EDeR. Educational Design Research最新文献

{"title":"Was macht Design-Based Research zu Forschung?","authors":"G. Reinmann","doi":"10.15460/eder.6.2.1909","DOIUrl":"https://doi.org/10.15460/eder.6.2.1909","url":null,"abstract":"Vorläufiges Abstract: \u0000Zunächst werde ich die zentralen Begriffe beziehungsweise Konzepte klären, die das Thema des Textes ausmachen: Ich stelle in aller Kürze die wichtigsten Charakteristika von DBR vor (Abschnitt 2.1) und beleuchte knapp Herkunft und Bedeutung des Begriffs Standard in der Wissenschaft (Abschnitt 2.2). Daran anschließend werden typische wissenschaftliche Standards erörtert, die ihre Wurzeln im Ideal naturwissenschaftlichen Forschens haben, oft aber disziplinübergreifend eingefordert werden (Abschnitt 3.1). Das führt nicht selten dazu, dass der Diskurs um Standards implizit oder explizit einen Streit um (Definitions-)Macht beinhaltet; exemplarisch lässt sich das an der Qualitativen Sozialforschung zeigen (Abschnitt 3.2). Ein Ausweg aus der typischen Streitspirale könnte die Unterscheidung von zwei Ebenen für die Bestimmung von Standards sein: eine Ebene, auf der man die Wissenschaftlichkeit eines Forschungsansatzes generell feststellt (Abschnitt 4.1), und eine Ebene, auf der man sicherstellt, dass ein Forschungsansatz seiner Spezifität, im Falle von DBR dem Design, gerecht wird (Abschnitt 4.2). Auf beiden Ebenen werde ich einige Vorschläge für DBR zur Diskussion stellen. Dabei bleiben allerdings Spannungsmomenten nicht aus: einerseits zwischen Research und Design, den beiden Begriffen, die DBR konstituieren und die sich in den beiden Ebenen spiegeln (Abschnitt 5.1), andererseits zwischen einzelnen Standards unabhängig von ihrer Ebenen-Zugehörigkeit (Abschnitt 5.2). Ein kurzer Ausblick schließt den Beitrag ab (Abschnitt 6).","PeriodicalId":145708,"journal":{"name":"EDeR. Educational Design Research","volume":"10 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":"115828259","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":"Iteration type I of holistic DBR - transferability of design Principles","authors":"Anu Tammeleht","doi":"10.15460/eder.6.1.1714","DOIUrl":"https://doi.org/10.15460/eder.6.1.1714","url":null,"abstract":"The iterative nature of DBR is a well-known and valued aspect of research in education. Nevertheless, iterations may take different formats, especially if a complex design object is at hand.  Holistic DBR outlined by Dr Gabi Reinmann (2020) provides an opportunity to display development of complex research objects. Still, there are not many examples to illustrate holistic DBR iterations. The current paper illustrates iteration type I of the holistic DBR and also displays how transferability of design principles can be tested. The iteration is a part of a wider DBR (Cycle 10) outlined in the article: Design principles for developing online ethics resources - the outcome of holistic DBR process. The current study utilised document analysis and a short questionnaire to evaluate whether the design principles would support creating ethics resources in various disciplines. The results of Cycle 10 contributed to elaboration of design principles, and elicited recommendations on facilitation of ethics training.","PeriodicalId":145708,"journal":{"name":"EDeR. Educational Design Research","volume":"237 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115235649","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":"On the Ambiguous Nature of Theory in Educational Design-based Research – Reflecting and Structuring from an IS Perspective","authors":"Sabrina Oppl","doi":"10.15460/eder.6.1.1808","DOIUrl":"https://doi.org/10.15460/eder.6.1.1808","url":null,"abstract":"Background: The lack of commonly accepted models of educational Design-based Research (DBR) hinders the effectiveness of knowledge transfer and theory development in this field. Such models are well established in information systems (IS) research. The structured approaches to DBR in IS research have the potential to inform educational research practice for facilitating the interplay between theoretical and practical advancements. \u0000Method: We compare existing approaches to identify compatibility in terms of objectives and structured process designs in the two fields based on a literature review. Having established common ground, we examine the role of theory as a result of DBR and identify potential for synthesis of existing concepts. Finally, we transfer an DBR contribution types model from IS and evaluate its applicability by reflecting it against outcomes in educational DBR. \u0000Findings: We show a compatibility of the goals and characteristics of DBR in both disciplines and identify a common underlying