of problems. Researchers need to be aware of the complexities of conducting mixed research and some of the issues that can be overlooked. This chapter focuses on some important steps and key considerations that researchers of online learning must make when conducting mixed research, in hopes to increase the rigor and quality of online learning research studies.
Digitalization and the growing service economy place challenges on organizations for transforming their service offerings to match the high user expectations. Services increasingly exploit digital technologies which play an important role in the creation of service experiences. One of the examples is artificial intelligence (AI), which may actively perform in customer service, but also provide solutions in the back end of services. While AI actively takes part in the creation of service value, the line between human and machine in the service encounters blurs. This creates new type of service components which need to be designed as part of digital service journeys.
This dissertation is constructed around seven scientific publications that explore the merging of AI and service design in creating human-centred digital service solutions. The focus in the publications is on applying service design principles to AI-enabled services, from which an AI assistant is an example. AI assistants interact with users through text and voice interfaces and can be perceived as a gateway to complex digital service ecosystems. AI assistants are rather new as services, and they touch upon areas that, besides the design challenges, are ethically, philosophically and legally demanding. Here, service designers face changes both in the design process and in their role as designers.
This study was conducted as a qualitative research with roots in the practice of design research. The main research data consist of five case studies and seven expert interviews analysed through coding, content analysis and visual mapping to answer the following research question: How is AI affecting the practice of service design and the design of digital services?
The findings from the publications are concluded under the following four topics: (1) AI changes the design of digital service interactions, (2) AI assistants perform as actors in digital services, (3) AI needs to be human-centred rather than human-like and (4) AI assists and augments the practice of service design. Under these topics, the discussion highlights the ethical considerations and humanization aspect of AI as a part of designing and the design outcomes as AI-enabled services.
Many learners of Arabic as a Foreign Language (AFL) in Malaysia lack the necessary skills and strategies to comprehend Arabic texts. It is
important, thus, for Malaysian AFL learners to know how to read skilfully and to be able to deal with an Arabic text independently. Therefore, this st udy aims to explore the Malaysian AFL learners’ major problems in reading Arabic texts and determine the appropriate set of design principles for effective strategic reading. The study employed a qualitative approach in which semi-structured interviews were conducted. The problems of AFL learners in reading were examined from a teaching perspective. The interview participants consist of a purposively selected sample of five Arabic language experts from the International Islamic University Malaysia (IIUM). The study found that the AFL learners’ approach towards Arabic reading is similar to those described in the previous studies as poor comprehension and lack of reading skills. Based on these findings, design principles for effective strategic reading were developed. These design principles represent a significant contribution to the development of Arabic reading, particularly in the Malaysian context.
In this article, I address a specific methodological issue, namely the analysis of interaction that researchers undertaking design-based research (DBR) face when adopting a traditional approach to context. I first describe my methodological worldview in which the meaning of context is continuously negotiated by participants from sociocultural perspectives. I explain how pragmatic and dialectical stances strengthen the use of a mixed methods approach to capture learning in context. I argue for the combination of link and trajectory analyses to analyze interactions from learners’ perspectives. I illustrate how the combination of critical discourse analysis and social network analysis enables researchers to trace a trajectory of learning and discover what has changed over time. I discuss equity, reflexivity, and trustworthiness when conducting DBR. I conclude by presenting the limitations of this combined method while indicating future tasks and directions for using a mixed methods approach in DBR.
There is considerable debate and ambiguity around what constitutes “computational thinking” (CT). In contrast to Computer Science which is generally treated as a distinct field of study, CT as a construct highlights the integral relationship between computing and other fields. Many recent efforts seek to map computational thinking by making high-level connections to other school disciplines. We argue that while these efforts may help identify specific curricular areas in which computing is likely to take place, they do not sufficiently capture the specificity and dynamism that is characteristic of meaningful computational integration. Worse, they exclude generative examples of computing integration that exist outside of the traditional STEM context or researcher-led efforts. In this special issue, we offer a counterproposal to one-size-fits-all frameworks of CT by exploring in detail how local, emergent definitions of CT develop across a diversity of spaces of learning. Reflecting on these examples can help researchers and educators alike cultivate an awareness of the ways in which learners and educators leverage computing to think, create, and participate across a variety of spaces.
