Developing and Supporting Design-Based Implementation Research:What Should Early CareerResearchers Know and Do?Bill Penuel...
Purpose• Help you understand strategies forbuilding a career focused on supportingcollaborative, systemic change efforts.–...
Introductions• Name• Program (year)• Goals for today (or burning question)
Focus• Forming and maintaining partnerships• Defining one‟s contribution in largeresearch teams, and• Answering your quest...
Organization
Warning!• The work will go (too) quickly.• Plan on revisiting the ideas withparticipants and as your ownwork evolves.
When and how do you formpartnerships?Challenge Cycle 1
The Case of CSILE
Case Analyses• Read both cases• Discuss your ideas in a group of 3-4people• Share back your thoughts…and bethinking about ...
Norms for Researchers• To be responsive to teachers‟ concerns andthose of other members of the schoolcommunity (including ...
Norms for ResearchersWe decided on specific formats and activitystructures within which we shared this expertise:• By refl...
Case Analyses• Read both cases• Discuss your ideas in a group of 3-4people• Share back your thoughts…and bethinking about ...
Changing the Object of Design• From developing and testing innovativelearning environments…• To changing practice andinfra...
Traditional Design-Based ResearchResearcher
ResearcherHow Practices Are (Really)Organized
Researcher
ResearchTeamNew Divisionsof Labor
ResearchTeamNew Divisionsof LaborMultipleLayers ofInfrastructure
ResearchTeamNew Divisionsof LaborMultipleLayers ofInfrastructureLeverageDiverseExperiences
Some Key Elements ofInfrastructure• Schools and districts– Standards and assessments– Curriculum materials– Pacing guides–...
Some Key Elements ofInfrastructure• Organized activities for children and youth outside ofschool– Ties between local and n...
Whole Group Discussion• What infrastructures are needed tosupport the interventions in the cases?• How do you imagine work...
More on iHub• Raymond, a math curriculum andinstruction student interested in curriculumuse– How do teachers interpret and...
Challenge Two:Defining Your Contribution• Our goals:– Help you identify your contribution within alarge collaborative proj...
Questions to Spark Discussion• What‟s your main commitment in yourresearch? What are you hoping toaccomplish with your dis...
Tool: Translating a Pitch• Your task:– Write out the “need” “approach” and “benefits” for3 of the 4 following groups (you ...
NABC (Elaboration)• Need– The other person’s need or concern that your designwill address.• Approach– The angle or strateg...
Questions for Discussion• What are the points of difference andoverlap you notice in your statements?• Does one feel more ...
Matching Phase of Developmentto Questions and MethodsPhase of Development Driving Questions Sources of EvidenceProblem Neg...
Matching Phase of Developmentto Questions and MethodsPhase of Development Driving Questions Sources of EvidenceEarly imple...
Matching Phase of Development toPhase of ResearchPhase of Development Driving Questions Sources of Evidence“Translation” (...
Upcoming SlideShare
Loading in …5
×

Northwestern DBIR workshop for MPES

531 views

Published on

Slides from the workshop presentation on Design-Based Implementation Research for the Multidisciplinary Program in Education Sciences (MPES) at Northwestern University.

Presented by Bill Penuel and Barry Fishman on May 24, 2013.

Published in: Education
0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total views
531
On SlideShare
0
From Embeds
0
Number of Embeds
110
Actions
Shares
0
Downloads
0
Comments
0
Likes
0
Embeds 0
No embeds

