Principles and Methods of Development Research

Akker, Jan van den

doi:10.1007/978-94-011-4255-7_1

Cited by 359 publications

(249 citation statements)

References 5 publications

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“…As a scientific endeavor, new insights generated from design research is at least public (that is, accessible and usable by others) and also often local (for example, contributing to the practical knowledge of researchers and practitioners participating in a particular project). Building on previous work (Edelson 2002;Van den Akker 1999), McKenney and Reeves (in press) indicate that the nature of knowledge produced by design research may be one or more of the following: declarative (describing products, concepts or theories); procedural (informing how to take action); or observable (empirical findings or experiences). Each of these has the potential to contribute to theory building.…”

Section: Characterizing Educational Design Researchmentioning

confidence: 93%

“…Educational design research uses quantitative, qualitative and mixed methods to answer research questions, thereby contributing to theoretical understanding, through the process of developing and testing solutions to educational problems (Barab and Squire 2004;Van den Akker et al 2006;Reeves et al 2010). There is healthy variation in interpretations and uses of the term, but consensus appears to be present in characterizing design research (cf.…”

Section: Characterizing Educational Design Researchmentioning

confidence: 99%

“…There is healthy variation in interpretations and uses of the term, but consensus appears to be present in characterizing design research (cf. Kelly 2003;Reinking and Bradley 2008;Van den Akker et al 2006;Wang and Hannafin 2005) as: interventionist (undertaken to improve practice); iterative (consisting of multiple cycles of research, intervention development, testing and revision); and collaborative (involving researchers and practitioners, and sometimes other groups). In addition, educational design research uses existing knowledge to construct instructional solutions to complex educational problems, and contributes to new, theoretical understandings by studying what happens when those solutions come to life in real classrooms.…”

Section: Characterizing Educational Design Researchmentioning

confidence: 99%

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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: 93%

Section: Characterizing Educational Design Researchmentioning

confidence: 99%

Section: Characterizing Educational Design Researchmentioning

confidence: 99%

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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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show abstract

“…p. 1099). Van den Akker (1999) analyzes two types of developmental research. Type II focuses on the study of the design and development processes themselves, including tools and models, "in order to come to conclusions concerning design principles of generalizable nature" (p. 6).…”

Section: Research Approachmentioning

confidence: 99%

Designing ready to deliver units of learning: A case study

Maina

2009

JLD

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“…To conclude, we will discuss the practical implications of our study using the format for reporting design principles proposed by Van den Akker (1999). In general, a Web-based support system may help designers to construct a competence map as a basis for the development of competence-based education, and in particular help them to deal with the conceptual and procedural bottlenecks that are related to this task.…”

Section: Question 3: Do Construction Kits Phenomenaria and Informatimentioning

confidence: 99%

Effects of Web-based Support for the Construction of Competence Maps

2006

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Educationalists experience difficulties with the construction of competence maps that describe final attainment levels of educational programs. Web-based support was developed with three supportive aids:A construction kit, a phenomenarium, and an information bank. Each supportive aid was expected to improve perceived process and product quality as well as learning. In a factorial experiment, 266 educational science students constructed a competence map, whether or not supported by each of the three supportive aids. The availability of the construction kit and the phenomenarium had positive effects on perceived process quality and learning. Furthermore, if there was no phenomenarium with example materials, the absence of the construction kit greatly diminished experienced support (i.e., one aspect of process quality); if a phenomenarium was present, the availability of the construction kit had relatively little effect on perceived support. In general, this study indicates that well-designed Web-based support helps to construct competence maps. The construction of a competence map is a difficult design process. The goal of the present study is to test if a Web-based support system may help designers to construct a competence map. In particular, the perceived effects of a construction kit, a phenomenarium, and an information bank on the quality of the construction process and the product of this process (i.e., the map) as well as on learning about the construction of competence maps were studied. In the Web-based support system, the construction kit consists of pre-fabricated parts and processes; the phenomenarium provides useful examples, and the information bank presents explicit information and guidelines.

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Principles and Methods of Development Research

Cited by 359 publications

References 5 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

Designing ready to deliver units of learning: A case study

Effects of Web-based Support for the Construction of Competence Maps

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