Kelman guides the reader through the phases of her learning design using the steps of Design-based Research (Reeves 2009). The purpose of design-based research as the chosen methodology has been applied to develop educational principles based on empirical evidence of the way in which students learn music industry skills in a real-world music business, student-led enterprise. Kelman unpacks the contextual aspects of the curriculum design which focus on the core business of the YMI student enterprise; an annual four-stage, ten-hour music festival; managing and booking an all-ages venue; and delivering an annual youth music industry conference. She describes how these events were staged several times over a three-year period, each time growing in size, complexity, and outreach through her design interventions. The students are introduced in this chapter, and information related to how their learning was captured is also discussed.
Science educators have shown that students' framings-their expectations of what is going on-influence how they participate, and thus what science knowledge they reveal, in clinical interviews. This paper complements research that explores how interviewers are likely to affect student framings, by exploring how subtler interactions can lead students to change their framings, and thus their behavior, in unexpected ways during clinical interviews. We present data from interviews with two students, Sarah and Omar, as they reasoned about evaporation and condensation. Sarah demonstrated spontaneous and dramatic changes in how she participated over the course of the interview, whereas Omar demonstrated subtler changes that existing methods may not capture. These changes affected the nature of scientific knowledge and reasoning demonstrated by each participant, but could not be fully understood only in terms of interviewer behavior. We use the constructs of footing and positioning theory to examine how students participated during the interviews, and how this affected the ways they demonstrated scientific knowledge and reasoning about the interview topic. In both cases footing and positioning theory allowed us to better understand the dynamic ways students engage in the interview and the knowledge resources they reveal. This paper contributes new methods for analyzing complex interview dynamics, and suggests situations for which such methods are necessary.
Science, Technology, Engineering and Mathematics (STEM) higher education offers unique challenges and opportunities to develop effective blended learning practice. Scholarly research by STEM practitioners in designing evidence-based blended learning designs and practice is essential in its educative capacity of supporting STEM academics to reflect upon and develop their learning and teaching practices. The Griffith Sciences Blended Learning Model provided a “grass-roots” approach to developing evidence-based practice within STEM. Educational design-based research along with interviews of key innovators has provided Griffith Sciences with valuable lessons and insights which have enabled the group to progress and expand its blended learning design practices now and into the future. Informed by the range of learner-centred designs and practices explored in previous chapters, this final chapter provides nine evidence-based principles and guidelines for developing blended learning designs in STEM higher education. Although these principles have been derived from one implementation of blended learning technology and in one university for STEM higher education courses, it is tentatively proposed that these principles can support other university implementations particularly in developing ePortfolios or personal learning environments.
At a large, Midwest university, the authors taught an online course to graduate students in an educational reading methods course. While the course covered compelling content, the user experience frustrated students as they struggled to navigate an outmoded online learning management system (LMS), which inhibited their ability to engage with course content. Recognizing that the course could be a powerful and relevant learning experience for students, the chapter authors drew on engagement theory, technological pedagogical content knowledge (TPACK), and the triple E framework to redesign the course. While maintaining the valuable course content, the chapter authors developed a framework to create an engaging and positive online learning experience. This chapter describes the framework and details how the course was redesigned, articulates the rationale for the course changes, and explores the positive impact it had on teaching and learning.
This chapter reviews the recent research on motivation, beliefs, values, and goals, focusing on developmental and educational psychology. The authors divide the chapter into four major sections: theories focused on expectancies for success (self-efficacy theory and control theory), theories focused on task value (theories focused on intrinsic motivation, self-determination, flow, interest, and goals), theories that integrate expectancies and values (attribution theory, the expectancy-value models of Eccles et al., Feather, and Heckhausen, and self-worth theory), and theories integrating motivation and cognition (social cognitive theories of self-regulation and motivation, the work by Winne & Marx, Borkowski et al., Pintrich et al., and theories of motivation and volition). The authors end the chapter with a discussion of how to integrate theories of self-regulation and expectancy-value models of motivation and suggest new directions for future research.
