EDeR. Educational Design Research最新文献

{"title":"Adopting Design-Based Research to Conduct a Doctoral Study as a Micro-Cycle of Design – A Practice Illustration","authors":"S. Naghshbandi","doi":"10.15460/eder.6.3.1681","DOIUrl":"https://doi.org/10.15460/eder.6.3.1681","url":null,"abstract":"\u0000In this practice illustration, I elaborate on the methodological aspect of my doctoral research, developing a multilayered participatory approach to explore learning spaces drawing on Design-Based Research (DBR). Reflecting on my work, I explain “why” and “how” I adopted DBR in my doctoral research in Education. I argue that DBR is feasible to conduct doctoral research as a micro-cycle of design to develop design methodology and/or domain theory. I provide a rationale for choosing DBR as an underpinning methodology through which I designed the study and selected the data collection and analysis methods. I also describe how DBR was interrelated with the tenets of my study and the research questions. Providing an explanation of the relationship between DBR and participatory design, I explain how design methodology was developed in the context of my study. At the end, I briefly outline the findings and the contextual design principles that emerged from the findings.\u0000","PeriodicalId":145708,"journal":{"name":"EDeR. Educational Design Research","volume":"56 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130940808","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}

{"title":"Shifting Higher Vocational Education Teachers' Response Toward Inward Affective Involvement in Ethical Dilemmas: Perspectives on the Design of Affective Learning Experiences to Inform Students’ Attitude Toward an Ethical Dilemma","authors":"Pamela Den Heijer, Ton Zondervan, J. Voogt","doi":"10.15460/eder.6.3.1660","DOIUrl":"https://doi.org/10.15460/eder.6.3.1660","url":null,"abstract":"\u0000Higher vocational education teachers often encounter students who are inclined to view ethical dilemmas with an inner distance. If teachers’ input comes solely from the cognitive rather than the affective component, the interaction about the ethical dilemma between teacher and students will never progress beyond that level of inner distance. In our qualitative study, a total of 31 higher vocational education teachers from 6 educational programs were placed in an experiential position by presenting them with an ethical dilemma. This study aims to inform the analysis and exploration of the problem of our overall design-based research project. By asking them about this dilemma in teams, they were stimulated to respond to the ethical dilemma and to view it affectively. The results show that most teachers kept their distance from the ethical dilemma. Only when their fundamental beliefs were being challenged they seemed to assume some degree of inward affective involvement. This study contributes to theoretical and practical knowledge about stimulating inward affective involvement with ethical dilemmas so that students can develop a conscious value-expressive attitude.\u0000","PeriodicalId":145708,"journal":{"name":"EDeR. Educational Design Research","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134598288","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}

{"title":"Conducting online design-based research: START e-business training as an educational intervention","authors":"Amelie Hanna, L. Conner, T. Sweeney","doi":"10.15460/eder.6.3.1812","DOIUrl":"https://doi.org/10.15460/eder.6.3.1812","url":null,"abstract":"\u0000Design researchers undertake continual refinement, based on findings from analysed data, to make iterative changes to educational research that is particularly concerned with improving the effectiveness of the educational design. This includes generating a range of artefacts that bridge educational theories with practice, resulting in new knowledge that is useful for teaching and learning in complex settings. This research focuses on teaching business skills and computer skills through transformational, reflective, and experiential learning interactions and practices. It is argued that constructivism theory provides a suitable approach for educating adult Arabic-speaking migrants to build on their skills, so they can make sense of their experiences, and continue their professional education. While we teach the Arabic-speaking migrants both business and computer skills directly, we can indirectly enhance English skills, if we focus on different aspects of English as suggested by English for specific purpose theory. This intervention constitutes a new approach to educational design. In developing the intervention, we applied the ADDIE model for instructional design. The learning management system that hosts the educational design is Chamilo. The research design uses quantitative and qualitative data collected through Chamilo including an online survey, data logs, and practical tests and quizzes. As well as data collection methods embedded in Chamilo, participant observations during Skype support sessions provide another data source for evaluating trainees’ learning and design effectiveness. This paper coalesces some considerations and limitations of online design-based research, while it also draws some reflections and action plans to overcome potential challenges in data collection as part of DBR iterative refining processes.\u0000","PeriodicalId":145708,"journal":{"name":"EDeR. Educational Design Research","volume":"44 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116965921","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}

