Just as Good Is No Longer Acceptable: The Promise of Educational Design Research
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Transcript of Just as Good Is No Longer Acceptable: The Promise of Educational Design Research
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Just as Good Is No Longer Acceptable: The Promise of
Educational Design ResearchSusan McKenney & Tom Reeves
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Part I: Foundations of Educational Design Research (EDR)
• Definition
• Motives and origins
• Outputs
• A generic model
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Defining Educational Design Research
…a genre of research in which the iterative development of practical solutions to complex educational problems also provides the context for empirical investigations that yield theoretical understanding that can inform the work of others.
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Many Names
• Educational Design Research
• Design-Based Research
• Design Experiments
• Formative Research
• Development Research
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Motives
• 90 plus years of NSD (No Significant Differences)• Traditional research limitations
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“Just as Good” is not acceptable
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Origins
• Ann L. Brown and Allan M. Collins
• The Learning Sciences• Design-Based Research Collective
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Pasteur’s Quadrant
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Pasteur’s Quadrant
Quest for fundamentalunderstanding
Quest for application
PureBasicResearch
Bohr
AppliedResearch
Edison
Use-InspiredBasicResearchPasteur
Yes
No Yes
No
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Characteristics
• Collaborative
• Utility-oriented
• Theory-informed
• Interventionist
• Iterative
• Rigorous
• Relevant
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Two Predominant Orientations
• Research “on” interventions
• Research “through” interventions
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EDR: Outputs
• Fundamental understanding• Applied use
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A Generic Model for EDR
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Poll 1
• Do you think that the quest for fundamental understanding and the search for practical applications can be successfully combined in one approach?– Yes– No– Unsure
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Discussion, Q&A 1
• Do you think that the quest for fundamental understanding and the search for practical applications can be successfully combined in one approach?
• Why or why not?
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Part II: Core processes
• Analysis & exploration• Design & construction• Evaluation & reflection• Implementation & spread
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Analysis & Exploration
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Design & Construction
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Evaluation & Reflection
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Implementation & Spread
• Implementation– Adoption– Enactment– Sustained maintenance
• Spread– Dissemination– Diffusion
• Mindset: Planning for actual use
• Determinants of implementation & spread– Intervention attributes– Strategies used– (System) context– Actors
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Poll 2
• How natural or contrived would it be to align your own work with the generic model for conducting educational design research?– Very natural– Partly natural and partly contrived– Very contrived– Unsure
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Discussion, Q&A 2
• How natural or contrived would it be to align your own work with the generic model for conducting educational design research?
• Why?• Can/should this change?
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Part III: Moving forward
• Proposing EDR• Reporting EDR• Future EDR
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Proposing EDR
• Different ways to position EDR studies
Analysis & Exploration
Design & Constructio
n
Evaluation & Reflection
Analysis & Exploration
Design & Construction
Evaluation & ReflectionDesign &
ConstructionEvaluation & Reflection
Initial First Alpha Revisited Second Beta Third Gamma
Sub-study A Sub-study B Sub-study C Sub-study D
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Reporting EDR
• Common concerns• Understanding different audiences• Writing recommendations
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Future EDR
• Challenges to be tackled• Socially responsible research• The EDR community• The time is now
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EDR And Phd Students
Susan McKenney & Harini Raval Tom Reeves & Eunjung Oh
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EDR Resources - Books
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EDR Resources - Websites• http://projects.coe.uga.edu/dbr/
expertinterview.htm
• http://web.me.com/janherrington/EDR/DesignResearch.html
• http://edr.sagepub.com/content/41/1/16.short
• http://edutechwiki.unige.ch/en/Design-based_research
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Poll 3
• To what extent do you think that engaging with educational design research could be useful in your own context?– Very much– Some– Very little– Unsure
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Discussion, Q&A 3
• What might facilitate and/or hinder you or your colleagues in engaging with educational design research?
• Why?
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We Welcome [email protected]
http://www.educationaldesignresearch.org/
[email protected] www.EvaluateItNow.com