Design-based research (DBR) evolved near the beginning of the 21st century and was heralded as a practical research methodology that could effectively bridge the chasm between research and practice in formal education. In this article, the authors review the characteristics of DBR and analyze the five most cited DBR articles from each year of this past decade. They illustrate the context, publications, and most popular interventions utilized. They conclude that interest in DBR is increasing and that results provide limited evidence for guarded optimism that the methodology is meeting its promised benefits.
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.
The motivation for this article is our belief that theory is critically important but currently underplayed in design research studies. We seek to characterize and illustrate a genre of theorizing that seems to us strongly synergistic with design-based research. We begin by drawing contrasts with kinds of theory that are relevant but, we contend, by themselves inadequate. A central element of the type of productive design-based theorizing on which we focus is "ontological innovation," hypothesizing and developing explanatory constructs, new categories of things in the world that help explain how it works. A key criterion to which we adhere when discussing ontological innovations is that theory must do real design work in generating, selecting and validating design alternatives at the level at which they are consequential for learning. Developing and refining an ontological innovation is challenging and requires the kind of extensive, iterative work that characterizes design experiments more generally. However, the pay-off in terms of clarity of focus and explanatory power can be great. We present two case studies that illustrate the development, refinement, extension, and instructional application of ontological innovations.
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The article highlights and problematizes some challenges that are faced in carrying out design-based research. It states that the emerging field of learning sciences is one that is interdisciplinary, drawing on multiple theoretical perspectives and research paradigms so as to build understandings of the nature and conditions of learning, cognition and development. A fundamental assumption of many learning scientists is that cognition is not a thing located within the individual thinker but is a process that is distributed across the knower, the environment in which knowing occurs and the activity in which the learner participates. In other words, learning, cognition, knowing and context are irreducibly co-constituted and cannot be treated as isolated entities or processes.
Collins, A., Brown, J.S., & Newman, S.E. (1989). Cognitive apprenticeship: Teaching the crafts of reading, writing, and mathematics. In L. B. Resnick (Ed.) Knowing, learning, and instruction: E...
The term "design experiments" was introduced in 1992, in articles by Ann Brown (1992) and Allan Collins (1992). Design experiments were developed as a way to carry out formative research to test and refine educational designs based on principles derived from prior research. More recently the term design research has been applied to this kind of work. In this article, we outline the goals of design research and how it is related to other methodologies. We illustrate how design research is carried out with two very different examples. And we provide guidelines for how design research can best be carried out in the future.
Inspired by the seminal work of Ann Brown, Allan Collins, Roy Pea, and Jan Hawkins, a growing number of researchers have begun to adopt the metaphors and methods of the design and engineering fields. This special issue highlights the work of some of these active researchers and provides a number of commentaries on it.
Educators broadly agree that interest plays an important role in learning. In our work, we develop learning environments that align learner interest and important adult-defined learning objectives. Through this work we have come to recognise the complexity of the enterprise of this kind of learning environment design.1 At this stage, we have a relatively stable design model in the passion curriculum design approach.2 Missing, however, is a basis for analysing the interests and engagement of individual learners as they interact with a learning environment over time. This paper describes the theoretical and design frameworks we use, and recounts our most recent curriculum implementation, Multimedia Studio, and how it exposed this critical gap in the design model. We found that designing for learner interest is an even more complex undertaking than we originally understood. The lessons learned demonstrate the challenges of interest-centred approaches to curriculum design and can inform the work of other learning environment designers and researchers working in similar contexts.
Outside school, people typically learn during their experiences while addressing desired goals. The Goal-Based Scenario (GBS) framework describes computer-based learning environments that exploit this simple fact. In this article, we propose a structure and a set of design criteria for learn-by-doing environments that enable students to work towards desired goals. A key issue we address is the content to be taught by GBSs. Because skills are the form of knowledge that, when applied, enable students to achieve valued goals, we argue that GBSs should be designed to teach a set of target skills required to achieve a specified goal. Two programs we built prior to specifying GBSs but motivated by many of the same ideas will be analyzed according to the proposed principles. We conclude by briefly describing tools currently under development to facilitate the construction of GBSs.
