Design-Based Research: Putting a Stake in the Ground

Barab, Sasha A.; Squire, Kurt

doi:10.1207/s15327809jls1301_1

Cited by 1,787 publications

(1,191 citation statements)

References 16 publications

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“…Educational design research uses quantitative, qualitative and mixed methods to answer research questions, thereby contributing to theoretical understanding, through the process of developing and testing solutions to educational problems (Barab and Squire 2004;Van den Akker et al 2006;Reeves et al 2010). There is healthy variation in interpretations and uses of the term, but consensus appears to be present in characterizing design research (cf.…”

Section: Characterizing Educational Design Researchmentioning

confidence: 99%

Research–practice interactions as reported in recent design studies: still promising, still hazy

Ormel

Roblin

McKenney

et al. 2012

Education Tech Research Dev

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This study portrays recent research-practice connections found in 18 design research reports focusing on the creation of instructional solutions. Solutions in different stages of development varied greatly in duration, ranging from one lesson to a whole year curriculum, spanned all levels of education, many subjects (science, math, language, culture, teacher education, etc.). Close collaboration between researchers and practitioners was prominent in all of the 18 projects studied. Participants in primary and secondary education projects have quite distinct roles regarding the teaching and researching, but they design their instruction solutions often collaboratively. Nearly all projects reported on how designed solutions were anchored in research, either from literature or from in-house project data. All articles indicated that research fed (re-)design, but few specified how. Based on our findings, we call for increased research and reporting on the specific strategies employed by design research participants to facilitate the production of new theoretical understanding through design of instructional solutions.Keywords Design research Á Research practice gap Á Research and development All may be contacted through the University of Twente.

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Section: Characterizing Educational Design Researchmentioning

confidence: 99%

Research–practice interactions as reported in recent design studies: still promising, still hazy

Ormel

Roblin

McKenney

et al. 2012

Education Tech Research Dev

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“…Whilst these roles provide an opportunity to gain richer and more subtle insights into a design's strengths and weaknesses, I am equally aware that my involvement can cloud judgement, perhaps causing me (unintentionally) to be overly optimistic, or less receptive to criticism. Barab and Squire (2004) note, "if a researcher is intimately involved in the conceptualization, design, development, implementation, and re-searching of a pedagogical approach, then ensuring that researchers can make credible and trustworthy assertions is a challenge" (p. 10). As an Interpretivist researcher, I make no claims as to value-free research;…”

Section: Will I Successfully Find My Way Out?mentioning

confidence: 99%

Investigating Creative Arts Practices in Australian Home Education Through Design-Based Research: Entering the Research Maze with the Spirit of Adventure

Burke

2016

Navigating the Education Research Maze

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The metaphor of the maze is often used to convey the complexity and confusion of research, and yet for many, the act of entering a maze is undertaken in the spirit of adventure, where the journey is all the more enriching for the twists, turns and dead-ends. Reflecting on her emergent doctoral journey which is using Design-Based research to explore how Australian home educators teach and engage with the Arts, the researcher describes how she has embraced the challenges and complexities of educational research in the 21 st century. In her attempt to engage in authentic research that has genuine benefit for participants, the challenges encountered have come to be appreciated as some of the most beneficial enhancers of the research process and potential outcomes.

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“…Learning design has emerged from the instructional design, computing and learning sciences communities [9] to provide both a way to study the range of actions involved in the specification of learning activities, and a means to represent the design of learning. It resonates (Figure 1) with a description of design-based research that captures the spirit of the endeavor of participatory design as iterative cycles of improvement [1]. As a process design-based research expects researchers to 'systemically adjust various aspects of the designed context so that each adjustment served as a type of experimentation that allowed the researchers to test and generate theory in naturalistic contexts' [1, p4].…”

Section: Learning Design and Learning Analyticsmentioning

confidence: 99%

Technology-Enhanced Learning

Scanlon

O'Shea

McAndrew

2015

Proceedings of the Second (2015) ACM Conference on Learning @ Scale

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The design of learning materials and researching their efficacy involves the application of both theoretical learning principles and ways of working or practices to move towards evidence based improvement. This paper abstracts 4 categories from our on-going work of educational technology research which we have found to be important in considering what constitutes a successful Technology-Enhanced Learning implementation. These considerations influence the likelihood or feasibility of the wider adoption a particular Technology-Enhanced Learning implementation in the longer term. We also discuss how these considerations relate to the scalability of the development.

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Design-Based Research: Putting a Stake in the Ground

Cited by 1,787 publications

References 16 publications

Research–practice interactions as reported in recent design studies: still promising, still hazy

Research–practice interactions as reported in recent design studies: still promising, still hazy

Investigating Creative Arts Practices in Australian Home Education Through Design-Based Research: Entering the Research Maze with the Spirit of Adventure

Technology-Enhanced Learning

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