EDeR. Educational Design Research最新文献

{"title":"Resonating with reflexive design: On participatory design, narrative research and crystallization","authors":"B. Vries","doi":"10.15460/EDER.2.1.1184","DOIUrl":"https://doi.org/10.15460/EDER.2.1.1184","url":null,"abstract":"In this article, we further explore the idea that educational design, and subsequently educational design research, are in essence dialogical processes in which problem statements, strategies and interventions, and their implementations are realized in co-creation between different stakeholders. We elaborate on the idea of reflexive design as stated in the article of Richter and Allert (2017) by exploring three deepening thoughts on the characteristics of such dialogical design processes. First, we further relate reflexive design to the concept of participatory design to see if we can use insights from this approach on when and how co-creation can take place. Second, we explore the merits of narrative research as a way to include multiple voices in the process of reflexive design. And third, from a methodological point of view we explore the idea of crystallization as a way to collect data and validate findings within reflexive design research processes.","PeriodicalId":145708,"journal":{"name":"EDeR. Educational Design Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122653057","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":"Entwicklung von Gestaltungsprinzipien zur Förderung interkultureller Lehrkompetenz","authors":"Michèle Collenberg","doi":"10.15460/eder.4.2.1458","DOIUrl":"https://doi.org/10.15460/eder.4.2.1458","url":null,"abstract":"Lehrpersonen benötigen immer häufiger interkulturelle Lehrkompetenzen, um mit der zunehmenden ethnisch-kulturellen Heterogenität der Lernenden in ihren Klassen umgehen zu können. Der Artikel basiert auf einer Untersuchung, in der mit einem Design-Based Research-Ansatz eine innovative Lernumgebung für die Förderung interkultureller Lehrkompetenz in der universitären Lehrerbildung entwickelt wurde. Der Fokus des Artikels liegt auf der Reflexion des Evaluationsprozesses, wobei die Entwicklung der ursprünglichen vorläufigen Gestaltungsannahmen über zwei Evaluationszyklen hinweg zu Gestaltungsprinzipien näher aufgezeigt wird.","PeriodicalId":145708,"journal":{"name":"EDeR. Educational Design Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129820937","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":"Die (Innovations-, Forschungs- und Entwicklungs-) Arena in der gestaltungsorientierten Forschung: The Empty Space","authors":"Tina Emmler","doi":"10.15460/EDER.4.1.1454","DOIUrl":"https://doi.org/10.15460/EDER.4.1.1454","url":null,"abstract":"Gestaltungsorientierte Forschung wie sie fur den Design-Based Research[1] charakteristisch ist, ist in der Tradition der sog. Modellversuchsforschung bereits seit dem Beginn der 1990er Jahre in der berufs- und wirtschaftspadagogischen Disziplin verankert. Seitdem wird sie bestandig weiterentwickelt und ist selbst Forschungs- sowie Diskussionsgegenstand in der Forschungscommunity. Betrachtet wird die gestaltungsorientierte Forschung nicht nur aus sozio-okonomischer Perspektive, aus der heraus sie analog zu ingenieurwissenschaftlicher Forschung konzipiert wird, sondern auch aus einer (lern-)psychologischen Sichtweise. Den bisherigen Zugangen ist gemein, dass sie die handlungstheoretischen Elemente einer Forschung in den Mittelpunkt stellen, die sich in der Planung, Durchfuhrung und Evaluation von Prototypen uber mehrere Entwicklungszyklen hinweg und deren Bedeutung fur die Generierung von handlungsrelevantem (Struktur-)Wissen erschopfen. Analysiert werden dabei gemeinhin die Handlungen, die durch Akteure der Praxis oder der Wissenschaft vollzogen werden oder, in einem kommunikationstheoretischen Ansatz, die Bezugnahmen der Akteure aufeinander unter der Fragestellung, wie Wissenschaft und Praxis voneinander lernen konnen. Getrieben wird das Ganze durch die Feststellung, dass einerseits dem Handeln von PrakikerInnen in einer alltaglichen Lebenswelt ein implizites Wissen inharent ist, dessen Relevanz uber den Einzelfall hinausgeht und dass, andererseits, der Zugang zu diesem Wissen nicht per se gegeben ist, sondern es besonderer Anstrengungen respektive Konstruktionsleistungen bedarf, um dieses (implizite) Wissen verfugbar zu machen. Forschende sind dann daran interessiert eben dieses Wissen zu generieren und es als (Struktur-)Wissen vom Einzelfall loszulosen. \u0000Auf diese Weise wird der Sehnsucht begegnet die Kluft zwischen Theorie und Praxis uberwinden zu konnen. Dieser Allgemeinplatz