Given the reading difficulties of all America's children and the increasing diversity of the student population, it is imperative that reading instruction build upon the diverse knowledge and experiences children bring to the classroom. This paper presents a computer-based architecture, Lyric Reader, that combines proven reading strategies, intrinsically motivating activities, individualized guidance, with reading material drawn from children's prior knowledge of song lyrics to create “contextualized reading instruction.” Two Lyric Reader applications, Rappin' Reader and Say Say Oh Playmate, are presented to provide concrete examples of “contextualized reading instruction.” In addition, Rappin' Reader and Say Say Oh Playmate are contrasted to provide examples of how Lyric Reader facilitates the creation of pedagogically consistent but contextually unique beginning literacy learning environments.
The Interest-Driven Learning Design Framework (IDLDF) provides guidelines for designing learning activities that achieve the benefits of interest as a motivator for learning. The IDLDF addresses two major challenges to the implementation of interest-driven learning. The challenge of covering learning objectives is addressed by establishing relevance. The challenge of insuring enough strength to motivate learning of all learning objectives is addressed by using other forms of motivation as context motivators.
This paper describes a methodology for the design of case-based, learning-by-doing training courses. The methodology was based on a course in business reengineering in which teams of trainees of varying levels of experience engaged in authentic practice in the context of a simulated business engagement.
Recent research related to the concept of interest is reviewed. It is argued that current constructs of motivation fail to include crucial aspects of the meaning of interest emphasized by classical American and German educational theorists. In contrast with many contemporary concepts (e.g., intrinsic learning orientation), interest is defined as a content-specific motivational characteristic composed of intrinsic feeling-related and value-related valences. Results from a number of studies are presented that indicate the importance of interest for the depth of text comprehension, the use of learning strategies, and the quality of the emotional experience while learning. The implications of these results and possible directions for future research are discussed.
Rationale for Motivational Systems Theory Theoretical Foundation for Motivational Systems Theory The Living Systems Framework Defining Motivation and Its Role in Effective Human Functioning Personal Goals Directing and Organizing Behavior Through Cognitive Representations of Desired and Undesired Outcomes Personal Agency Beliefs and Emotional Arousal Processes Regulating Behavior Through the Integration of Cognition and Affect Integration of Historical and Contemporary Theories of Motivation Goals, Emotions, and Personal Agency Beliefs How to 'Motivate' People General Principles and Specific Applications to Enduring Problems in Child and Adolescent Development, Education, Business, and Counseling and Everyday Living Summary of Motivational Systems Theory
This investigation analyzes the structure and process of multidigit multiplication. It includes a review of recent theories of mathematical knowledge and a description of several fourth-grade math lessons conducted in a regular classroom setting. Four types of mathematical knowledge are identified: intuitive, concrete, computational, and principled knowledge. The author considers each type in terms of its relation to instructional issues and suggests that instruction should focus on strengthening the connections among the four types. Illustrations from instructional sessions show children generating and testing hypotheses when salient connections are made between concrete materials and principled, computational practices. Implications for teaching are discussed along with suggestions for future research.
Describes project-based learning as a comprehensive approach to classroom teaching and learning that is designed to engage students in investigation of authentic problems. Students are responsible for both the questions and the answers to such problems. Some of the advantages of project-based learning are that it promotes links among different disciplines and is adaptable to different types of learners and situations. Factors in project design that affect motivation and thought include interest in and value of the project, perceived and achieved competence, and task focus. The role of teachers in enhancing motivation and fostering cognitive engagement is emphasized. Ways in which technology can support students and teachers as they work on projects, so that motivation and thought are sustained, are described. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Many teaching practices implicitly assume that conceptual knowledge can be abstracted from the situations in which it is learned and used. This article argues that this assumption inevitably limits the effectiveness of such practices. Drawing on recent research into cognition as it is manifest in everyday activity, the authors argue that knowledge is situated, being in part a product of the activity, context, and culture in which it is developed and used. They discuss how this view of knowledge affects our understanding of learning, and they note that conventional schooling too often ignores the influence of school culture on what is learned in school. As an alternative to conventional practices, they propose cognitive apprenticeship (Collins, Brown, & Newman, in press), which honors the situated nature of knowledge. They examine two examples of mathematics instruction that exhibit certain key features of this approach to teaching.
