EDeR. Educational Design Research最新文献

{"title":"To adopt or reject? Testing the robustness of a principle-based scenario for guiding effective student questioning","authors":"Harry Stokhof, B. Vries, T. Bastiaens, R. Martens","doi":"10.15460/EDER.2.1.1221","DOIUrl":"https://doi.org/10.15460/EDER.2.1.1221","url":null,"abstract":"Guiding student questioning to become effective for attaining curriculum objectives is a challenge for many teachers. In two previous studies a principle-based scenario was developed in two primary schools to enhance teacher guidance of effective student questioning. This study aims to determine to what extent the scenario for teacher guidance is robust and transferrable to other teachers in different primary school settings. To test its robustness, 15 trainers introduced the scenario in 23 primary schools to 103 teachers. After teachers completed a six-week trial, they indicated in a questionnaire if they were inclined to adopt, adapt, or reject the scenario for future use. Results show that approximately 80% of all teachers would like to adopt the scenario. About 55% of the teachers see opportunities to adapt the scenario to their needs. However, about 20% of the teachers feel not yet able to judge if and how to adapt, having completed only one trial. The conclusion is that most teachers, despite differences in age, gender, grade, experience and school contexts, are willing and able to guide effective student questioning with the help of the scenario. From a theoretical point of view, this study provides further insight in how successful implementation can supported by a principle-based design.","PeriodicalId":145708,"journal":{"name":"EDeR. Educational Design Research","volume":"75 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":"115459659","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":"Validation arrangements for formally low-qualified staff in geriatric care: The Design-based Research project KomBiA","authors":"Bernd Gössling, J. Grunau","doi":"10.15460/eder.4.2.1455","DOIUrl":"https://doi.org/10.15460/eder.4.2.1455","url":null,"abstract":"Design-based Research validation arrangements recognition of prior learning workplace learning geriatric care dx.doi.org/ 10.15460/eder.4.2.1455 Gössling, B./Grunau, J. (2020). Validation arrangements for formally low-qualified staff in geriatric care: The Design-based Research project KomBiA. EDeR – Educational Design Research, 4(2), 1-19. http:// dx.doi.org/ 10.15460/eder.4.2.1455 Creative Commons Attribution 4.0 International (CC BY 4.0) Keywords","PeriodicalId":145708,"journal":{"name":"EDeR. Educational Design Research","volume":"199 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":"115011688","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":"The Epistemological Relevance of Case Studies as Narratives in Design-Based Research","authors":"Tina Emmler, Petra Frehe-Halliwell","doi":"10.15460/EDER.4.1.1453","DOIUrl":"https://doi.org/10.15460/EDER.4.1.1453","url":null,"abstract":"In the context of empirical-phenomenological research various text products are created. Practitioners develop concepts, methods, techniques, etc. to solve certain problems that have arisen in their workplace. Actors of science accompany these problem-solving processes and support them by developing materials or scientific inputs. In addition, they strive to understand the field of practice and to grasp its structures and (interpretation) patterns. In order to make this possible a knowledge management is necessary with the help of which the text products resulting from the research and development process are produced and interpreted (Emmler 2015). Here, the importance of the case study[1] for the development of (new) knowledge is analysed. Normally, case studies are only considered to be by-products created during DBR. However, we believe that case studies do not only serve as an instrument for communicating project content to others, but are a medium for the researchers themselves to ascertain their own learning processes that take place in the exploration of the field of research.\u0000This paper aims to be the initial point for a methodological discussion on the thesis that (a) case studies as narrative text products contribute to an understanding of phenomena as underlying structures of the field of practice and that (b) they are one part of a two-fold research process in which they are the basis for the reflection of experiences. Therefore, we invite you to follow us on a journey to the discipline of arts, especially to Walter Benjamin, a famous writer and translator who, in the year 1923, discovered the differences in writing a poem and translating into another language. Both processes ask for writing competences which at first glance seem to be very similar, but at the second reveal their diametrical opposition. We suggest to adopt Benjamin’s explanations to the writing processes in DBR. In DBR it is the world of science on the one hand and the field of practice on the other that make a translation necessary: the languages applied in both fields differ, although the people working there might all belong to one and the same nationality which might allow them to communicate with the people from the other “world”. However, this does not mean that researchers understand the practice and the emerging phenomena per se. A translation between the worlds is necessary. For this, the case study is the first step.","PeriodicalId":145708,"journal":{"name":"EDeR. Educational Design Research","volume":"11 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":"129590414","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":"Educational Design Research: A primer","authors":"Sebastian Fiedler","doi":"10.15460/EDER.1.1.1044","DOIUrl":"https://doi.org/10.15460/EDER.1.1.1044","url":null,"abstract":"This