EDeR. Educational Design Research最新文献

{"title":"10 Design-based research in the context of transitioning to VET: Developing interventions through research-practice collaboration","authors":"T. Brahm","doi":"10.15460/EDER.1.2.1163","DOIUrl":"https://doi.org/10.15460/EDER.1.2.1163","url":null,"abstract":"The transition from school to vocational education and training (VET) is becoming more difficult for an increasing number of adolescents. Despite the growing significance of this phase, the - re is hardly any research regarding interventions targeting stu - dents’ resilience, especially with regard to their capacity to join the labour market. This paper aims at describing the research process of developing three different interventions in coopera - tion with a number of practitioners who teach in so-called in - terim solutions. The goal of the paper is, thus, to illustrate how design-based research (DBR) can be conducted in the context of vocational education. The comprehensive three-cycle develop - ment of three interventions with the aim of fostering students’ conflict management competence, attribution and self-efficacy will be used as a single case study to illustrate a complex DBR project. Each step in the design-research process will be reflec - ted, resulting in a discussion of the possibilities and obstacles of combining formative and summative evaluation in the DBR process.","PeriodicalId":145708,"journal":{"name":"EDeR. Educational Design Research","volume":"38 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":"130373886","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":"‘Where no man has gone before!’ – Exploring new knowledge in design-based research projects: A treatise on phenomenology in design studies","authors":"P. E. Sloane","doi":"10.15460/EDER.1.1.1026","DOIUrl":"https://doi.org/10.15460/EDER.1.1.1026","url":null,"abstract":"Design-based research (DBR) is a programme where researchers co-operate with practitioners to work out new solutions. In DBR researchers interfere in daily life and participate in practitioners’ working processes. One open question is: What kind of knowledge can be generated in these projects? My starting point here is a DBR project in vocational education and training in Germany which is used for an investigation of the epistemological background of this kind of research enterprise. The characteristics of DBR are reflected on the basis of phenomenological and hermeneutical approaches. The basic assumptions of these concepts are introduced and applied to the DBR approach to show how DBR generally works and how, specially, features of DBR like participation in daily life, co-operation with practitioners, gathering knowledge in the field a. s. o. can be handled. The line of argumentation in this contribution is a radical switch between practical questions in daily work in DBR on one hand and theoretical re-assurance on the other hand. For researchers, DBR is an enterprise in a new world. The analytical paradigm does not prepare the voyagers for this journey. Therefore the non-analytic continental tradition of philosophy has to be re-discovered.","PeriodicalId":145708,"journal":{"name":"EDeR. Educational Design Research","volume":"26 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":"125462696","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":"STEM Practices: A translational framework for large-scale STEM education design","authors":"Thomas Lowrie, S. Leonard, Robert Fitzgerald","doi":"10.15460/EDER.2.1.1243","DOIUrl":"https://doi.org/10.15460/EDER.2.1.1243","url":null,"abstract":"\u0000 \u0000 \u0000Underpinned by the nation-wide Early Learning STEM Australia (ELSA) project, this practice illustration presents a design framework to respond to the challenges of scaling and sustaining a large design-based research project. The framework, known as STEM Practices Framework, is informed by work within the Learning Sciences which suggests that the interplay between project innovation and the wider educational reform priorities are critical to the sustainability and scalability of projects. The ELSA project responded to this by developing processes of developmental evaluation to parallel the design based research of the project. Emerging from that process was a design proposition that the object of the project, and the entire STEM education agenda, is not simply to improve educational practice, but to shift educational purpose. Specifically, the paper argues that STEM Practices represents a qualitative shift in purpose from the content bound traditions of science, technology, engineering and mathematics education towards developing a greater capacity to use practices in diverse STEM contexts. The STEM Practices Framework described here was developed to support educators and developers to implement the project innovations built on this understanding. The framework is in two parts: (1) an adaptation of Kemmis et al.’s (2014) practice architectures approach and the practice architectures that support and constrain those practices. (2) A heuristic for working with STEM practices in large scale implementation. \u0000 \u0000 \u0000","PeriodicalId":145708,"journal":{"name":"EDeR. Educational Design Research","volume":"12 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":"124205946","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":"Teachers and researchers as co-designers? A design-based research on reading comprehension instruction in primary education","authors":"Suzanne T. M. Bogaerds-Hazenberg, J. Evers-Vermeul, H. van den Bergh","doi":"10.15460/EDER.3.1.1399","DOIUrl":"https://doi.org/10.15460/EDER.3.1.1399","url":null,"abstract":"Insights from scientific reading research only partially resonate in Dutch teaching materials for reading comprehension, and hence in the classroom. As an attempt to bridge the gap between science and educational practice, a design-based research was conducted in which four primary school teachers translated four researcher-provided design principles into practice. In two successive design cycles, the teachers designed and implemented lessons on informational text structures, under supervision