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Search Results: 1 - 10 of 30547 matches for " Design-Based Research "
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Tema 2: Design-Based Research – introduktion til en forskningsmetode i udvikling af nye E-l ringskoncepter og didaktisk design medieret af digitale teknologier
Ove Christensen,Karsten Gynther,Trine Brun Petersen
L?ring og Medier , 2012,
Abstract: I denne artikel introduceres Design Based Research for f rste gang p dansk i et videnskabeligt tidsskrift. Artiklen pr senterer de grundl ggende antagelser, som ligger til grund for Design Based Research-traditionen, og artiklen diskuterer de principper, som ligger til grund for gennemf relse af et DBR-forskningsprojekt. Med udgangspunkt i forsknings- og udviklingsprojektet ELYK: E-l ring, Yderomr der og Klyngedannelse, pr senteres 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.
Innovative Methods of Teaching Science and Engineering in Secondary Schools
Nathan BALASUBRAMANIAN,Brent G. WILSON,Krzysztof J. CIOS
Journal of Systemics, Cybernetics and Informatics , 2006,
Abstract: This article describes the design of an interactive learning environment to increase student achievement in middle schools by addressing students' preconceptions, and promoting purposeful social collaboration, distributed cognition, and contextual learning. The paper presents the framework that guided our design efforts to immerse all students in a progression of guided-inquiry hands-on activities. Students find compelling reasons to learn by responding to authentic science-based challenges, both in simulations and hands-on activities, based on specific instructional objectives from the national standards.
Proposing an Integrated Research Framework for Connectivism: Utilising Theoretical Synergies
Bopelo Boitshwarelo
International Review of Research in Open and Distance Learning , 2011,
Abstract: Connectivism is receiving acknowledgement as a fresh way of conceptualising learning in the digital age. Thus, as a relatively new instructional framework, it is imperative that research on its applicability and effectiveness in a variety of educational contexts is advanced. In particular, a high premium should be placed on context-specific research that is aimed not only at developing general principles but also at improving practice in local settings. Thus, developmental research approaches become imperative and as such it becomes increasingly necessary to have models that would assist scholars to understand the learning ecologies of connectivism. This paper therefore proposes a research framework for connectivism that integrates approaches commonly used in online learning environments. The paper integrates the theories of online communities of practice, design-based research, and activity theory to construct a research framework that is characterised by a synergistic relationship between them. It demonstrates the viability of the model by using an example of how it was operationalised in one research project. The framework, whose potential strength derives from integrating already established theoretical constructs, is presented as a proposal with the intention that it will be critiqued, tried, and improved upon where necessary and ultimately become part of the menu of other tools that serve connectivism research.
The roles and uses of design principles for developing the trialogical approach on learning
Sami Paavola,Minna Lakkala,Hanni Muukkonen,Kari Kosonen
Research in Learning Technology , 2011, DOI: 10.3402/rlt.v19i3.17112
Abstract: In the present paper, the development and use of a specific set of pedagogical design principles in a large research and development project are analysed. The project (the Knowledge Practices Laboratory) developed technology and a pedagogical approach to support certain kinds of collaborative knowledge creation practices related to the ‘trialogical' approach on learning. The design principles for trialogical learning are examined from three main developmental perspectives that were emphasised in the project: theory, pedagogy, and technology. As expected, the design principles had many different roles but not as straightforward or overarching as was planned. In their outer form they were more resistant to big changes than was expected but they were elaborated and specified during the process. How theories change in design-based research is discussed on the basis of the analysis. Design principles are usually seen as providing a bridge between theory and practice, but the present case showed that also complementary, more concrete frameworks are needed for bridging theory to practical pedagogical or technical design solutions.
Social Mobile Devices as Tools for Qualitative Research in Education: iPhones and iPads in Ethnography, Interviewing, and Design-Based Research
Nicola Bedall-Hill,Abdul Jabbar,Saleh Al Shehri
Journal of the Research Center for Educational Technology , 2011,
Abstract: This paper’s focus is on the development of research methodologies to investigate learning in higher education. These methodologies have made use of Social Mobile Devices (SMD) for data collection, a relativity new concept in qualitative research. The paper provides examples of practice linked with discussions from the Learning Without Frontiers Conference 2011 (LWF 2011) around the constraints, affordances, and ethical issues inherent in the use of SMDs for research. While the researchers used Apple iPhones and Apple iPads, this should not limit the applicability of the paper to other devices. It is hoped that this paper will aid the development of these tools for research purposes in the future through wider discussion, use, and dissemination. Technological development of SMDs continues unabated, hence developing methodologies around their use is an important task that will enable researchers to take advantage of the future applications they provide, whilst being aware of their impact upon the research process.
Desenvolvimento de um ambiente virtual para o ensino da medicina por uma equipe multidisciplinar: fatores que influenciam a análise do problema educativo
Ramos, Paula;Struchiner, Miriam;
Interface - Comunica??o, Saúde, Educa??o , 2011, DOI: 10.1590/S1414-32832010005000041
Abstract: this study investigated the analysis phase of the educational problem in the research and development process for a virtual environment for teaching medicine, guided by the design-based research methodology. a multidisciplinary team composed of educational technology and healthcare researchers discussed the problem of technicist training and the need to emphasize patients' subjective experiences of illness and treatment as a way of including ethical values in the training. based on content analysis of the transcripts of the team meetings, the factors that influenced the negotiation process for defining the educational problem, the aims of the virtual environment and the guiding theory for its development were discussed. it was concluded that in analyzing complex problems such as healthcare, it is essential to take into account epistemological beliefs (about healthcare education, healthcare, and educational technology) and teachers' knowledge (from experiences and academic disciplines).