{"title":"Wie Wissenschaft und Praxis Fachunterricht gemeinsam weiterentwickeln können: Eine Design-Based Research-Studie zur Förderung der Sprechkompetenz im Englischunterricht","authors":"K. Delius","doi":"10.15460/eder.6.3.1704","DOIUrl":"https://doi.org/10.15460/eder.6.3.1704","url":null,"abstract":"Während die fremdsprachendidaktische Forschung meist ausgewählte Aspekte des Lehrens und Lernens einer fremden Sprache untersucht und die Forschungsergebnisse vorrangig in den wissenschaftlichen Diskurs einbringt, werden von praktischer Seite Hoffnungen auf konkrete und umsetzbare Innovationen für aktuelle Fragen und Probleme artikuliert. Design-Based Research (DBR) kann mit seiner doppelten Zielsetzung gewinnbringend für beide Seiten sein: Die Forschung erhält Erkenntnisse zu fremdsprachlichen Lernprozessen und kann die eigenen Theorien erweitern. Die Praxis hingegen profitiert von empirisch validierten Methoden oder Unterrichtsarrangements. \u0000Wie und unter welchen Umständen ein DBR-Forschungsprojekt im schulischen Kontext umsetzbar ist, beleuchtet der vorliegende Beitrag. Dazu werden die Grundsätze des Forschungszugangs anhand eines abgeschlossenen DBR-Projekts zur Sprechförderung im Englischunterricht erläutert. Dem Unterrichtsdesign, das im Fokus der Studie stand, lag eine neuartige Synthese aus Genre- und dramapädagogischem Ansatz zugrunde. Die doppelte Zielsetzung der Studie – durchgeführt in einer sechsten Klasse, integrierte Gesamtschule – bestand in einem theoretischen Erkenntnisgewinn zum didaktischen Ansatz und einem praktischen Output in Form empirisch evaluierter Unterrichtseinheiten zur Sprechförderung. Über drei Forschungszyklen wurden Designprinzipien weiterentwickelt, die Lehrkräften für die Planung eigener Unterrichtseinheiten zur Verfügung stehen. Als Grundlage für die formative und summative Evaluation der Zyklen dienten Daten aus Videoaufnahmen, teilnehmender Beobachtung, Reflexionsgesprächen mit der Lehrkraft, Interviews mit Lernenden, Lernerprodukten sowie Evaluations- und Selbsteinschätzungsbögen aller Lernenden. Der Beitrag illustriert ferner, wie die Darstellung des komplexen Forschungs- und Entwicklungsprozesses in Form eines Design-Narrativ strukturiert wurde. Abschließend werden Überlegungen dazu angestellt, inwieweit sich die enge Kooperation zwischen Wissenschaft und Praxis für beide Seiten als gewinnbringend erwiesen hat und welche Gelingensbedingungen sich für andere DBR-Studien ableiten lassen.","PeriodicalId":145708,"journal":{"name":"EDeR. Educational Design Research","volume":"75 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124405682","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}

{"title":"Ein Modell zum Gestaltungshandeln in DBR zur Entwicklung von Methoden und zur Analyse von Rahmenwerken","authors":"D. Herzberg","doi":"10.15460/eder.6.3.1908","DOIUrl":"https://doi.org/10.15460/eder.6.3.1908","url":null,"abstract":"Design-Based Research (DBR) ist ein gestaltungsbasierter Forschungsansatz der Bildungswissenschaften. Eine Vielfalt von Umsetzungen prägt diesen Forschungsansatz. Unter der Maßgabe, dass Gestaltung ein Handeln ist, stellt dieser Beitrag ein handlungstheoretisches Modell zum Gestaltungshandeln vor und zeigt auf, wie sich Forschungsmethoden und methodologische Rahmenwerke nicht nur einordnen und analysieren lassen: Zum einen können DBR-spezifische wie auch fachdisziplinäre Methoden durch Varianten- und Analogiebildung entwickelt werden, was nicht nur Impulse für DBR, sondern auch Möglichkeiten des interdisziplinären Austauschs bietet. Zum anderen können methodologische Rahmenwerke in ihren Spezifika zugänglich gemacht und verglichen werden. All das kann dazu dienen, die Zusammenarbeit von Bildungswissenschaftler*innen mit Fachwissenschaftler*innen und Praktiker*innen in der Verständigung über DBR-Forschungsansätze und die anzuwendenden Methoden fruchtbarer zu gestalten, die damit beginnt, eine gemeinsame handlungswissenschaftliche Terminologie zu haben.","PeriodicalId":145708,"journal":{"name":"EDeR. Educational Design Research","volume":"49 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132318804","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}

{"title":"Design-based research as a research methodology in teacher and social education – a scoping review","authors":"Astrid Lasthein Lehrmann, H. Skovbjerg, Simone Jessen Arnfred","doi":"10.15460/eder.6.3.1850","DOIUrl":"https://doi.org/10.15460/eder.6.3.1850","url":null,"abstract":"\u0000As a methodological approach, design-based research (DBR) has been widely applied within research on educational systems. Nevertheless, the question of how DBR is used as a research method in specific educational environments remains. This scoping review focuses on DBR as a research methodology in teacher education and social education. Such a review can productively map a research area and can guide further research within a field. For this scoping review, 27 articles were selected, and the results showed that DBR is used as a research method in teacher education and social education; however, there are differences in how strictly the articles apply the approaches that are found and are well-known as important features within the DBR methodology. The main finding is that although the selected articles outline their research according to DBR, they do not strictly use the methodology in practice. In most studies, participants are considered co-designers, and the research is conducted in iterative cycles. Because these are the fundamental core features of DBR, it would be relevant to suggest a stronger emphasis on the guidelines within the methodology and insist that future research follows these guidelines to remain within the design-based methodology and thereby strengthen the epistemology of the methodology.\u0000","PeriodicalId":145708,"journal":{"name":"EDeR. Educational Design Research","volume":"72 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128203064","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}