editorial article introduces the overall conceptualisation of the journal EDeR - Educational Design Research and its review- and workflow model. In addition, it provides an overview of all contributions that made it into Issue 1 of EDeR, before it invites the wider Design-Based Research community to participate in the overall project in a variety of roles and functions.","PeriodicalId":145708,"journal":{"name":"EDeR. Educational Design Research","volume":"63 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":"132370155","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":"Case Studies and their Epistemological Potential in Design-Based Research – A Practice Illustration","authors":"Tina Emmler, Petra Frehe-Halliwell","doi":"10.15460/EDER.4.1.1556","DOIUrl":"https://doi.org/10.15460/EDER.4.1.1556","url":null,"abstract":"Researchers in DBR projects create various text products, such as interview transcripts, scientific reports and sometimes a case study[1]. Usually, case studies are only considered to be by-products created during the DBR to give the stakeholders of the project, including university students of vocational education and training, an insight into the development process and the underlying practical challenges. In this context, case studies mainly fulfil a didactic function for the stakeholders. However, we believe that case studies do not only serve as an instrument for communicating project content to others (outside the scientific community), but are a medium for the researchers themselves to ascertain their own learning processes that takes place in the exploration of the field of research. \u0000That way, we are emphasizing a process-orientated perspective on DBR. We assume that the process of creating a case study has an epistemological value on its own. As we will show and try to illustrate with practical examples, creating a case study applies to very different criteria in contrast to creating scientific text products. For instance, the researcher creating a case study has to pay attention to details, the use of language and ways of communication as well as trying to capture the overall atmosphere of the organization, social groups etc. We consider this a ‘creative act’ and see many parallels to Walter Benjamin’s theory of translation[2]: In DBR it is the world of science on the one hand and the field of practice on the other that make a translation necessary: the languages applied in both fields differ, although the people working there might all belong to one and the same nationality which might allow them to communicate with the people from the other “world”. However, this does not mean that researchers understand the practice and the emerging phenomena per se. A translation between the worlds is necessary. For this, the case study is the first step. \u0000We are convinced that this approach opens up a different perspective on the DBR project and focussed research interests. Developing a case study can be helpful for an overall and deep understanding of practice – which is one of the main goals for DBR conducted in the tradition of a paradigm consistent to the humanities. \u0000This (additional) paper aims to illustrate how a case study can derive from the background of a DBR context. We would like to provide insight into the concrete usage of a case study approach in a DBR-project. In order to structure the case study description, we use the criteria of Reetz (1988), a German professional in vocational education training whose ideas on case studies fit to Benjamin’s idea of writing narratives.","PeriodicalId":145708,"journal":{"name":"EDeR. Educational Design Research","volume":"59 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":"128875479","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 on the way to mainstream research? Comments on the plea for phronesis by Bardone and Bauters","authors":"G. Reinmann","doi":"10.15460/EDER.1.1.1050","DOIUrl":"https://doi.org/10.15460/EDER.1.1.1050","url":null,"abstract":"Bardone and Bauters suggest a re-conceptualization of design-based research using the classical term \"phronesis\" and question some methodological developments referring to the role of intervention and theory in design-based research. This discussion article is a comment on the text of Bardone and Bauters and pursues two aims: On the one hand the term “phronesis” is connected to the traditional concept of “padagogischer Takt” (literally: “pedagogical tact”) to stimulate a joint discourse of both traditions. On the other hand, two main suggestions of Bardone und Bauters are critically examined, namely their proposal to conceptualize intervention in design-based research exclusively as an action, and their call for deriving generalizations via experiences instead of theories. The discussion article finally argues for maintaining the integrative power of design-based research by avoiding one-sided interpretations.","PeriodicalId":145708,"journal":{"name":"EDeR. Educational Design Research","volume":"82 7","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120852633","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":"Digital design of design processes – A case study of a design research study in vocational education","authors":"Karl-Heinz Gerholz, Sebastian Ciolek, A. Wagner","doi":"10.15460/EDER.4.1.1452","DOIUrl":"https://doi.org/10.15460/EDER.4.1.1452","url":null,"abstract":"The digital transformation affects all aspects of the society, including educational and scientific areas. Regarding the educational area, digital devices as a part of vocational lessons seem to be promising a better support of the learning processes. In a given design research project (tabletBS.dual) in the field of vocational