Embedding E-Mail in Primary Schools: Developing a Tool for Collective Reflection

Vries, Bregje de; Meij, Hans van der; Boersma, Kerst; Pieters, Julius Marie

doi:10.2190/am6m-jacj-pg51-c8uf

Cited by 4 publications

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“…For example, de Vries, van der Meij, Boersma, and Pieters (2005) describe two successive design experiments, and the data-driven refinements in-between, in which a child-friendly email tool was used in primary schools to support collective reflection. For example, de Vries, van der Meij, Boersma, and Pieters (2005) describe two successive design experiments, and the data-driven refinements in-between, in which a child-friendly email tool was used in primary schools to support collective reflection.…”

Section: Tryoutmentioning

confidence: 99%

Conducting Educational Design Research

Herrington¹,

McKenney²,

Reeves³

2013

450

549

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Among the wide variety of backgrounds, many of those active in defining and applying educational design research appear to have arrived through an interest in psychology, the learning sciences or instructional design. Although most design studies are carried out in multi-disciplinary teams, participants need to conceptually understand the marriage between the design discipline and scientific research traditions.Conducting Educational Design Research emphasizes the application of design knowledge and skills in research programs, guiding readers through the various disciplinary backgrounds and scientific developments current today. Therefore, this book on design research will be especially useful for faculty and students in (a) graduate education programs where exposure to research methodologies is strong but exposure to design methodologies is limited; and (b) graduate programs in instructional design where participants have strong backgrounds in design, but may lack the scientific research orientation.In a time when design research is gaining momentum, it seems notable that educational research programs are being confronted with the randomized field trials movement; and educational design programs are at risk of diluting their design character as valuable curricular time is being usurped by more traditional research skills. This book not only offers an invaluable classroom resource, it also provides for the ongoing university dialogue on how to best prepare the next generation of educational researchers.Conducting Educational Design Research will be of special interest to graduate students, serving as a sourcebook for masters and doctoral courses in educational programs that are tied to design research agendas. Conducting Educational Design Research Running head T&F Proofs: Not for distributionEducational design research blends scientific investigation with systematic development and implementation of solutions to educational problems. Empirical investigation is conducted in real learning settings -not laboratoriesto craft usable and effective solutions. At the same time, the research is carefully structured to produce theoretical understanding that can serve the work of others. For decades, policies for educational research worldwide have swung back and forth between demanding rigor above all other concerns, and increasing emphasis on impact. These two qualities need not be mutually exclusive. This volume supports readers in grasping and realizing the potential of educational design research. It demonstrates how rigorous and relevant investigation can yield both theoretical understanding and solutions to urgent educational problems.

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Section: Tryoutmentioning

confidence: 99%

Conducting Educational Design Research

Herrington¹,

McKenney²,

Reeves³

2013

450

549

View full text Add to dashboard Cite

show abstract

“…In addition, the written format offers private time for reflection. The participant can address his or her own personal feelings and insights, and even the voices of participants who normally remain quiet during group discussions can now be heard (compare De Vries, Van der Meij, Boersma, & Pieters, 2005;Oertig, 2010). Yet another argument in favor of written debriefing is that having to write down one's thoughts and feelings is more demanding than just talking about them.…”

Section: Oral Versus Written Debriefingmentioning

confidence: 99%

Does individual or collaborative self-debriefing better enhance learning from games?

Meij

Leemkuil

2013

Computers in Human Behavior

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“…As with the other strategies, multiple types of questions can be addressed within the scope of one tryout. For example, de Vries, van der Meij, Boersma, and Pieters (2005) describe two successive design experiments, and the data-driven refinements in between, in which a child-friendly email tool was used in primary schools to support collective reflection. Two prototypes of the tool were tested in five primary classrooms, with the research focusing on: how well the design propositions were embodied in the intervention during enactment (soundness); how practical it was to use in those classrooms (local viability); and how well it supported collaborative reflection through writing (effectiveness).…”

Section: Tryoutmentioning

confidence: 99%

Conducting Educational Design Research

McKenney¹,

Reeves²

2018

441

164

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Educational design research blends scientific investigation with the systematic development and implementation of solutions to educational challenges. Empirical inquiry is conducted in real learning settings -not laboratories -to craft effective solutions to the complex challenges facing educational practitioners. At the same time, the research is carefully structured to produce theoretical understanding that can serve the work of others.Conducting Educational Design Research, 2nd Edition has been written to support graduate students as well as experienced researchers who are new to this approach. Part I describes the origins, outcomes, and generic approach. Part II discusses the core processes of the generic approach in detail. Part III recommends how to propose, report, and advance educational design research. In addition to expanded treatment of research goals and practicalities, more examples, and attention to design-based implementation research, this new edition features enhanced guidance. Namely, for each of the four core processes, this volume offers: 1.1 Pasteur's quadrant 1.2 Process display of a design study 1.3 Three basic orientations in educational design research studies 3.1 4C/ID model 3.2 The curriculum instruction model 3.3 Generic model for conducting design research in education 3.4 Single and multiple sub-cycles in one educational design research project 4.1 Main processes within the analysis and exploration phase 5.1 Main processes within the design and construction phase 5.2 Design and process conjectures in research on and through interventions 6.1 Main processes within the evaluation and reflection phase 8.1 Single and multiple sub-cycles within one overall educational design research project2010. Timely and energizing, this event greatly helped to strengthen our resolve to write the first edition of this book.An earlier version of this book's first edition was substantially revised, thanks to the extremely generous and insightful feedback from (in alphabetical order):

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Embedding E-Mail in Primary Schools: Developing a Tool for Collective Reflection

Cited by 4 publications

References 31 publications

Conducting Educational Design Research

Conducting Educational Design Research

Does individual or collaborative self-debriefing better enhance learning from games?

Conducting Educational Design Research

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