How design-based research and action research contribute to the development of a new design for learning

Majgaard, Gunver; Misfeldt, Morten; Nielsen, Jacob

doi:10.16993/dfl.38

Cited by 25 publications

(23 citation statements)

References 12 publications

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“…It shows how even children can aid in the design process, though it does not raise the issues of how to align variables and findings, and to work with resistance or alternative designs as I do here, it does show an interesting example of how the children pointed to theory generation issues within the factor: motivation for learning, which the researchers had not found, if they had relied only on the teachers input [22], which I will return to later. The three approaches, DBR, ID and AR, all have an starting point in pragmatism, and it is possible to get inspiration from ID and AR perspective at the overall level, which I will do in the following sections.…”

Section: Design-based Researchmentioning

confidence: 88%

“…15 and 22], which gives knowledge about how the design works, and informs the educational domain about how similar designs and situations would work. The design being used in the intervention can be a new technological product [22], or a technological enhanced learning process [34].…”

Section: Design-based Researchmentioning

confidence: 99%

“…Majgaard, Misfeldt and Nielsen [22] made use of inspiration between DBR, ID and AR in their case study, which focus on a specific design for children. It shows how even children can aid in the design process, though it does not raise the issues of how to align variables and findings, and to work with resistance or alternative designs as I do here, it does show an interesting example of how the children pointed to theory generation issues within the factor: motivation for learning, which the researchers had not found, if they had relied only on the teachers input [22], which I will return to later.…”

Section: Design-based Researchmentioning

confidence: 99%

“…Publications include discussion of theories that talks about the same phenomenon as seen in the research results, with quotes from students or teachers, but no signs of how did the researchers choose these citations over others, how were the various data compared, worked-through etc. [15,22]. Of course the journals have a maximum paper length, which means that all processes cannot be documented.…”

Section: Theory Generation and Rigor In The Analysismentioning

confidence: 99%

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Reflections on Design-Based Research

Ørngreen

2015

Human Work Interaction Design. Work Analysis and Interaction Design Methods for Pervasive and Smart Workplaces

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Abstract. Design-Based Research (DBR) is a relatively new intervention method investigating educational designs applied to real-life settings, and with a dual purpose to develop domain theories and to develop the design, iteratively. This paper is an integrative review, which draws on literature and empirical projects to identify and discuss critical elements in DBR, in particular when doing research in online educational projects, where the learning process expands from a traditional classroom to everyday work and life practices, as in competence development projects. Elements from two older, more mature, intervention approaches Interaction Design and Action Research, is included into the DBR discussion, and possible ways to work with the critical incidents are suggested. The paper argues that there is a risk of avoiding real-life factors by isolating the real-life intervention to the actors and actions in the classroom and thus mirroring some of the draw-backs in laboratory experimental research that DBR wanted to distance itself from. The discussion raises issues as users' needs, resistance, organizational relations, and alternative design solutions. Also, this type of online and competence development processes needs new empirical methods, and an argument for rigour in the DBR analysis and theory generation phases is presented.Keywords: Design-Based Research (DBR) · educational research · design science · online and pervasive learning · competence development ·

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Section: Design-based Researchmentioning

confidence: 88%

Section: Design-based Researchmentioning

confidence: 99%

Section: Design-based Researchmentioning

confidence: 99%

Section: Theory Generation and Rigor In The Analysismentioning

confidence: 99%

See 2 more Smart Citations

Reflections on Design-Based Research

Ørngreen

2015

Human Work Interaction Design. Work Analysis and Interaction Design Methods for Pervasive and Smart Workplaces

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“…A defining characteristic of DBR is that the design is rooted firmly in theory. The researcher must have a theoretically and evidencebased basis for assuming that the design intervention will work and for envisioning how it will work (Majgaard, Misfeldt, & Nielsen, 2011). Furthermore, DBR aims to produce theory on learning and teaching (Barab & Squire, 2004).…”

Section: Dbr and Realist Evaluationmentioning

confidence: 99%

Scaffolding Students’ Independent Decoding of Unfamiliar Text with a Prototype of an eBook-feature

Gissel

2015

JITE:Research

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This study was undertaken to design, evaluate and refine an eBook-feature that supports students' decoding of unfamiliar text. The feature supports students' independent reading of eBooks with text-to-speech, graded support in the form of syllabification and rhyme analogy, and by dividing the word material into different categories based on the frequency and regularity of the word or its constituent parts. The eBook-feature is based on connectionist models of reading and reading acquisition and the theory of scaffolding. Students are supported in mapping between spelling and sound, in identifying the relevant spelling patterns and in generalizing, in order to strengthen their decoding skills. The prototype was evaluated with Danish students in the second grade to see how and under what circumstances students can use the feature in ways that strengthen their decoding skills and support them in reading unfamiliar text. It was found that most students could interact with the eBook-material in ways that the envisioned learning trajectory in the study predicts are beneficial in strengthening their decoding skills. The study contributes with both principles for designing digital learning material with supportive features for decoding unfamiliar text and with a concrete proposal for a design. The perspectives for making reading acquisition more differentiated and meaningful for second graders in languages with irregular spelling are discussed.

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