{"title":"Diskussion des Beitrags von Gabi Reinmann „Was macht Design-Based Research zu Forschung? Die Debatte um Standards und die vernachlässigte Rolle des Designs“","authors":"Dieter Euler","doi":"10.15460/eder.6.2.1952","DOIUrl":"https://doi.org/10.15460/eder.6.2.1952","url":null,"abstract":"<jats:p>XY</jats:p>","PeriodicalId":145708,"journal":{"name":"EDeR. Educational Design Research","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124386127","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}

{"title":"Kommentar zu „Was macht Design-Based Research zu Forschung? Die Debatte um Standards und die vernachlässigte Rolle des Designs“ von Gabi Reinmann","authors":"M. Kerres","doi":"10.15460/eder.6.2.1977","DOIUrl":"https://doi.org/10.15460/eder.6.2.1977","url":null,"abstract":"Der Kommentar nimmt Stellung zu einem Beitrag von Gabi Reinmann über Qualitätskriterien des design-based research (DBR) in der Bildungsforschung. Er stellt \"iterative Forschungsdesigns\" infrage, die häufig als zentrales Merkmal von DBR betrachtet werden. Als charakteristisch  für  gestaltungsorientierte Bildungsforschung wird dagegen eine bestimmte Akteurskonstallation dargestellt, bei der Bildungsforschung und -praxis - vor dem Hintergrund ihrer eigenen Referenzsysteme - zusammenwirken, um ein lokales Bildungsanliegen mit einem allgemeinen Forschungsinteresse zu koppeln.","PeriodicalId":145708,"journal":{"name":"EDeR. Educational Design Research","volume":"24 71","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120842079","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}

{"title":"Auf dem Weg zu Meta-Standards","authors":"D. Herzberg","doi":"10.15460/eder.6.2.1922","DOIUrl":"https://doi.org/10.15460/eder.6.2.1922","url":null,"abstract":"Da sich DBR als Forschungsansatz versteht, ist die Frage nach geeigneten Standards der DBR-Forschung mehr als berechtigt. Reinmann (2022) versucht sich in ihrem Beitrag an Antworten und formuliert Standards, die DBR im Erkenntnis- wie auch Gestaltungsanspruch gerecht werden möchten. Die Herangehensweise von Reinmann eröffnet eine Perspektive jenseits der verschiedensten DBR-Modelle und erlaubt einen anderen, frischen Blickwinkel auf grundsätzliche wissenschaftstheoretische Überlegungen; man kann z.B. im Sinne des agentiellen Realismus Gestaltung und Forschung in DBR als verschränkte Diskurspraktiken verstehen. Zudem tritt deutlich hervor, dass DBR in der Logik eines methodologischen Rahmenwerks nicht nur der Standards, sondern auch der Meta-Standards bedarf, die es eventuell mit geeigneten Instrumenten zu koppeln gilt.","PeriodicalId":145708,"journal":{"name":"EDeR. Educational Design Research","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133520697","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}

{"title":"Replik und Revision: Standards für Design-Based Research","authors":"G. Reinmann","doi":"10.15460/eder.6.2.1973","DOIUrl":"https://doi.org/10.15460/eder.6.2.1973","url":null,"abstract":"Die Entwicklung von Standards für Design-Based Research (DBR) ist ein Desiderat. Mit meinem Beitrag „Was macht Design-Based Research zu Forschung? Die Debatte um Standards und die vernachlässigte Rolle des Designs“ habe ich zwölf Standards auf den Ebenen Wissenschaftlichkeit und Designangemessenheit erarbeitet und zur Diskussion gestellt. Drei DBR-Experten haben die Einladung zum Austausch angenommen und Diskussionsbeiträge verfasst, die wichtige Impulse für eine Revision der vorgeschlagenen Standards gegeben haben. Der vorliegende Beitrag ist sowohl eine Replik auf die kritische Auseinandersetzung mit meinem Text als auch der Entwurf für eine neue Herangehensweise an die Standardentwicklung für DBR. Diese basierte auf einem entwurfstheoretischen Modell aus den Designwissenschaften und rückt das Design als Erkenntnismodus konsequent in den Mittelpunkt.","PeriodicalId":145708,"journal":{"name":"EDeR. Educational Design Research","volume":"43 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124835187","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}