The Many Facets of Design and Research in Instructional Design

Abstract

Keywords Design research • Instructional design • Research during design • Research about design • Research through designProfessors of instructional technology would say they "do research" as part of their career practice, if for no other reason than to gain tenure and achieve promotion. But would practicing instructional designers say that they do research in the same ways that designers in other fi elds characterize their design research activities? The view proposed in this chapter is that the answer lies in the ways that research is defi ned, taught, and conducted in the fi eld of instructional design as compared to other design fi elds, and it is due to the purposes for which research is utilized in practice as opposed to academic settings. As Stappers ( 2007 ) notes:A lot of debate has been devoted to the relation between design and research, and a consensus outcome has not been established … One problem in the debate is that … [the debate] is often carried on a level of abstraction which tends to confuse rather than enlighten, because generic terms as "research" and "design" carry more implicit connotations than explicit denotations. (p. 81) So, before going further, it is necessary to establish defi nitions of design and research in order to examine the various ways that design research is employed within the fi eld of instructional design. In essence, research activities are undertaken to discover and utilize new knowledge, following a studious process in order to discover and interpret facts, revise theories, or apply new knowledge to practice. The National Science Foundation ( 2012 ) further describes different forms of research and development, including basic research (fuller understanding of the world without applications toward processes or products), applied research (gaining understanding to determine means by which a need may be met), and development

Design-Based Research (DBR) als Research Through Design (RTD)

“…B. Nelson, 2013;Johnson & West, 2021). Von der Hochschuldidaktik wenig beachtet sind das Konzept teaching as design (Goodyear, 2018) sowie die Erkenntnis, dass Lehrpersonen als Designer 6 (Laurillard, Kennedy, Charlton, Wild & Dimakopoulos, 2018) agieren.…”

A Novel Approach in Design Research: Reflexive Design

“…Bu dönemde yapılan çalışmalar genel anlamda prensip ve pratikte tasarım aktivitelerinin temelleri ile ilgili araştırmaları ve bilginin yeniden yapılandırılmasına yönelik yeni eğitimsel yaklaşımları kapsamaktadır (Cross, 1999;Frayling, 1993;Schön, 1983). 2000'lerden günümüze kadarki süreçte yapılan araştırmaları içeren dördüncü nesil tasarım araştırmaları ise tasarım alanına yönelik özgün, disiplinler arası bir bakış açısı getirmeyi hedef alan araştırmaları içermektedir (Forlizzi vd.,2008;Jonas, 2007;Krippendorff, 2006;Nelson, 2013;Spinuzzi, 2005;White ve Frederiksen, 1998). Dönemsel anlamda dört farklı nesil olarak sınıflandırılan tasarım araştırmalarında üçüncü nesil tasarım araştırmalarının tasarıma dair geliştirilen diğer tüm yaklaşımlardan farklı bir biçimde ele alındığı ve sonraki dönem araştırmalarını da etkilediği gözlemlenmektedir.…”