Design Research: Theoretical and Methodological Issues

Collins, Allan; Joseph, Diana; Bielaczyc, Katerine

doi:10.1207/s15327809jls1301_2

Cited by 1,296 publications

(920 citation statements)

References 11 publications

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“…Here, the notion of shared epistemic agency proves useful for explaining what drove the groups to engage in particular types of interaction and go about working on the knowledge object. This type of deliberate, goal-oriented approach characterized by a high level of awareness and engagement, as identified in Group D's collaborative work, is rather generic and is in line with other findings on agency (Charles and Shumar 2009;Damşa et al 2010;Schwartz and Okita 2004). In addition, such action bears a close resemblance to what Engle and Conant (2002) labeled as disciplinary engagement performed in relation to a specific task within a particular discipline.…”

Section: Discussionsupporting

confidence: 88%

“…Stahl (2009c) maintained that proposals contribute to a group's object orientation, with mathematical objects being the topics that are negotiated and co-constructed throughout the temporality of the discourse based on different individual contributions. Mathematical objects, ranging from a mathematical sign (Medina et al 2009) to an idea generated through a proposal (Fuks and Pimentel 2009) to a visualization created by technological means (Çakir et al 2009;Charles and Shumar 2009), were viewed as more tangible than problems, which are created, maintained, and transmitted through discourse.…”

Section: Knowledge Objectsmentioning

confidence: 99%

“…Active participation in interaction allows students to go beyond individual efforts (Scardamalia 2002), to become engaged in knowledge construction at the collective level (Charles and Shumar 2009), and to contribute to the shared goals. The assumption that the current study elaborates upon is that agency in collaborative contexts involves a social element that is enhanced during group work.…”

Section: Shared Epistemic Agencymentioning

confidence: 99%

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The multi-layered nature of small-group learning: Productive interactions in object-oriented collaboration

Damşa

2014

Intern. J. Comput.-Support. Collab. Learn.

106

100

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This article presents a study of small-group interaction in the context of collaborative learning in undergraduate education. The student groups participated in collaborative projects, which involved setting-up, conducting, and reporting on empirical research studies. This study sheds light on the nature of productive interactions, the joint efforts to co-construct knowledge and the shared epistemic agency expected to emerge when groups are addressing ill-structured, complex problems in a collaboration over time. In-depth qualitative analysis and descriptive statistics were used to analyze and interpret interaction data and developing knowledge objects (i.e., research reports) collected during a 20-week project period. The findings show that productive interactions can take different forms, with discourse-based and object-oriented being the most relevant patterns arising. In the latter case, the emergent knowledge objects also influence the course and productivity of the interaction. Finally, groups manifesting shared epistemic agency produce knowledge objects more complex and suitable to the problems addressed. These findings contribute to a better understanding of the collaborative learning process that includes work on knowledge objects over time. The implications for the educational practice and further research point towards the need for a better understanding of the way groups function when challenged to address complex problems and to participate in knowledge production, how these processes can benefit learning, and what is needed in terms of pedagogical and technological support, to enable students to be more than mere coursetakers, but also producers of knowledge.Keywords Knowledge co-construction . Knowledge objects . Learning in higher education . Productive interaction . Shared epistemic agency . Small-group collaboration In the context of emerging changes in the knowledge-based society, students in higher education are expected to be able to address ill-structured and open-ended problems, conceive new ideas, show inquiring attitudes and proactive behavior, and capitalize on collective expertise (Goodyear and Zenios 2007). Learning in small groups that focuses on solving open-ended problems and on managing the collaborative process has been proposed as a wayIntern.

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Section: Discussionsupporting

confidence: 88%

Section: Knowledge Objectsmentioning

confidence: 99%

Section: Shared Epistemic Agencymentioning

confidence: 99%

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The multi-layered nature of small-group learning: Productive interactions in object-oriented collaboration

Damşa

2014

Intern. J. Comput.-Support. Collab. Learn.

