Empirical validation of a brick-centric learning design methodology and its implementation through the Eduscript Doctor pedagogical scenario kit

Abstract

To design and script courses, practitioners often collaboratively use simple and tangible tools such as Post-it notes. In light of this, research and development were conducted to develop Eduscript Doctor, an analogic tool that would retain the inductive potential of Post-it notes while structuring the pedagogical scripting process. This Design-Based Research was carried out in three stages: the initial design of the scripting methodology and the tool (3 researchers), their improvement with the participation of practitioners (11 centers), and then an external evaluation (3 teams). The latter stage took the form of a qualitative empirical study on the tool’s utility and usability by examining three MOOCs. The results of the qualitative study showed that the tool was generally useful and usable, facilitating an in-depth analysis of the scripting of the three MOOCs. However, some negative aspects emerged from the interviews, such as the tool’s apparent complexity at first glance, the long time required to store the pieces after use, and the lack of digital backup for the produced models. Among the results of this study, the foundations of a new Learning Design theory centered around the concept of “bricks” also emerged. Although it still requires further research to be stabilized, improved, and validated, a high level of abstraction carried by this new theory will be necessary to consider the tool’s future developments. In conclusion, the results of this initial study on the kit seem promising, but much more research is needed to better understand its uses, methodology, and potential audiences.