Design Based Researc Design Based Researc “ … for most of its history research in education has influenced practice only loosely and indirectly.. “ (Walker.

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Presentation transcript:

Design Based Researc Design Based Researc “ … for most of its history research in education has influenced practice only loosely and indirectly.. “ (Walker 2006)

Lektor ved Forskningsprogram for Teknologi Og 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 DBRDBR ” … 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 Procesorienteret Iterationer Teorisensitiv Teorigenererende ALPHA trials: Held under control BETA trials: Carefully chosen sites GAMMA trials: Widespread adoption, minimal supprt Domænespecifikke teorier Teorier om Teorier 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 2006 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) needed to solve educational problems and arrive at some 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 Context+Problem Analysis Development of Conceptual Framework Litterature Review

Preliminary Research Prototyping Stage Systematic Reflection Summative Evaluation Nieveen et. al Setting Design-guidelines Optimizin Prototypes Formative Evaluation Revisions Context+Problem Analysis Development of Conceptual Framework Litterature Review

Preliminary Research Prototyping Stage Systematic Reflection Summative Evaluation Nieveen et. al Setting Design-guidelines Optimizin Prototypes Formative Evaluation Revisions Context+Problem Analysis Development of Conceptual Framework Litterature Review Transferability Scaling Small-Scale Evaluation of Effectiveness

Preliminary Research Prototyping Stage Systematic Reflection Summative Evaluation Nieveen et. al Setting Design-guidelines Optimizin Prototypes Formative Evaluation Revisions Context+Problem Analysis Development of Conceptual Framework Litterature Review Transferability Scaling Small-Scale Evaluation of Effectiveness Specification of Design Principles

Innovationsmodel

Resources: Akker. J. v. d. et. al Educational Desing Research. Routledge. Barab, S & Squire, K 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 Design Research from a Technology Perspective In: Akker et. al 2006 (Above)