understanding that enables a transfer of concepts and models. The nature of DBR outcomes in educational research is found to be ambiguous, in particular with respect to the role of theory. This hampers the development of generalizable and transferable findings. DBR in IS provides more coherent models of the role of theory and the processes that lead to its development and validation. We show that these models can inform the implementation of educational DBR. \u0000Contribution: The paper contributes to the advancement of educational DBR by transferring models from IS research after thoroughly examining the compatibility of DBR in both fields. The more structured approach to examine and assess DBR outcomes enables to improve the generalizability and transferability of findings in educational research.","PeriodicalId":145708,"journal":{"name":"EDeR. Educational Design Research","volume":"79 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124989225","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 principles for developing online ethics resources - the outcome of holistic DBR process","authors":"Anu Tammeleht","doi":"10.15460/eder.6.1.1713","DOIUrl":"https://doi.org/10.15460/eder.6.1.1713","url":null,"abstract":"In various fields people need to make morally good decisions. At the same time, it is not very common in education to help people develop their ethics competencies of various fields. The current article gives an overview and outlines the outcomes of a holistic DBR process focusing on facilitation of the learning process to develop ethics competencies. Over the past 4 years an online research ethics resource has been under development by utilising DBR. The ultimate goal of DBR is to provide research-based design principles that would also be transferable into other contexts. While there is knowledge about effective strategies in ethics education and a variety of online resources have been developed, there are no design principles available that would enable creating ethics resources for different fields. The outcome of the current research is a set of design principles to help designing of ethics resources for various fields. Their transferability was tested and recommendations are provided for implementation.","PeriodicalId":145708,"journal":{"name":"EDeR. Educational Design Research","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122132961","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":"Gestaltungsorientierte Forschung zwischen Technikwissenschaft und künstlerischer Forschung","authors":"D. Herzberg","doi":"10.15460/eder.6.1.1631","DOIUrl":"https://doi.org/10.15460/eder.6.1.1631","url":null,"abstract":"Dieser Beitrag verortet DBR als methodologisches Rahmenwerk zwischen den Polen von Technikwissenschaft und künstlerischer Forschung. Der eine Pol hilft dabei, sich einem wissenschaftstheoretisch wohlbegründeten Gestaltungsverständnis zu nähern, der andere Pol, um im Ästhetischen das Kreative, Individuelle und Unwägbare zu fassen, was jedem Akt der Gestaltung von Bildung durch Intervention innewohnt. Beide Pole sind Übertreibungen. Weder ist eine Technisierung des Gestaltungsbegriffs noch eine „Verkünstlerung“ des Forschungsverständnisses beabsichtigt. Der Reiz in der Auseinandersetzung mit diesen Extremen liegt darin, eine Diskussion darüber anzustoßen, wo genau sich DBR methodologisch verorten lässt. Und der Wert dieser Auseinandersetzung besteht darin, dass sich methodologische Rahmenwerke zu DBR im Bezug auf diese Pole reflektieren lassen.","PeriodicalId":145708,"journal":{"name":"EDeR. Educational Design Research","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125075223","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":"Adapting to a Design-Based Professional Learning Intervention","authors":"Barb Brown, Sharon Friesen, Ronna Mosher, Man-Wai Chu, Kirk Linton","doi":"10.15460/eder.5.2.1658","DOIUrl":"https://doi.org/10.15460/eder.5.2.1658","url":null,"abstract":"Designing a systematic inquiry-based, and knowledge-building experience through continuous professional learning for teachers is a key challenge for school authorities. A total of 26 teachers, five principals, three researchers, one graduate student, and two contract professionals from a university were involved in a research-practice partnership. The partners engaged in a yearlong design-based professional learning series. In this study, design-based research was used as the methodology to understand the participant responses to professional learning during the design, enactment, and refinement phases used to design the professional learning series. Open-ended survey responses, researcher field notes and documents from the professional