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.
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.
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.
The digital transformation has implications for vocational learning at schools and enterprises. These implications are recently discussed using the phrase "VET 4.0". However, there are no empirical results on what the substance of these implications is and how vocational teachers deal with anticipated and realized changes. Therefore, based on an exploratory approach, interviews with 34 vocational teachers were conducted to better understand what their knowledge is about digitalization, which changes they recognize concerning their students' future corporate business and work processes, how they relate to these changes when they specify intended learning outcomes, and how they describe the general impact of the digitalization trend on their schools at large. This article aims to survey and structure the teachers' forms of coping with digitalization. The identified forms of coping with digitalization at the teachers' work are rich in contrast and a distinction can be made between two basic types: The first group of teachers belongs to schools, in which they experience difficulties with the implementation of innovations and show a tendency to limit didactical work to a question of teaching methods. In coping with digitalized worlds of work, they demonstrate a rather narrow understanding of digitalisation and resist change. The second group of teachers belongs to schools with team-oriented structures for implementing innovations. In their didactical approach, they consider both, the level of lessons and the level of educational programmes. This group deals with digitalized worlds of work in a more sophisticated way, relates to occupational requirements and understands digitalization to be an opportunity to realize their educational ambitions in a changed context. <br/> Dass der Prozess der digitalen Transformation zu weitreichenden Verände- rungen für das berufliche Lernen in Schule und Betrieb führt, wird heute unter dem Begriff “Berufsbildung 4.0“ diskutiert. Worum es sich bei diesen Veränderungen konkret handelt, wie Lehrkräfte an berufsbildenden Schulen antizipierte und sich bereits ereignende Veränderun- gen didaktisch verarbeiten; dazu liegen bisher kaum empirische Ergebnisse vor. Daher ist für die diesem Beitrag zugrundeliegende Erhebung ein exploratives Studiendesign gewählt wor- den, in dessen Rahmen durch Einzel- und Gruppeninterviews 34 Lehrkräfte u. a. dazu befragt wurden, was sie unter Digitalisierung verstehen, welche Veränderungen sie infolgedessen bei den betrieblichen Arbeitsprozessen ihrer Schülerinnen und Schüler wahrnehmen, inwiefern sie bezogen darauf die in ihrem Unterricht zu fördernden Kompetenzen aktualisieren und wie Digitalisierung sich auf Unterricht und Schule insgesamt auswirkt. Ziel ist es, zu erheben und zu systematisieren, wie Lehrkräfte mit digitalisierten Arbeitswelten bei ihrer didaktischen Ar- beit umgehen. Diese Umgangsweisen sind sehr kontrastreich und lassen sich zu zwei Basisty- pen verdichten: Erstens Lehrkräfte, in deren schulischem Kontext es Schwierigkeiten bei der Umsetzung von Innovationen gibt und die dazu neigen, didaktische Arbeit auf methodische Fragen zu verengen. Der Umgang dieser Lehrkräfte mit digitalisierten Arbeitswelten weist auf eine verkürzte Wahrnehmung digitaler Transformation hin; Veränderungen werden von ihnen tendenziell abgelehnt. Zweitens Lehrkräfte, an deren Schulen sich teamförmige Routinen zur Bewältigung von Veränderungen auf Ebene der Organisation und des Unterrichts etabliert haben und die didaktische Arbeit sowohl auf der Ebene von Unterrichtsreihen als auch von Bildungsgängen betreiben. Diese zeigen einen elaborierten Umgang, in dem sie Bezug auf ver- änderte Anforderungen in beruflichen Situationen nehmen, die sich durch die Digitalisierung ergeben, und sehen digitale Transformation eher als Chance dafür, ihren Bildungsanspruch auch unter neuen Bedingungen umzusetzen.
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