Design-based research: What it is and why it matters to studying online learning

Hoadley, Christopher; Campos, Fabio

doi:10.1080/00461520.2022.2079128

Cited by 55 publications

(28 citation statements)

References 81 publications

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“…Similairement à Dede (2022), nous en appelons donc à l'adoption d'un mode de pensée empreint de réalisme et de nuance quant à la possible quête de conclusions ou de vérités mur à mur (belief mode) en éducation, pour adopter davantage une posture de développement éclairé (design mode) (Scardamalia & Bereiter, 2017). Hoadley (2022) rappelle que les recherches participatives, dont le design-based research, sont des approches de choix pour y parvenir.…”

Section: Discussionunclassified

Un enseignement en ligne presque invisible : une réponse à Christian Boyer et Steve Bissonnette

Allaire

Forest

Granger

et al. 2022

Innover dans la tradition de Vygotsky

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Ce texte apporte un regard critique empirique à des études citées en preuve d’inefficacité de l’enseignement en ligne. Compte tenu de l’importance de considérer les pratiques et l’activité des acteurs avec une certaine finesse lorsqu’on analyse ou évalue tout dispositif éducatif, nous avons analysé quelles informations de cet ordre sont considérées dans quelques vastes études citées pour leur rigueur scientifique. Nous avons procédé à une analyse de contenu de l’information fournie sur la façon dont l’enseignement en ligne s’est déroulé. Les résultats apportent des nuances importantes à des travaux qui ont la prétention de rendre compte de données probantes concluant à l’inefficacité de l’enseignement en ligne.

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Section: Discussionunclassified

Un enseignement en ligne presque invisible : une réponse à Christian Boyer et Steve Bissonnette

Allaire

Forest

Granger

et al. 2022

Innover dans la tradition de Vygotsky

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“…Such approaches attempt to find a productive intersection among (a) the needs of teachers and students within a given CSCL situation, (b) theoretically valued constructs of learning, and (c) available data (Martinez-Maldonado et al, 2021) and are also helping the field move towards greater transparency in the design of LA tools. Here again, CSCL and the larger Learning Sciences have a valuable contribution to make to the field of LA by drawing on their long traditions of design-based research for documenting iterative processes of making and testing design decisions (Hoadley & Campos, 2022).…”

Section: Element 6 Careful Attention To What Information To Provide T...mentioning

confidence: 99%

Editorial: Nine elements for robust collaborative learning analytics: A constructive collaborative critique

Wise

Rosé

Järvelä

2023

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

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“…Our work took place in a network of research practice partnerships (RPPs, Krumm et al, 2022), long‐term partnerships between researchers and educators in three school districts to improve middle‐grades mathematics instruction. Our design process was grounded in participatory design (PD, Bødker et al, 2022) and design‐based research (Hoadley & Campos, 2022), as long‐term efforts that value mutual participation of researchers and practitioners in the design and enactment of LA tools. Through design narratives that capture the history and development of designed artefacts (Hoadley, 2002), we address the following research question: how—and to what extent—might cultural forms be leveraged in LA design?…”

Section: Introductionmentioning

confidence: 99%

Leveraging cultural forms in human‐centred learning analytics design

Campos,

Nguyen,

Ahn

et al. 2023

Brit J Educational Tech

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In this article, we offer theory‐grounded narratives of a 4‐year participatory design process of a Learning Analytics tool with K‐12 educators. We describe how we design‐in‐partnership by leveraging educators' routines, values and cultural representations into the designs of digital dashboards. We make our long‐term reasoning visible by reflecting upon how design decisions were made, discussing key tensions and analysing to what extent the developed tools were taken up in practice. Through thick design narratives, we reflect upon how cultural forms—recognizable cultural constructs that might cue and facilitate specific activities—were identified among educators and informed the design of a dashboard. We then examined the extent to which the designed tool supported coaches and teachers to engage in Generative Uncertainty, an interpretive stance in which educators manifest productive inquiries towards data. Our analysis highlights that attuning to cultural forms is a valuable first step but not enough towards designing LA tools for systems in ways that fit institutionalized practices, challenge instrumental uses and spur productive inquiry. We conclude by offering two key criteria for making culturally‐grounded design decisions in the context of long‐term partnerships. Practitioner notesWhat is already known about this topic Participatory design can invite stakeholders to directly inform the creation of LA artefacts that fit their needs, context and cultural markers. What this paper adds Cultural forms can be identified and leveraged in the design of LA tools. HCLA scholars ought to design for systems—the complex body of organizational routines, cultural practices and interactions among multiple stakeholders—and not just for users. Implications for practice and/or policy Leveraging cultural forms in LA needs to be accompanied by a critical view of which practices, behaviours, values and structures are suggested by such forms. Designing features that are easy to use, are associated with concrete tasks, and fit into existing cultural practices are three criteria for embedding cultural forms into LA design.

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Design-based research: What it is and why it matters to studying online learning

Cited by 55 publications

References 81 publications

Un enseignement en ligne presque invisible : une réponse à Christian Boyer et Steve Bissonnette

Un enseignement en ligne presque invisible : une réponse à Christian Boyer et Steve Bissonnette

Editorial: Nine elements for robust collaborative learning analytics: A constructive collaborative critique

Leveraging cultural forms in human‐centred learning analytics design

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