Thesis (Ph. D., Education and Social Policy-Learning Sciences)--Northwestern University, 2000.
Schank argues that educational systems (for schools or business)should be redesigned so they consist of goal-based scenarios (GBS). The intent of a GBS is to provide motivation, a sense of accomplishment and a support system for the student, along with a focus on skills rather than facts. Goal-based scenarios allow students to pursue well-defined goals that they can recognize and understand. These goals must be of inherent interest to the student, and the skills needed to accomplish them must be used by the student in pursuit of the goal in question. The key is to embed instruction inside a student-developed need-to-know situation. When students want to know something to help them in a task they will be determined to learn what they need to know. Subjects such as cost accounting or geography should never be taught separately, but rather introduced within the context of a GBS to assist the student in successfully meeting the goals established by the scenario. Specific examples of GBSs for both schools and business training are provided.
The present article presents an integrative theoretical framework to explain and to predict psychological changes achieved by different modes of treatment. This theory states that psychological procedures, whatever their form, alter the level and strength of self-efficacy. It is hypothesized that expectations of per- sonal efficacy determine whether coping behavior will be initiated, how much effort will be expended, and how long it will be sustained in the face of ob- stacles and aversive experiences. Persistence in activities that are subjectively threatening but in fact relatively safe produces, through experiences of mastery, further enhancement of self-efficacy and corresponding reductions in defensive behavior. In the proposed model, expectations of personal efficacy are derived from four principal sources of information: performance accomplishments, vicarious experience, verbal persuasion, and physiological states. The more de- pendable the experiential sources, the greater are the changes in perceived self- efficacy. A number of factors are identified as influencing the cognitive processing of efficacy information arising from enactive, vicarious, exhortative, and emotive sources. The differential power of diverse therapeutic procedures is analyzed in terms of the postulated cognitive mechanism of operation. Findings are reported from microanalyses of enactive, vicarious, and emotive modes of treatment that support the hypothesized relationship between perceived self-efficacy and be- havioral changes. Possible directions for further research are discussed.
ILS organiza-tional memory on GBS design
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Neaman, A., Krema, M., Wolfe, M., & Berman, T. (2000). ILS organiza-tional memory on GBS design. Unpublished manuscript.
Putting passion on line: A pro-tocol for building motivation into curriculum webs. Paper presented at the proceedings of the Society for Information Technology and Teacher Edu-cation Conference Ontological innovation and the role of theory in design experiments
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Cunningham, C., & Joseph, D. (2004, May). Putting passion on line: A pro-tocol for building motivation into curriculum webs. Paper presented at the proceedings of the Society for Information Technology and Teacher Edu-cation Conference, New Orleans. diSessa, A. A., & Cobb, P. (2004). Ontological innovation and the role of theory in design experiments. Journal of the Learning Sciences, 13(1), 77–103.
The design of goal-based scenarios (Tech. Rep. No. 39). Evanston, IL: The Institute for the Learning Sciences/Northwestern University Interest, learning and motivation
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Teaching as design: Can we better under-stand the ways in which teachers use materials so we can better design mate-rials to support their changes in practice? (LETUS design brief) Evanston, IL: The Center for Learning Technologies in Urban Public Schools Toward a theory of instruction
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Brown, M., & Edelson, D. (2003). Teaching as design: Can we better under-stand the ways in which teachers use materials so we can better design mate-rials to support their changes in practice? (LETUS design brief). Evanston, IL: The Center for Learning Technologies in Urban Public Schools. Bruner, J. S. (1966). Toward a theory of instruction. Cambridge, MA: Har-vard University Press.
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Joseph, D., Bryk, A., Bransford, J., Gomez, L., & the Information Infrastructure Project. (2003, August). Information Infrastructures. Paper presented
at the annual meeting of the European Association for Research on
Learning and Instruction, Padua, Italy.
Passion as a driver for learning: A framework for the design of interest-centered curricula. Unpublished doctoral dissertation
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Motivation to learn: From theory to practice
- D J Stipek
Putting passion on line: A protocol for building motivation into curriculum webs. Paper presented at the proceedings of the Society for Information Technology and Teacher Education Conference
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& the Information Infrastructure Project
- D Joseph
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- L Gomez