Design Research in Education: Yes, but is it Methodological?

Kelly, Anthony E.

doi:10.1207/s15327809jls1301_6

Cited by 220 publications

(157 citation statements)

References 17 publications

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“…Discussions relate for example to the relation between evidence and findings, the generalizability of findings, and the form the theoretical understandings take (e.g. Kelly 2004;Dede 2004).…”

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

View full text Add to dashboard Cite

show abstract

“…Reports on DBR studies often do not achieve satisfactory coherence among theoretical perspectives, instructional design, and a posteriori analysis (Abrahamson & Wilensky, 2007;Artigue, Cerulli, Haspekian, & Maracci, 2009;Kelly, 2004;Puntambekar & Sandoval, 2009;Ruthven, Laborde, Leach, & Tiberghien, 2009). We attempt to achieve such coherence as follows: (a) our post-hoc analytic attention to the multimodality of discourse in our empirical data resonates with the epistemological commitments underlying our embodied-design framework (Abrahamson, 2009d); and (b) probability is a suitable content domain for the study of multimodal reasoning, because the challenges of expressing randomness numerically may impel students to resort to alternative discursive genres such as metaphor (Rubin & Hammerman, 2007).…”

Section: Methodsmentioning

confidence: 99%

Try to See It My Way: The Discursive Function of Idiosyncratic Mathematical Metaphor

Abrahamson

Gutiérrez

Baddorf

2012

Mathematical Thinking and Learning

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What are the nature, forms, and roles of metaphors in mathematics instruction ? We present and closely analyze three examples of idiosyncratic metaphors produced during one-to-one tutorial clinical interviews with 11-year-old participants as they attempted to use unfamiliar artifacts and procedures to reason about realistic probability problems. Our interpretations of these episodes suggest that metaphor is both spurred by and transformative of joint engagement in situated activities: metaphor serves individuals as semiotic means of objectifying and communicating their own evolving understanding of disciplinary representations and procedures, and its multimodal instantiation immediately modifies interlocutors' attention to and interaction with the artifacts. Instructors steer this process toward normative mathematical views by initiating, modifying, or elaborating metaphorical constructions. We speculate on situation parameters affecting students' utilization of idiosyncratic resources as well as how socio-mathematical license for metaphor may contribute to effective instructional discourse.

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“…DBR is a research approach that is being used more and more in education-particularly to investigate innovation using technology-based activities because it "embraces the complexity of learning and teaching" (Kelly, 2004). Moore and Kearsley (1996) emphasize the importance of online course-design when he defines Distance Education as "planned learning that normally occurs in a different place from teaching, requiring special course design and instruction techniques, communication through various technologies, and special organizational and administrative arrangements".…”

Section: Design-based Researchmentioning

confidence: 99%

Quality Matters Rubric Potential for Enhancing Online Foreign Language Education

Zumor

Wahed

2015

IES

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Quality Matters Program is designed to certify the quality of online courses in colleges and universities across and beyond the U.S. The Quality Matters Rubric (QMR) consists of eight general standards and 41 specific standards which are used to evaluate and design online and blended courses. The purpose of this study is to highlight the QMR standards that can contribute to providing a virtual learning space that caters for whole-person learning needs with special focus on EFL learners. In other words, the QMR has the potential to help in designing quality online courses that make EFL learning process more humanized and with a strong sense of instructors' and learners' presence that is sometimes neglected in online or blended learning environments. The typical characteristics attributed to Arab students are that they are obedient, uncritical, and unwilling to challenge the authority of teachers which are considered a challenge to the concept of autonomy in EFL learning. The design of EFL courses according to QMR standards is likely to make difference with regard to such cultural characteristics in a way that promotes learners' communicative competence.

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Design Research in Education: Yes, but is it Methodological?

Cited by 220 publications

References 17 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

Try to See It My Way: The Discursive Function of Idiosyncratic Mathematical Metaphor

Quality Matters Rubric Potential for Enhancing Online Foreign Language Education

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