of two researchers. The aim of the study was to gain insight into the viability of the design principles and into the level of support teachers need in order to become effective co-designers. Based on data from lesson artefacts, teacher logbooks, panel interviews and lesson observations, we found that the teachers experienced several implementation difficulties. These difficulties were partially due to the fact that there was a tension between two design principles, and that one design principle needed refinement. However, in most cases, the implementation difficulties could be explained by teachers’ limited pedagogical content knowledge. As a result, the teachers needed a high level of support, especially in text selection and revision. Teacher beliefs and habits also interfered with the implementation of the design principles, especially when it came to the importance of working with authentic texts, and teachers’ views on effective modeling.Our study raises questions about the feasibility of equal participation of researchers and teachers at the start of a DBR project, but also shows how DBR can successfully contribute to teacher professionalization if researchers provide adequate support throughout the design process.","PeriodicalId":145708,"journal":{"name":"EDeR. Educational Design Research","volume":"21 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":"127605962","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":"How does didactic knowledge develop?: Experiences from a design project","authors":"P. E. Sloane","doi":"10.15460/EDER.5.1.1511","DOIUrl":"https://doi.org/10.15460/EDER.5.1.1511","url":null,"abstract":"knowledge is created in DBR projects, a partly methodological approach. The other author attempts to find theoretical points of reference and reassurances about the project work. This leads to very practical considerations. The project did not commence with an exactly defined problem; we began with broad concerns that had to be distilled into specific goals over the course of the project. We had to conduct dialogical planning in our different roles and responsibilities. After each work phase and workshop, we reviewed and made a record of what had happened and how, the condition of the group and what it should work on in the next practical phase. This was supplemented with classroom visits and one-on-one discussions with various project participants. The information derived from these evaluations was subsequently used in the planning of the next cycle. Therefore, in the next cycle, the same project was not conducted, but a revised project was developed, which continued from where the previous cycle had ended. Thus, the problem definition continued evolving. In this paper, we have tried to concisely present how the work progressed in phases and cycles and roughly described the thought process and evaluations that shaped this project. Perceived this way, this paper serves two different interests. First, it shows how a problem definition was developed and further sharpened and what concrete result was obtained in the process. This is indicated by the subtitle. Second, it explains how knowledge is created and defines the scope and specificity of this knowledge. In many passages, the text refers to special features of German VET and VET research. In order to ensure that readers who are not so familiar with these issues can understand the background, we have introduced grey boxes containing background information. Readers who do not need this information and want to follow the argumentation in a target-aimed way have the opportunity to skip these text passages. Implementation of a curriculum Knowledge production in design processes Cooperation in design-projects Design projects in vocational colleges Didactics as applied theory","PeriodicalId":145708,"journal":{"name":"EDeR. Educational Design Research","volume":"48 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":"115804957","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":"Using design-based research to explore the influence of context in promoting pedagogical reform","authors":"Rhonda Di Biase","doi":"10.15460/EDER.4.2.1427","DOIUrl":"https://doi.org/10.15460/EDER.4.2.1427","url":null,"abstract":"Many developing countries are seeking to improve the quality of education by promoting the use of learner-centred pedagogy as part of system wide reform.  Yet many studies reveal a gap between what is envisaged in policy and what happens in practice and the inherent limitations of uncritical adoption of 'best practice' from elsewhere into local contexts. Therefore design-based research (DBR), as an interventionist approach, was selected to investigate the conditions under which the innovation of learner-centred education can be implemented in the authentic setting of a Maldivian island school.  The paper elaborates the rationale underpinning this choice and a discussion of the defining features of DBR as they applied in this study: acknowledging the importance of context; facilitating collaboration between researcher and participants; and attending to a theoretical output of the research. The participatory approach which underpinned how DBR was utilised in the study and its implications for enhancing the context-appropriateness of and teachers' engagement with the reforms is also discussed.  