EDeR. Educational Design Research最新文献

Knowledge generation between design, data and theory 设计、数据和理论之间的知识生成

EDeR. Educational Design Research Pub Date : 2024-02-26 DOI: 10.15460/eder.8.1.2125

A. Brase

{"title":"Knowledge generation between design, data and theory","authors":"A. Brase","doi":"10.15460/eder.8.1.2125","DOIUrl":"https://doi.org/10.15460/eder.8.1.2125","url":null,"abstract":"Design-based research (DBR) is a diversified research genre: The combination of two worlds – that of research and that of education – and the different backgrounds and intentions of those involved entail different emphases, epistemological ideas, ideas on valuable outcomes and normative claims. This becomes visible in very different kinds of reasoning: No uniform structure of argumentation can be discerned, and so far, a differentiation into clear DBR types has not been convincingly achieved. This is a challenge for the orientation of DBR novices, the quality review of DBR studies, and the legitimation of DBR in the field of educational research. This article provides an empirical contribution to the discussion on argumentation: In a literature review, DBR studies are examined regarding their outcomes, the rationales authors use to justify their outcomes and indications for specific challenges in DBR reasoning. The analysis confirms for the sample that preliminary, prescriptive theory is most common alongside diverse practical outcomes. Authors often justify them with emphasis on variation, iteration, cooperation, and data triangulation. Different (standard) orientations, multi-level reasoning, and sub-studies present challenges for authors and readers, going back to the complexity of DBR projects. To justify their results in a comprehensible way, authors are confronted with the task to actively select an argumentation strategy.","PeriodicalId":145708,"journal":{"name":"EDeR. Educational Design Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140428971","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Is this systematic enough? Systematicity and openness in the implementation phase of DBR 这是否足够系统化？DBR 实施阶段的系统性和公开性

EDeR. Educational Design Research Pub Date : 2024-02-26 DOI: 10.15460/eder.8.1.2161

Silvia Introna

{"title":"Is this systematic enough? Systematicity and openness in the implementation phase of DBR","authors":"Silvia Introna","doi":"10.15460/eder.8.1.2161","DOIUrl":"https://doi.org/10.15460/eder.8.1.2161","url":null,"abstract":"Within Design Based Research (DBR), designing and implementing an intervention in order to improve an educational practice become part of the research process. This represents a unique feature of DBR. Though the innovative nature of DBR raises questions that have not yet been answered. This paper focuses on the extent to which systematicity, as principle of scientific research, and openness, as essential prerequisite of teaching practice, can be both fulfilled within the implementation phase of DBR studies. By presenting an investigation in the field of German as a foreign language I will offer an example of the challenges that researchers face regarding the tension between systematicity and openness. Besides the discussion about DBR standards, the aim of this paper is to delineate concrete requirements for the further development of this research approach. Guidelines helping researchers to use DBR appropriately represent an important step which could clarify still controversial aspects of DBR and also lead to an increase in its use. In this paper, I suggest that concepts discussed within the implementation research, like for instance Fidelity of Implementation, can help to develop such guidelines.","PeriodicalId":145708,"journal":{"name":"EDeR. Educational Design Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140430989","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Knowledge by Design in Education 教育中的知识设计

EDeR. Educational Design Research Pub Date : 2024-02-26 DOI: 10.15460/eder.8.1.2213

A. Brase, Tobias Jenert

引用次数: 0

Research Slices 研究切片

EDeR. Educational Design Research Pub Date : 2024-02-26 DOI: 10.15460/eder.8.1.2127

Daniel G. Rees Lewis, Matthew W. Easterday, Christopher K. Riesbeck

{"title":"Research Slices","authors":"Daniel G. Rees Lewis, Matthew W. Easterday, Christopher K. Riesbeck","doi":"10.15460/eder.8.1.2127","DOIUrl":"https://doi.org/10.15460/eder.8.1.2127","url":null,"abstract":"Educational Design Research (EDeR) methodologists argue that iteration is a core component of EDeR. Iteration is currently defined as a process of gathering more information through actions, such as testing, and using that information to improve the design. In this paper, we seek to tighten the definition of iteration to help EDeR teams conduct iterations more effectively. We argue that EDeR teams should organize their research in slices that deliver small but real value to end users while informing the design research. EDeR should pick slices that are: (a) minimal and focused, (b) deployed in a real context, (c) valuable to the end users, and (d) informative to the research. Slicing helps EDeR teams increase ecological validity when they test because it allows testing which is within real-world educational contexts or with the stakeholders who will use and be impacted by the design. Increasing ecological validity of testing is particularly important because EDeR projects tackle highly complex real-world problems with many unknown elements and relational complexity—this means it is challenging to predict what designs will have the desired impact without real-world deployment. Effective iteration through organizing research in slices helps EDeR teams to better support stakeholder goals, develop more impactful theory, and have greater and earlier impact upon education.","PeriodicalId":145708,"journal":{"name":"EDeR. Educational Design Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140428667","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

How to align objectives of practitioners and scientists in DBR projects? 如何在 DBR 项目中统一实践者和科学家的目标？

EDeR. Educational Design Research Pub Date : 2024-02-26 DOI: 10.15460/eder.8.1.2131

Dieter Euler

引用次数: 0

Theory genesis in the design-based research process – a subject didactic view on theory application, verification and development by using design principles 以设计为基础的研究过程中的理论起源--利用设计原则应用、验证和发展理论的学科教学观点

EDeR. Educational Design Research Pub Date : 2024-02-26 DOI: 10.15460/eder.8.1.2128

Barbara Feulner, Jan Hiller, Pola Serwene

引用次数: 0

Design research on an online summer school in mathematics education 数学教育在线暑期学校的设计研究