Compreendendo a aprendizagem da linguagem científica na forma??o de professores de ciências
Oliveira, Teresa;Freire, Ana;Carvalho, Carolina;Azevedo, Mário;Freire, Sofia;Baptista, Mónica;
Educar em Revista , 2009, DOI: 10.1590/S0104-40602009000200002
Abstract: after the contextualization of the portuguese curricular basic school science reform, an innovative didactic work proposal was presented to be applied in the classroom by science teachers - "design-based research (dbr)". with this approach we intend to solve teachers and researchers problems like the implementation of research-oriented practice and to decrease the gap between educational research and teacher practice. the above-mentioned approach integrates the scientific language teaching, crucial for scientific literacy and scientific culture. the teachers' training, as a challenge to solve those problems is a privileged field for analysis.
Mana erské rozhodování p i ízení kvality koly. The managerial decision-making in school quality management
Voda Jan
Pedagogicka Orientace , 2012,
Abstract: The paper presents some methodological applications of design-basedresearch regarding the relation between managerial decision-making and the qualityof a school. With the support of the theoretical principles of decision-making andthe concept of a good school, we review the real eff ects of our decision-makingprocesses in the phase of constituting a school and developing the school curriculum.The project is a private, bilingual primary school. The quality of the decision-makingprocesses represents the basis of the quality of the school. During a 4 year period,we were observing and evaluating how the initial decisions were reviewed and changed during the cyclical process of analysis-design-evaluation-new design. Based on our process experience, we off er some interpretations which might contribute to wider understanding of decision-making processes of the management of schools. Concurrently, we make use of the research outputs to refine a practical solution tobenefit the surveyed school.
Transforming distance education curricula through distributive leadership
Mike Keppell,Carolyn O`Dwyer,Betsy Lyon,Merilyn Childs
Research in Learning Technology , 2010, DOI: 10.3402/rlt.v18i3.10761
Abstract: This paper examines a core leadership strategy for transforming learning and teaching in distance education through flexible and blended learning. It focuses on a project centred on distributive leadership that involves collaboration, shared purpose, responsibility and recognition of leadership irrespective of role or position within an organisation. Distributive leadership was a core principle in facilitating the transformation of learning and teaching through a Teaching Fellowship Scheme that empowered leaders across a regional distance education university. In parallel, a design-based research project analysed the perceptions of the Teaching Fellows in relation to blended learning, time/space, peer learning, innovation and equity issues in relation to distance education.
Attractor states, control parameters, and co-adaptation in instructed L2 inferential comprehension: a design-based research study of a critical reading intervention Estados atratores, parametros de controle, e co-adapta o no ensino da compreens o inferencial em L2: uma pesquisa design-based de interven o de leitura crítica
Moisés Damián Perales Escudero
Revista Brasileira de Linguística Aplicada , 2013,
Abstract: Previous L1 and L2 research on inferential comprehension has tended to follow a quantitative orientation. By contrast, L2 research on critical reading is qualitative and tends to ignore inferences. This paper presents a qualitative, design-based study of a critical reading intervention focused on promoting generative rhetorical inferences and investigating co-adaptation and emergence of new meaning-making capacities. Complexity theory (CT) constructs were used to research processes of co-adaptation between the participants' comprehension and the teacher-researcher's understanding of learning and instructional needs. Identification of attractor states and control parameters in classroom discourse were used to explore unpredicted factors influencing the participants' inferential comprehension and further refine the intervention. The results indicate that rhetorical genre knowledge acted as a control parameter driving the students' comprehension to attractor states characterized by implausible inferences, and that this knowledge explains the emergence of pragmatic meaning (rhetorical inferences) from semantic meaning. The paper illustrates the usefulness of CT constructs in doing design-based research qualitatively in a manner that informs both theory and practice. As pesquisas anteriores em L1 e L2 sobre compreens o inferencial tendem a uma orienta o quantitativa. Por outro lado, a pesquisa sobre leitura crítica em L2 é qualitativa e tende a ignorar as inferências. Este artigo apresenta um estudo qualitativo (design-based research) sobre uma interven o de leitura crítica com foco na promo o de gera o de inferências retóricas, investigando a co-adapta o e a emergência de capacidades de produ o de novos significados. Os construtos da teoria da complexidade foram usados ??para investigar processos de co-adapta o entre a compreens o de aprendizagem e necessidades instrucionais dos participantes e do professor pesquisador. A identifica o de estados atratores e de parametros de controle no discurso da sala de aula foram utilizados para explorar a influência de fatores imprevisíveis na compreens o dos participantes e refinar ainda mais a interven o. Os resultados indicam que o conhecimento do gênero retórico atuou como parametro de controle conduzindo a compreens o dos alunos para os estados atratores caracterizados por inferências implausíveis, e que este conhecimento explica a emergência do significado pragmático (inferências retóricas) a partir do significado semantico. O artigo ilustra a utilidade de construtos da teoria da complexidade para realiza
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