suggeriert, dass die Zusammenkunft unterschiedlicher Institutionen, Organisationen oder Personen, die stellvertretend fur diese stehen, einen Mehrwert (an Wissen) erwarten lassen wurde, der in einem Austausch zwischen beidem „erarbeitet“ werden konnte. Der vorliegende Beitrag stellt dies in Frage, wenngleich damit nicht konstatiert werden soll, dass organisationsubergreifende Ko-Operationen unnutz seien oder gar verhindert werden sollen. Allerdings setzt der Beitrag an einem viel fruheren Punkt der Entwicklungsforschung ein. Er geht davon aus, dass es weniger um eine Kluft zwischen Akteuren oder Organisationen geht, die uberwunden werden muss, als eine Grenze, die das Handlungssubjekt selbst zu uberwinden hat, um die Entwicklung von Innovationen voranzutreiben. Eine zentrale Rolle spielt dabei die (Innovations-, Forschungs- und Entwicklungs-) Arena als Empty Space. Der Empty Space wird als asthetisch-philosophisches Konzept aufgearbeitet, seine Zusammenhange zum Korper als Medium des Erkennens und Handelns herausgearbeitet und somit ein Interpretationsraum entwickelt, de","PeriodicalId":145708,"journal":{"name":"EDeR. Educational Design Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120992620","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":"Responsible leadership in management education: A design-based re-search study.","authors":"Saskia Raatz, D. Euler","doi":"10.15460/EDER.1.1.1028","DOIUrl":"https://doi.org/10.15460/EDER.1.1.1028","url":null,"abstract":"In recent years, the quality of management education in general, and particularly of MBA and Executive MBA programs, has been called into question. There are serious doubts about universities’ ability to give students the competencies they need to deal with complex problems in modern society. One part of the discussion focuses on ethical issues and the process through which students develop values and attitudes. In line with the economic crisis, there has been increasing interest in the development of learners’ attitudes to responsibility. \u0000 \u0000We report the results of a study that starts with an ambitious and yet ill-structured learning goal in a demanding educational practice area: How can pedagogical interventions in management education be designed to promote learners' attitudes to responsible leadership? As a starting point, there are neither consensual definitions of responsible leadership nor substantial theories available to design promising interventions. De-sign-based research (DBR) provides a structured process to deal with research problems, starting with innovative but imprecisely defined objectives and unknown ways to reach them. \u0000We introduce the DBR design and describe the research process and results from a project conducted at St.Gallen University’s Executive MBA program. In close collaboration with practitioners, interventions evolved through multiple cycles of development, testing and refinement with the pursuit of theory-building and practical innovation.","PeriodicalId":145708,"journal":{"name":"EDeR. Educational Design Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122415190","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":"Review of Design Research in Education: A Practical Guide for Early Career Researchers","authors":"L. Major, R. Wegerif","doi":"10.15460/EDER.2.2.1327","DOIUrl":"https://doi.org/10.15460/EDER.2.2.1327","url":null,"abstract":"No Abstract","PeriodicalId":145708,"journal":{"name":"EDeR. Educational Design Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131232912","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":"Student perceptions of self-efficacy in the foreign language classroom: A design-based research study","authors":"Rhia Moreno, J. Kilpatrick","doi":"10.15460/EDER.2.1.1214","DOIUrl":"https://doi.org/10.15460/EDER.2.1.1214","url":null,"abstract":"The foreign language (FL) classroom can be an anxious environment where students feel uncomfortable having to communicate in a language in which they feel inadequate and have little practice. Low self-efficacy in skill-specific tasks is oftentimes the culprit. While there are a number of factors involved in successful language learning, this study examines how practice affects students’ sense of self-efficacy in the foreign language classroom. Using self-efficacy theory and design-based research, this qualitative study ‘flipped’ the classroom to focus on student input and output practice in class with grammar instruction video-recorded for homework. Data were recursively collected and analyzed from ten courses over three semesters. Classroom observations and