education, didactical prototypes for using tablets in a motivational and effective way are developed in different vocational schools. For this, four design cycles with the phases design application and evaluation are carried out. The article focuses on the description of the digital character of the design cycles. In the presented project, different digital devices and tools are used in the several phases of a design cycle (e.g. digital consultation hours for vocational teachers to plan lessons or to conduct digital interviews with their students in the evaluation phase). We will go into detail about the digital devices and technologies used to point out the potentials of digitization in regard to the design of design and evaluation processes.","PeriodicalId":145708,"journal":{"name":"EDeR. Educational Design Research","volume":"49 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":"127145672","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":"Pre-service teachers as designers in the context of advertising literacy education","authors":"Britt Adams, Tijs Rotsaert, T. Schellens, M. Valcke","doi":"10.15460/EDER.3.1.1412","DOIUrl":"https://doi.org/10.15460/EDER.3.1.1412","url":null,"abstract":"The present study describes how teacher design teams (TDTs) in pre-service education were set up to create in-school programs about advertising. A multiple case-study design was employed to reveal what kinds of input-, process-, and output-related factors facilitate or hinder the collaboration of three voluntarily participating teams of pre-service teachers. By combining pre-TDT questionnaire data with an analysis of audiorecorded team design discussions and reflective data collected after the design process, we found that the participating student teachers (1) were unfamiliar with design assignments at the start of the project, but were all intrinsically motivated to take part; (2) especially express practical concerns when designing learning materials, and (3) argue that TDTs positively contribute to their professional development. As this study revealed both facilitating and hindering factors, recommendations for future organization of and research on TDTs in pre-service education are offered.","PeriodicalId":145708,"journal":{"name":"EDeR. Educational Design Research","volume":"64 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":"128771570","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":"A phronetic approach to educational design-based research: Issues and aspirations","authors":"Emanuele Bardone, M. Bauters","doi":"10.15460/EDER.1.1.1025","DOIUrl":"https://doi.org/10.15460/EDER.1.1.1025","url":null,"abstract":"This paper is a theoretical attempt to show how the Aristotelian notion of phronesis may provide a fruitful viewpoint to trigger and animate a series of discussions on educational design-based research. In particular, we focus on the overall meaning that the notions of intervention and theory can acquire. What concerns the former, phronesis helps avoid interpreting intervention as the making of an object, be it a learning environment, an application, a piece of software. Conversely, it posits that intervention can be fruitfully located within teachers’ professional judgment. The specific focus on professional judgment helps point to a different conception of “theory”, which does not revolve around the development of generalized principles informing the practice. Conversely, theory can be viewed as the effort to articulate teachers’ experiences in the form of stories “from the field”.","PeriodicalId":145708,"journal":{"name":"EDeR. Educational Design Research","volume":"36 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":"132892843","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":"Dual Study Programmes as a Design Challenge: Identifying Areas for Improvement as a Starting Point for Interventions","authors":"Lisa Mordhorst, Bernd Gössling","doi":"10.15460/EDER.4.1.1482","DOIUrl":"https://doi.org/10.15460/EDER.4.1.1482","url":null,"abstract":"The proportion of freshmen enrolled in dual study programmes has steadily increased in recent years. From the perspective of potential students, these programmes are highly attractive because they combine types of learning that used to be largely separate at an institutional level: vocational and academic learning. In training-integrated dual study programmes, different institutional contexts, governance regimes, teaching styles and learning environments make bridging these two worlds of learning a challenge for both educators and learners. However, these programmes also allow leeway for didactic innovation, through the cooperation of different types of educational institutions and through new ways of using available didactic methods, and for establishing a new relationship between higher education (HE) and vocational education and training (VET). This paper positions training-integrated dual study programmes as an object of design-based research (DBR). By developing and using an extended model for the pedagogic development of HEIs, “pädagogische Hochschulentwicklung” (Brahm, Jenert, & Euler, 2016a, p. 19; Euler, 2013, p. 360), the paper systematically identifies generic educational problems in these hybrids. Based on a literature review, this paper classifies and explains the design challenges at the level of the learning environment, the study programme and the organisation. The challenges revolve mainly around the cooperation and integration of HE and VET. The paper concludes with an outlook on future DBR projects designing dual studies.","PeriodicalId":145708,"journal":{"name":"EDeR. Educational Design Research","volume":"6 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":"126449465","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}