learning sessions were analyzed throughout the study and during three phases of the learning design. The results indicated there were four key shifts and corresponding adaptations made by the participants as they responded to and engaged in a continuous model of professional learning.","PeriodicalId":145708,"journal":{"name":"EDeR. Educational Design Research","volume":"45 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122581654","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":"Constructing a design framework and design methodology from educational design research on real-world educational technology development","authors":"Daranee Lehtonen","doi":"10.15460/eder.5.2.1680","DOIUrl":"https://doi.org/10.15460/eder.5.2.1680","url":null,"abstract":"Educational design research (EDR) seeks to contribute to both practice and theory by developing solutions that improve educational practice and generating usable and generalisable knowledge. Most EDR researchers tend to focus on reporting their research contributions to educational practice. Therefore, there is a need for disseminating research that pays more attention to the theoretical contributions of EDR so that those outside a particular EDR project can benefit. This paper focuses on the theoretical contributions, particularly the design framework and design methodological knowledge, of a 6-year EDR enquiry that aimed to develop educational technologies that promote primary school mathematics learning and classroom practice. Informed by the literature and direct experiences of working in collaboration with teachers and various disciplines during this iterative study, a design framework for developing real-world educational technologies and guidelines for conducting EDR are proposed. The design framework highlights four essential aspects—content, pedagogy, practice, and technology—that should be considered when developing educational technologies to ensure their educational benefits, feasibility, and successful real-world utilisation and adoption. The proposed guidelines for conducting EDR, such as exploring design alternatives and employing appropriate design construction and evaluation methods, can assist other researchers, including a single doctoral student, in embracing opportunities and overcoming the challenges that may emerge.","PeriodicalId":145708,"journal":{"name":"EDeR. Educational Design Research","volume":"151 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123386856","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 in der Geographiedidaktik","authors":"Barbara Feulner, J. Hiller, Pola Servene","doi":"10.15460/eder.5.2.1576","DOIUrl":"https://doi.org/10.15460/eder.5.2.1576","url":null,"abstract":"Dieser Beitrag beleuchtet den forschungsmethodologischen Ansatz des Design-Based Research (DBR) aus der fachdidaktischen Perspektive der Geographie. Das Verständnis von Kernelementen und Besonderheiten des DBR wird theoretisch diskutiert und anhand von Erkenntnissen aus vier geographiedidaktischen DBR-Projekten geschärft und konkretisiert. Argumentativ dargelegt werden die Kernelemente: Praxisproblemdefinition, Design-Prinzipien, Design-Zyklen und doppelter Output. Ein weiterentwickeltes Verlaufsmodell des DBR-Forschungsprozesses visualisiert neben dem zyklischen Verlauf die beiden Bereiche “Praxisproblem” und “doppelter Output”, welche durch die Phase des Praxistransfers miteinander verknüpft sind. Der Umgang mit DBR-spezifischen Herausforderungen wird durch die Diskussion von drei forschungsmethodologischen Besonderheiten erläutert, wobei ein Fokus auf Umsetzungsstrategien für den eben genannten Praxistransfer liegt. Abschließend wird aufgezeigt, wie die dargelegten Charakteristika von DBR handlungsleitend für weitere Forschungsprojekte sein können und damit zur Überwindung der Theorie-Praxis-Lücke im Kontext der Bildungsforschung und schulischen Praxis beitragen.","PeriodicalId":145708,"journal":{"name":"EDeR. Educational Design Research","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124838310","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":"Gemeinsam verschieden unterwegs","authors":"Judith Studer","doi":"10.15460/eder.5.1.1541","DOIUrl":"https://doi.org/10.15460/eder.5.1.1541","url":null,"abstract":"Die Wissenschaft-Praxis-Kommunikation stellt in Design-Based Research (DBR)-Projekten ein zentrales Charakteristikum dar. Der Artikel diskutiert auf Basis eines konkreten DBR-Projekts mögliche Ausgestaltungsformen dieser Kommunikation und die damit verbundenen Mehrwerte und Herausforderungen. Beim referenzierten Projekt handelt es sich um die Entwicklung einer Lernumgebung zur Förderung der Entwicklung berufsrelevanter Selbst- und Sozialkompetenzen