reflection were triangulated with interviews and focus groups. Findings suggest that practice and self-efficacy in the FL classroom are indeed linked and that other factors such as peer familiarity and grading also play a role. The paper concludes with implications for language learning and teaching.","PeriodicalId":145708,"journal":{"name":"EDeR. Educational Design Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115541269","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":"Editorial: Challenging Design-Based Research","authors":"Tina Emmler, D. Euler, H. Ertl","doi":"10.15460/EDER.4.1.1557","DOIUrl":"https://doi.org/10.15460/EDER.4.1.1557","url":null,"abstract":"No abstract for editorials.","PeriodicalId":145708,"journal":{"name":"EDeR. Educational Design Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122715100","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":"Entwicklungsforschung aus einer handlungstheoretischen Perspektive: Was Design Based Research von Hannah Arendt lernen könnte.","authors":"Dirk Jahn","doi":"10.15460/EDER.1.2.1144","DOIUrl":"https://doi.org/10.15460/EDER.1.2.1144","url":null,"abstract":"In diesem Beitrag wird das Entwickeln im DBR-Prozess aus einer handlungstheoretischen Perspektive beleuchtet und aus dieser Warte erkenntnistheoretische sowie methodologische Konsequenzen fur die Entwicklungsforschung abgeleitet. Dazu wird dem Konzept des Handelns vor allem mit Gedanken der Philosophin Hannah Arendt (1996) auf den Grund gegangen. Ziel der Schrift ist es, eine mogliche und vielleicht auch wichtige Sichtweise auf Entwicklungsforschung ansatzweise zu skizzieren, dadurch DBR als eigenen und vollwertigen Forschungsansatz zu starken und an sein ursprungliches und pragmatisches Anliegen zu erinnern: Neuheit, Nutzlichkeit und nachhaltige Innovation. \u0000 \u0000 \u0000 \u0000This contribution analyses the design based research (DBR) process from perspective of action theory and discusses its epistemological and methodological consequences. For this purpose the concept of action is scrutinised, following a particular line of thinking proposed by the philosopher Hanna Arendt (1996). The overall aim of the text is to outline a potential and possibly important perspective on design based research, to strengthen DBR as a distinct and adequate research approach, and to bring to mind its original and pragmatic concern: novelty, usefulness and sustainable innovation.","PeriodicalId":145708,"journal":{"name":"EDeR. Educational Design Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132507029","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":"Primary students’ participation in mathematical reasoning : Coordinating reciprocal teaching and systemic functional lin- guistics to support reasoning in the Swedish context","authors":"Cecilia Segerby, A. Chronaki","doi":"10.15460/EDER.2.1.1150","DOIUrl":"https://doi.org/10.15460/EDER.2.1.1150","url":null,"abstract":"The practice of reasoning has been regarded as core element for developing mathematical arguments. However, curricula reforms have only recently focused on reasoning as an essen- tial part of mathe ...","PeriodicalId":145708,"journal":{"name":"EDeR. Educational Design Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115678279","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 as bridge between scientific knowledge production and practice design. EDeR – Educational Design Research","authors":"D. Euler","doi":"10.15460/EDER.1.1.1024","DOIUrl":"https://doi.org/10.15460/EDER.1.1.1024","url":null,"abstract":"This paper uses design-based research (DBR) to describe an approach that combines scientific knowledge production with the development of innovative practice concepts. The DBR research process begins with the following question: How can an aspired, initially vaguely formulated goal be reached by a yet to be developed design? As the research process progresses, interventions are developed, tested in the field, and evaluated. This process generates increasingly stable practice concepts for reaching the aspired goals through several iterative cycles and statements about the effectiveness of the intervention’s supporting pillars based on theoretical and empirical research. These statements are developed in the form of design principles. In this paper, we describe the characteristics that constitute design principles and how they emerge within a DBR research process.","PeriodicalId":145708,"journal":{"name":"EDeR. Educational Design Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116442803","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}