No notes for slide
  • Schwartz, Daniel L., Lin, Xiadong, Brophy, Sean, & Bransford, John D. (1999). Toward the development of flexibly adaptive instructional designs. In C. Reigeluth (Ed.), Instructional design theories and models: A new paradigm of instructional theory (Vol. II, pp. 183-214). Mahwah, NJ: Earlbaum.Will provide you with an opportunity to get thinking fast about both familiar and unfamiliar issuesEnable rapid expertise sharing and feedback within groupWe’ll provide some focused tools for thinking and acting within the cycle
  • CSILE/KNOWLEDGE FORUMUse is extensive, but widely scattered, usually adopted because it fits the contextUse is not intensive (school or district wide)Where would you go to find evidence of effectiveness (never been an efficacy study) this is generally true of DBR – the focus is on developing theoryLearning progressions are a way to do assessment work around theory (e.g., Reiser/Wilson, Lehrer/Schauble
  • Penuel, W.R., Tatar, D., & Roschelle, J. (2004). The role of research on contexts of teaching practice in informing the design of handheld learning technologies. Journal of Educational Computing Research, 30(4), 331-348.
  • Traditional Design-Based Research treats classrooms and digital learning environments as isolated from their larger contexts.
  • Largely ignores or presents an idealized image of how school experiences relate to everyday routines of family and community life experienced by young people.
  • Ignores social and material infrastructures of schooling, and treats political dynamics as an obstacle to be overcome, rather than a phenomenon to be theorized.
  • Expansions of DBR embrace new divisions of labor among researchers, practitioners, community members, and youth and their families.Need for longer-term partnerships that are focused on persistent problems of practice
  • Address multiple levels or layers of infrastructure in educational systems.
  • Embrace the challenge of cultivating more equitable learning ecologies that leverage the diverse experiences and interests of learners
  • Research proposals should start after the problem negotiation phase. OR the proposal process should involve the problem negotiation phase (negotiation is ongoing, it isn’t just done once)
  • Northwestern DBIR workshop for MPES

