ResumeI denne artikel introduceres forskningstraditionen Design Based Research. Artiklen praesenterer de grundlaeggende antagelser, som ligger til grund for Design Based Research, og artiklen diskuterer principper for gennemførelse af et DBR-forskningsprojekt. Med udgangspunkt i forsknings-og udviklingsprojektet ELYK: E-laering, Yderområder og Klyngedannelse, praesenteres den innovationsmodel, som projektet har udviklet med udgangspunkt i Design Based Research traditionen. ELYKs DBR innovationsmodel har vist sig effektiv i forhold til projektfremdrift, brugerinvolvering og vidensgenerering, og den vil kunne inspirere andre med interesse i forskningsbaseret udvikling af didaktisk design, der er medieret af digitale teknologier.
AbstractIn this article the research methodology Design Based Research is introduced. The article presents the fundamental assumptions of Design Based Research and discusses the principles that guide the implementation of a DBR research project. Based on the research and development project ELYK: E-learning, Rural Areas and Clustering, an innovation model, which has been developed from Design Based Research principles, is presented. The DBR innovation model of ELYK has shown itself effective in assuring momentum, user
Synkrone online læringsmiljøer muliggør realisering af en didaktisk praksis, der synkront kobler forskellige kontekster. Forskning i og udvikling af didaktiske principper, som kan guide uddannelsesudviklere og undervisere i deres arbejde med at udvikle didaktiske designs for synkrone læringsmiljøer, er imidlertid kun i sin spæde vorden. I denne artikel introduceres til et overordnet designframework for synkrone onlinelæringsmiljøer samt en række konkrete didaktiske principper, som eksemplificeres med en række designeksempler. Det overordnede framework rummer tre dimensioner i et didaktisk design for synkrone læringsmiljøer, der i kort form kan præsenteres som: a) simulering af tilstedeværelsesundervisning, b) remediering af tilstedeværelsesundervisning og c) innovativ transformation af tilstedeværelsesundervisning.Abstract in EnglishSynchronous online learning environments allow the realization of a didactic practice that creates contextual couplings. Research and development of didactic principles to guide teachers and developers of education in developing designs for synchronous learning environments is however still in its infancy. This article introduces a series of new conceptual tools and didactical principles for online learning environment and includes a general design framework for synchronous online learning environments and concrete didactic principles exemplified through a set of design examples. The framework outlines three dimensions of a didactic design: a) simulation of face-to-face teaching, b) remediation of face-to-face teaching and c) innovative transformation of face-to-face teaching.
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