106

100

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“…This work is the first part of a program of design research. As discussed by Collins, Joseph, and Bielaczyc (2004), a design research methodology must begin with identifying critical elements of the design and how they interact, as well as how each critical element is addressed in the design. In the context of designing one pPBSc, we work to elucidate these critical elements (i.e., the general design approaches) for realizing the guiding principles.…”

Section: Part Ii: Curriculum Design Challenges and Their Design Appromentioning

confidence: 99%

Doing the project and learning the content: Designing project‐based science curricula for meaningful understanding

Kanter

2009

Science Education

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Project-based science curricula can improve students' usable or meaningful understanding of the science content underlying a project. However, such curricula designed around "performances" wherein students design or make something do not always do this. We researched ways to design performance project-based science curricula (pPBSc) to better support the meaningful understanding of science content. Using existing curriculum design frameworks, we identified the learner's need to "create the demand" for the science content, anticipating how to use it in the performance, and to "apply" the science content, both being necessary to ensure meaningful understanding. Designing the pPBSc I, Bio we discovered how these guiding principles manifested as curriculum design challenges. We generalized from the design of I, Bio and related literature design approaches for addressing each challenge. Finally, we measured the extent to which a pPBSc incorporating these design approaches developed meaningful understanding. 652 middle grades students using I, Bio completed pre-and posttests on the science content behind the I, Bio performance. Our findings provide preliminary evidence that a pPBSc that incorporates these design approaches is consistent with gains in meaningful understanding. We discuss how the results of this work can be used to improve systematic experiments on instructional supports.

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“…Design-based video research allows for both qualitative and quantitative collection and analysis of data throughout the project, as various events are encapsulated for specific examination as well as analyzed comparatively for changes over time. Design research, in general, provides the structure for implementing work in practice and iterative refinement of design towards achieving research goals (Collins, Joseph, & Bielaczyc, 2004). Using an integrated mixed method design that cycles through qualitative and quantitative analyses as the project progresses gives researchers the opportunity to observe trends and patterns in qualitative data and quantitative frequencies as each round of analysis informs additional insights (Gliner et al, 2009).…”

Section: Literature Reviewmentioning

confidence: 99%

Research as storytelling: the use of video for mixed methods research

Walker

Boyer

2018

Video J. of Educ. and Pedagogy

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Background: Mixed methods research commonly uses video as a tool for collecting data and capturing reflections from participants, but it is less common to use video as a means for disseminating results. However, video can be a powerful way to share research findings with a broad audience especially when combining the traditions of ethnography, documentary filmmaking, and storytelling. Results: Our literature review focused on aspects relating to video within mixed methods research that applied to the perspective presented within this paper: the history, affordances and constraints of using video in research, the application of video within mixed methods design, and the traditions of research as storytelling. We constructed a Mind Map of the current literature to reveal convergent and divergent themes and found that current research focuses on four main properties in regards to video: video as a tool for storytelling/research, properties of the camera/video itself, how video impacts the person/researcher, and methods by which the researcher/viewer consumes video. Through this process, we found that little has been written about how video could be used as a vehicle to present findings of a study. From this contextual framework and through examples from our own research, we present current and potential roles of video storytelling in mixed methods research. With digital technologies, video can be used within the context of research not only as data and a tool for analysis, but also to present findings and results in an engaging way. Conclusions: In conclusion, previous research has focused on using video as a tool for data collection and analysis, but there are emerging opportunities for video to play an increased role in mixed methods research as a tool for the presentation of findings. By leveraging storytelling techniques used in documentary film, while staying true to the analytical methods of the research design, researchers can use video to effectively communicate implications of their work to an audience beyond academics and use video storytelling to disseminate findings to the public.

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Design Research: Theoretical and Methodological Issues

Cited by 1,296 publications

References 11 publications

The multi-layered nature of small-group learning: Productive interactions in object-oriented collaboration

The multi-layered nature of small-group learning: Productive interactions in object-oriented collaboration

Doing the project and learning the content: Designing project‐based science curricula for meaningful understanding

Research as storytelling: the use of video for mixed methods research

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