    1. 1. Developing and Supporting Design-Based Implementation Research:What Should Early CareerResearchers Know and Do?Bill PenuelBarry Fishman
    2. 2. Purpose• Help you understand strategies forbuilding a career focused on supportingcollaborative, systemic change efforts.– Is there an inherent (or institutionalized)tension between doing “rigorous research”and having a positive impact on practice?– If so, how do you negotiate that?– The woods are full of bears… you can survivethem and still do good work in the woods
    3. 3. Introductions• Name• Program (year)• Goals for today (or burning question)
    4. 4. Focus• Forming and maintaining partnerships• Defining one‟s contribution in largeresearch teams, and• Answering your questions about this work.
    5. 5. Organization
    6. 6. Warning!• The work will go (too) quickly.• Plan on revisiting the ideas withparticipants and as your ownwork evolves.
    7. 7. When and how do you formpartnerships?Challenge Cycle 1
    8. 8. The Case of CSILE
    9. 9. Case Analyses• Read both cases• Discuss your ideas in a group of 3-4people• Share back your thoughts…and bethinking about which case is one thatyou‟re more interested in thinking moreabout.
    10. 10. Norms for Researchers• To be responsive to teachers‟ concerns andthose of other members of the schoolcommunity (including parents and communitymembers, as well as school leaders) in anongoing way.• To engage in and learn from a process of co-design of software.• To learn from the use of technology andactivities the role that handhelds can play inchanging the focus of students‟ attention inthe classroom toward their own thinking.
    11. 11. Norms for ResearchersWe decided on specific formats and activitystructures within which we shared this expertise:• By reflecting on contrasting “cases” of scienceteaching drawn from outside the district to helpclarify that each member of the SRI designprocess also brought a unique perspective to theproblems of teaching and assessment.• By fostering and supporting teacher inquiry ondocuments or frameworks that were meaningful tous, through readings and discussion.• By posing questions to teachers aboutconsequences of particular design decisions thatwe might see, based on our prior encounters withsimilar types of classroom situations.
    12. 12. Case Analyses• Read both cases• Discuss your ideas in a group of 3-4people• Share back your thoughts…and bethinking about which case is one thatyou‟re more interested in thinking moreabout.
    13. 13. Changing the Object of Design• From developing and testing innovativelearning environments…• To changing practice andinfrastructures for improvement
    14. 14. Traditional Design-Based ResearchResearcher
    15. 15. ResearcherHow Practices Are (Really)Organized
    16. 16. Researcher
    17. 17. ResearchTeamNew Divisionsof Labor
    18. 18. ResearchTeamNew Divisionsof LaborMultipleLayers ofInfrastructure
    19. 19. ResearchTeamNew Divisionsof LaborMultipleLayers ofInfrastructureLeverageDiverseExperiences
    20. 20. Some Key Elements ofInfrastructure• Schools and districts– Standards and assessments– Curriculum materials– Pacing guides– School organizational routines (teacher teams,data teams)– Master schedules– Professional development opportunities– Instructional support linkages between districtand schools
    21. 21. Some Key Elements ofInfrastructure• Organized activities for children and youth outside ofschool– Ties between local and national youth organizations(administrative structures, „curriculum‟)– Staffing and professional development– Volunteer infrastructure– Transportation• Families– Daily, weekly, monthly, and annual routines– Values and commitments that occasion informal teaching– Social networks that foster circulation of knowledge oflearning opportunities– Membership in different communities of memory (faith-based, cultural)
    22. 22. Whole Group Discussion• What infrastructures are needed tosupport the interventions in the cases?• How do you imagine working with peopleto support these?• What might be a study you as anindividual researcher might do that buildsknowledge and contributes to the overalleffort?
    23. 23. More on iHub• Raymond, a math curriculum andinstruction student interested in curriculumuse– How do teachers interpret and make sense ofthe mathematical practices of CCSM inside aco-design process?• Sam, a learning sciences studentinterested in DBIR– How do district leaders and researchersnegotiate the joint focus of their work?
    24. 24. Challenge Two:Defining Your Contribution• Our goals:– Help you identify your contribution within alarge collaborative project.– Help you develop multiple framings of theircommitments and goals for their research fordifferent audiences, including practitioners,education organization leaders, andpolicymakers.
    25. 25. Questions to Spark Discussion• What‟s your main commitment in yourresearch? What are you hoping toaccomplish with your dissertation? By thetime you earn tenure or your first bigpromotion? (This could be a basic researchgoal, a change the world goal.)• What are the areas you‟d need to buildtoward?• Where does this intersect with concerns ofpractitioners?
    26. 26. Tool: Translating a Pitch• Your task:– Write out the “need” “approach” and “benefits” for3 of the 4 following groups (you pick): smartacquaintance at a cocktail party; future colleagueas part of a job interview; a district leader ormuseum director; teacher or informal educatorwho you want to help you design.– Use only one sentence for each.– Write them side by side, so we can togetherexplore the differences• Format: NABC
    27. 27. NABC (Elaboration)• Need– The other person’s need or concern that your designwill address.• Approach– The angle or strategy you are bringing on how toaddress that person‟s need.• Benefits– The benefits to the other person or groups with whomthey are concerned that will result from taking yourstrategy.• Competition– The alternatives to your strategy that may be wellknown, popular, have been tried and failed, etc.
    28. 28. Questions for Discussion• What are the points of difference andoverlap you notice in your statements?• Does one feel more “authentic” thananother? If so, why?• Does writing the educator/educationleader frames lead you to want to changehow you frame your work for futurecolleagues at all? If so, how?
    29. 29. Matching Phase of Developmentto Questions and MethodsPhase of Development Driving Questions Sources of EvidenceProblem Negotiation What problem ofpractice should be thefocus of our joint work?Available data frommultiple sectorsResearch evidencePerspectives and valuesof stakeholders(including nonschoolactors)Co-design What should be thefocus of our work?To what extent do teamsleverage the diverseexpertise ofstakeholders?Design RationalesEthnographic accountsof design processes
    30. 30. Matching Phase of Developmentto Questions and MethodsPhase of Development Driving Questions Sources of EvidenceEarly implementation How do implementersadapt the innovation totheir local contexts?How do implementers usethe innovation toreconstruct their practice?What are the appropriatemeasures of impact?Observations ofimplementationInterviewsAssessment designEfficacy What is the potentialimpact of the innovation onteaching and learning?What mediates impacts onlearning?Randomized ControlledTrialsInterrupted Time SeriesDesignsExplanatory CaseStudies
    31. 31. Matching Phase of Development toPhase of ResearchPhase of Development Driving Questions Sources of Evidence“Translation” (Type II) What supports are neededto implement the programeffectively?What are the conditions forsustainability?Experimentalcomparisons of differentmeans of supportExplanatory comparativecase analysis

    ×