In so doing, the paper illustrates the ways in which the defining features of DBR respond to the call for better attention to context as a means for enabling greater success of global reform efforts.","PeriodicalId":145708,"journal":{"name":"EDeR. Educational Design Research","volume":"16 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":"131242277","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 holistischer Design-Based Research-Modellentwurf für die Hochschuldidaktik","authors":"G. Reinmann","doi":"10.15460/eder.4.2.1554","DOIUrl":"https://doi.org/10.15460/eder.4.2.1554","url":null,"abstract":"Design-Based Research (DBR) ist im Rahmen hochschuldidaktischer Forschung zwar noch kein etabliertes methodologisches Rahmenkonzept, wird aber allmählich vermehrt sowohl in Projekten etwa zur Erarbeitung und Untersuchung neuer Lehr-/ Lernmethoden oder -szenarien verwendet als auch in Studiengängen vermittelt. Anknüpfend an praktischen Erfahrungen zu den Hürden in der Anwendung von DBR anhand bestehender Modelle stellt der Beitrag den Entwurf eines holistischen Modells zu DBR vor und entfaltet dessen Konstruktion in mehreren Schritten. Der DBR-Zyklus wird als Kreis mit fünf semantischen Feldern visualisiert und in einer Form modelliert, die insbesondere verschiedenen Formen von Teil-Ganzes-Relationen im DBRProzess Rechnung tragen soll. Das Modell wird darüber hinaus herangezogen, um die Methodenfrage in DBR zu reflektieren und Überlegungen im Umgang mit der Rolle des Design-Gegenstands anzustellen.","PeriodicalId":145708,"journal":{"name":"EDeR. Educational Design Research","volume":"71 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":"126251961","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":"Cooperation between research and practice for the development of innovations in an educational design project","authors":"J. Grunau, Bernd Gössling","doi":"10.15460/EDER.4.1.1513","DOIUrl":"https://doi.org/10.15460/EDER.4.1.1513","url":null,"abstract":"The cooperation between research and practice is a constitutive element of Design-based Research (DBR). Despite its importance, the process and the challenges of cooperation between these fields are not well studied to date. This paper aims to establish a better understanding of how cooperation among researchers and practitioners can be managed and how cooperation is related to the design and implementation of innovations. For this purpose, we draw on a DBR project as an example, wherein the European model of validation was adapted to the field of geriatric care in Germany. We discuss insights into objectives, abilities, attitudes and restrictions of the cooperating parties in this example DBR project. We demonstrate how cooperation can help to overcome some of the obstacles in the process of developing innovation in the field. However, we additionally critically examine how cooperation between research and practice can be managed and ignite innovation that over time may have a transformative effect on practices often taken for granted in education. On this basis, we conclude that cooperation promotes mutual learning by both researchers and practitioners.","PeriodicalId":145708,"journal":{"name":"EDeR. Educational Design Research","volume":"54 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":"114827873","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":"Expansive Design for Teachers","authors":"Dennis Augustsson","doi":"10.15460/EDER.5.1.1553","DOIUrl":"https://doi.org/10.15460/EDER.5.1.1553","url":null,"abstract":"Innovative designs for learning have implications for the teaching practices and the system in which they are created, often with conflicting motives and tensions on systemic levels. Co-design processes with teachers and researchers require tools and concepts to grasp this complexity and to create durable changes. In the case studied in this article, activity theory and change laboratory methodologies were used in a participatory design process with a small group of teachers. Five key characteristics of the epistemological principles behind the change laboratory methodology were identified and analysed. The theoretical framework enabled tools for a collective analysis of the origin and development of systemic contradictions as well as a model to envision future practices and concrete learning designs. Findings suggest that the combination of participatory design and change laboratory methodologies can serve as a vehicle for expansive learning and new innovative learning designs in educational settings.","PeriodicalId":145708,"journal":{"name":"EDeR. Educational Design Research","volume":"38 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":"121439391","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":"Video analysis in Design-Based Research – Findings of a project on self-organised learning at a vocational school","authors":"Bernd Gössling, Desirée Daniel","doi":"10.15460/EDER.2.2.1270","DOIUrl":"https://doi.org/10.15460/EDER.2.2.1270","url":null,"abstract":"The use of video analysis in Design-Based Research (DBR) seems to be promising, because the quality of video data matches the reality of educational fields. Educational fields are multidimensional and complex. And more than other types of data, video may capture, for example, the simultaneity of verbal and non-verbal interactions. This seems to be valuable in the quest for new insights and better designs of educational interventions. However, to date there has been limited use of video data in researching their design. This paper aims at reflecting how the benefits of video-based analysis may be utilised in DBR. Experiences with the collection and analysis of video data in a project to design self-organised learning (SOL) at a vocational school in Germany will be used as a case study to illustrate the type of findings that may feed into the DBR process. In this case, the project school had already introduced a sophisticated SOL model but was experiencing various implementation difficulties. Resolving issues like this requires insights into how exactly a concept is realised and what happens in the field. Therefore, video data on classroom interactions was gathered and sub-sequently analysed using the documentary method. This led to the reconstruction of two different types of orientation that were guiding the students when they dealt with their self-organised learning environment. In a subversive orientation, students playfully infiltrate the formal learning space with peer activities. In a confirming orientation, students stick to both, the (informal) rules of the (formal) learning arrangement and of the peer environment, thus expressing respect for the boundary between these two worlds. These findings have been used to redesign the SOL intervention.","PeriodicalId":145708,"journal":{"name":"EDeR. Educational Design Research","volume":"2 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":"114959968","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}