design based researc design based researc “ … for most of its history research in education has...

DesignBased Researc

DesignBased Researc

“ … for most of its history research in education has influenced practice only loosely and indirectly .. “

(Walker 2006)

Lektor ved

Forskningsprogram for TeknologiOg Uddannelsesdesign

University College Sjælland

overgang.wikispaces.com

?// Increase the relevance of research// Develop empirically grounded theories// Increase the rubustness of design practice

(Akker et. Al. 2006)

•D•B•R

DBR

” … a series of approaches with the intent of producing new theories, artifacts, and practices that account for and potentially impact learning and teaching in natrualistic setting … ”(Barab & Squire 2004)

Design-Based-Reseach

Interventioner i en konkret praksis = Forandring og forståelse

Context matters!Deltagerorienteret

ProcesorienteretIterationer

TeorisensitivTeorigenererende

ALPHA trials:Held under control

BETA trials:Carefully chosen sites

GAMMA trials:Widespread adoption,

minimal supprt

Domænespecifikke teorier

Teorier omTeorier i

Design research

Analysis of Practical

Problems by Researchers and Practitioners in Collaboration

Developments of Solutions

informed by Existing Design Principles and Technological Innovations

Iterative Cycles of Testing and Refinement of

Solutions in Practice

Reflection to Produce ”Design Principles” and

Enhance Solution Implementation

Reeves 2

00

6

Refinement of Problems, Solutions, Methods, and Design Principles

Design Principles are not intended as recipes for success, but to help others select and apply the most appropriate, substantive and procedural knowledge for specific design and development tasks in their own setting

(McKenney et. al. 2006)

Several stages (is) n

eeded to

solve educational p

roblems and

arrive at s

ome design

principles:

Preliminary Research

Prototyping Stage

Systematic Reflection

Summative Evaluation

Nieveen et. al. 2006

Preliminary Research

Prototyping Stage

Systematic Reflection

Summative Evaluation

Nieveen et. al. 2006

Context+Problem Analysis Development of Conceptual

FrameworkLitterature Review

Preliminary Research

Prototyping Stage

Systematic Reflection

Summative Evaluation

Nieveen et. al. 2006

Setting Design-guidelinesOptimizin PrototypesFormative Evaluation

Revisions

Context+Problem Analysis Development of Conceptual

FrameworkLitterature Review

Preliminary Research

Prototyping Stage

Systematic Reflection

Summative Evaluation

Nieveen et. al. 2006

Setting Design-guidelinesOptimizin PrototypesFormative Evaluation

Revisions

Context+Problem Analysis Development of Conceptual

FrameworkLitterature Review

TransferabilityScaling

Small-Scale Evaluation of Effectiveness

Preliminary Research

Prototyping Stage

Systematic Reflection

Summative Evaluation

Nieveen et. al. 2006

Setting Design-guidelinesOptimizin PrototypesFormative Evaluation

Revisions

Context+Problem Analysis Development of Conceptual

FrameworkLitterature Review

TransferabilityScaling

Small-Scale Evaluation of Effectiveness

Specification of Design Principles

Innovationsmodel

Resources:

Akker. J. v. d. et. al. 2006. Educational Desing Research. Routledge.

Barab, S & Squire, K 2004. Design-based research: Putting a Stake in the Ground. Journal of the learning Sciences, 13(1).

Nieveen, N. et. al. Educational Desing Research: The Value of Variety. In: Akker et. al 2006 (Above)

Reeves, T. C. 2006. Design Research from a Technology Perspective In: Akker et. al 2006 (Above)