EDeR. Educational Design Research Pub Date : 2024-02-26 DOI: 10.15460/eder.8.1.2129

A. Bikner-Ahsbahs

{"title":"Design research on an online summer school in mathematics education","authors":"A. Bikner-Ahsbahs","doi":"10.15460/eder.8.1.2129","DOIUrl":"https://doi.org/10.15460/eder.8.1.2129","url":null,"abstract":"Design research in education pursues two goals simultaneously: the development of a design and a local theory that clarifies how the design can achieve the intended effects and under what conditions. The results are obtained in an iterative cyclical process including both the implementation of the design and the research on its implementation. Each cycle contains a prospective phase, in which the design is determined, and a reflective phase, in which the implementation of the design is examined. The nested connection of theory and design development leads to a reciprocal relationship between the two final products.\u0000This article introduces an example of design research from mathematics education, in which an online summer school for doctoral students was to be framed in response to the sudden lockdown situation at the outbreak of the Covid-19 pandemic. At short notice, the original summer school was moved into the virtual space of a digital conference system resulting in new framework conditions; previous design principles were adapted and a rhythmical organization of space and time was theorized and implemented. Rhythm analyses show that design decisions to realize ontological, epistemological and axiological commitments intertwined and thus fostered students’ interactive learning processes. Consequently, the suggestion is made to merge the three commitments into a three-dimensional framework concept of ethico-onto-epistemological commitments. Such a framework concept would have the function of reconciling ethical, ontological and epistemological dimensions in design research in the pursuit of robust teaching-learning processes and incorporating the ethical responsibilities of design researchers conceptually for both design and local theory.","PeriodicalId":145708,"journal":{"name":"EDeR. Educational Design Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140430820","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Conjecturing is not all 猜想并非全部

EDeR. Educational Design Research Pub Date : 2024-02-26 DOI: 10.15460/eder.8.1.2120

Susanne Prediger

引用次数: 0

Play Types, Design Principles and Participation in Play 游戏类型、设计原则和参与游戏

EDeR. Educational Design Research Pub Date : 2023-12-21 DOI: 10.15460/eder.7.1.1978

Jens-Ole Jensen, Hanne Hede Jørgensen, Anne-Lene Sand, Janne Hedegaard Hansen, Andreas Lieberoth, Helle Maria Skovbjerg

{"title":"Play Types, Design Principles and Participation in Play","authors":"Jens-Ole Jensen, Hanne Hede Jørgensen, Anne-Lene Sand, Janne Hedegaard Hansen, Andreas Lieberoth, Helle Maria Skovbjerg","doi":"10.15460/eder.7.1.1978","DOIUrl":"https://doi.org/10.15460/eder.7.1.1978","url":null,"abstract":"Many school-age children have difficulties participating in play and need support to find playmates, take the initiative and structure play. If children do not master these competencies, they risk ending up in a spiral in which they are not given the opportunity to practice playing and develop play competencies. The purpose of the present study is to investigate how design principles in three different play types can be formulated in order to support pedagogues (educators) in developing new play activities with significant potential for participation. In addition, how these design principles cover more general and generic principles are scrutinized. \u0000This paper is based on a three-year design-based research study in two Danish schools investigating three play types: creative play, role play and movement play. It also presents four design principles on each play type which were found to support the development of new play activities with inclusive potential. As a theoretical contribution, the design principles of each play type are meta-analysed with the goal of helping pedagogues generate play activities with different participation possibilities. The generic design principles are the essence of play, play practices, play materials and play opportunities for participation.","PeriodicalId":145708,"journal":{"name":"EDeR. Educational Design Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138953413","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Design-Based Research (DBR) als Research Through Design (RTD) 基于设计的研究（DBR）和通过设计进行研究（RTD）

EDeR. Educational Design Research Pub Date : 2023-12-21 DOI: 10.15460/eder.7.1.2089

G. Reinmann

{"title":"Design-Based Research (DBR) als Research Through Design (RTD)","authors":"G. Reinmann","doi":"10.15460/eder.7.1.2089","DOIUrl":"https://doi.org/10.15460/eder.7.1.2089","url":null,"abstract":"Der Fokus des Beitrags liegt auf der Deutung von Design-Based Research (DBR) als eigenes Forschungsparadigma. Ich möchte zeigen, inwiefern DBR als Research Through Design (RTD) paradigmatischen Charakter hat und sich in dieser Form besonders für hochschuldidaktische Forschung eignet. Darauf aufbauend werde ich Qualitätsstandards vorschlagen, die spezifisch für DBR als RTD sind[1]. In meinem Vorgehen hin zu diesem Ziel spielt die designwissenschaftliche Forschung und deren Auseinandersetzung mit verschiedenen Formen des Forschens einschließlich Fragen der Qualität eine zentrale Rolle. Auch in den Designwissenschaften existieren verschiedene Vorstellungen davon, welche Rolle Design in der Forschung spielen kann; RTD ist hier ebenfalls nur eine davon. In Verbindung mit der Auffassung, dass das Lehren (an Hochschulen) als Design bzw. Entwurfshandeln verstanden werden kann, hat die designwissenschaftliche Debatte um RTD, so die diesem Text zugrundeliegende These, nicht nur analoge, sondern auch direkte Relevanz für DBR in der Hochschuldidaktik. Mit dem resultierenden Vorschlag spezifizierter Qualitätsstandards für DBR als RTD in der Hochschuldidaktik möchte ich dazu beitragen, DBR in der Hochschulbildungsforschung zu etablieren, Forschenden in diesem Bereich eine Orientierung zu geben und DBR für den Kontext Hochschullehre besser lehrbar zu machen.","PeriodicalId":145708,"journal":{"name":"EDeR. Educational Design Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138950945","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0