im Bachelorstudiengang Soziale Arbeit der Berner Fachhochschule. Das Vorgehen zur Entwicklung des anvisierten Lehr-Lern-Settings erfolgte dabei in Orientierung am Paradigma der Gestaltungsforschung. Der Zusammenarbeit mit unterschiedlichen Anspruchsgruppen wie den Coachs und Studierenden wurde dabei grosse Bedeutung zugesprochen. Die Wissenschaft-Praxis-Kommunikation wurde in den verschiedenen Projektphasen unterschiedlich ausgestaltet. Sie umfasste mitunter Einzelinterviews, Fokusgruppen sowie schriftliche Experteneinschätzungen. Auch variierte über die verschiedenen Projektphasen hinweg der Intensitätsgrad der Zusammenarbeit. Besonders intensiv war die Wissenschaft-Praxis-Kommunikation anlässlich der «Design-Evaluation». Insgesamt betrachtet bot die Wissenschaft-Praxis-Kommunikation für alle Akteursgruppen (persönliche) Mehrwerte und war insbesondere für die Entwicklung und Implementierung der anvisierten Lernumgebung sowie für die Gewinnung und Validierung der wissenschaftlichen Erkenntnisse hilfreich und wertvoll. Die grundsätzlich als reflexiven Dialog ausgestaltete Wissenschaft-Praxis-Kommunikation ermöglichte ein kreatives Miteinander von Vertreterinnen und Vertretern des Praxisfelds und der Wissenschaft und trug zum gegenseitigen Verständnis bei. Gleichzeitig zeigte sich aber auch die Herausforderung, bei der Gewinnung und Validierung wissenschaftlicher Erkenntnisse eine gemeinsame Sprache zu finden und im Sinne einer vollständigen Partizipation gemeinsam für sie Verantwortung zu übernehmen. \u0000Der Artikel schliesst mit auf diesen Erfahrungen basierenden Empfehlungen für die Ausgestaltung der Wissenschaft-Praxis-Kommunikation im Rahmen von DBR-Projekten im Hochschulbereich. \u0000                  \u0000Communication between science and practice represents a central characteristic of Design-Based Research (DBR) projects. Based on a specific DBR project, this article discusses possible forms of this communication and the associated added value and challenges. The project in question involves the development of a learning environment to encourage the development of professionally relevant personal and social skills as part of the BSc program in social work at the Bern University of Applied Sciences. The approach for developing the envisaged learning environment was established by following the paradigm of Design-Based Research. Great importance was placed on collaborating with various stakeholders such as coaches and students. The science-practice communication took different forms in the various phases of t","PeriodicalId":145708,"journal":{"name":"EDeR. Educational Design Research","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126071009","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":"Extending the applicability of design-based research through research-practice partnerships","authors":"Adi Kidron, Y. Kali","doi":"10.15460/EDER.1.2.1157","DOIUrl":"https://doi.org/10.15460/EDER.1.2.1157","url":null,"abstract":"This research explored the implementation of a technology-enhanced instructional model for interdisciplinary learning. The model was developed in a previous phase of this research via DBR in the context of higher-education. Our aim in the current phase was to extend the applicability of the model and refine its underlying design principles based on their implementation in three secondary schools. For this purpose, a research-practice partnership was established, which included researchers, practitioners from an educational non-governmental organization, school principals, and teachers. Three practitioner-teams, facilitated by one of the researchers, collaboratively designed their own technology-enhanced interdisciplinary learning environments, in which they adapted the instructional model. This paper presents a new type of principled practical knowledge (PPK) —enhanced principled instructional model— which was obtained by comparison between the practitioners' designs and the original, higher-education context design. The PPK broadened the partnership's understanding of ways to promote interdisciplinary learning. Furthermore, it has raised new perspectives that were not considered during the development of the model, thereby allowing deeper understanding of the notion of interdisciplinary learning. Thus, this study illustrates how the establishment of productive research-practice partnerships can serve as a powerful strategy for implementing and scaling educational innovations beyond the original DBR context.","PeriodicalId":145708,"journal":{"name":"EDeR. Educational Design Research","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115269404","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}