This document discusses design-based research and its application to transforming technology use in flexible learning and teaching. It defines design-based research as a pragmatic, grounded, iterative approach to solving real-world educational problems through collaboration between researchers and practitioners. The document provides examples of design-based research projects, including reducing anxiety in hospitalized children and changing assessment culture. It also describes a 5-year Teaching Fellowship Scheme that supported design-based research projects to foster innovation in blended and flexible learning.

1. Using Design-based Research
to Transform Technology Use
in Flexible Learning and
Teaching
Professor Mike Keppell
Executive Director
Australian Digital Futures Institute
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2. Overview
‣ My Background
‣ Defining design-based research
‣ Characteristics of design-based research
‣ ‘Many names’ of design-based research
‣ Example projects
‣ Five-year Teaching Fellowship Scheme
‣ ADFI and design-based research
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3. Background
‣ Instructional design
‣ Higher education
‣ Adult learning
‣ Educational technology
‣ Lifelong learning
‣ Learning and teaching
‣ Worked at five different universities in
leadership roles.
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4. Focus
Design Educational
Technology
Innovation Solving
Authentic
Learning real-world
Interactions issues
Transformation
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7. Defining design-based
research
‣ Design-based research is a core strategy and
approach that considers how our
developments benefit the user, group or
society and how our developments provide
design principles for future practice and
research.
‣ Design-based research advances design,
research and practice concurrently (Wang
and Hannafin, 2005).
‣
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8. Defining design-based
research
‣ Wang and Hannafin (2005) define design-
based research as:
‣ “a systematic but flexible methodology
aimed to improve educational practices
through iterative analysis, design,
development, and implementation, based
on collaboration among researchers and
practitioners in real-world settings, and
leading to contextually sensitive design
principles and theories” (p. 7).
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9. Characteristics
‣ Pragmatic - solving current real-world problems by
designing and carrying out interventions as well as
extending theories and refining principles.
‣ Grounded - design based research is grounded in
both theory and the real-world context – research
is conducted in real-world contexts along with the
complexities, dynamics and limitations of authentic
practice.
‣ Interactive - requires interactive collaboration
among researchers and practitioners
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10. Characteristics
‣ Iterative and flexible - continuously developed and
refined through an iterative design process from
analysis to design to evaluation and redesign
‣ Integrative - need to integrate a variety of
research methods and approaches from both
qualitative and quantitative research paradigms
‣ Contextual - imperative that design-based
researchers keep detailed records of processes and
findings so others can examine them in relation to
their own context and needs
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11. Reeves (2000)
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13. Many names
‣ Design-based research
‣ Design science
‣ Development research
‣ Design experiments
‣ Formative research
‣ Educational design research (McKenney &
Reeves, 2012).
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14. Examples
Project Problem
Eliciting and conceptualising unfamiliar
PhD Focus
content from subject matter experts
How to reduce anxiety in children going to
Master of Nursing
hospital
Learning Oriented How to change the assessment culture
Assessment Project reliant on high stake examinations
Spaces for Knowledge How to include student input into the design
Generation of next generation learning spaces
How to foster innovation in blended and
Teaching Fellowship Scheme
flexible learning
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15. Working with subject
matter experts
‣ Analysis/Problem: bottleneck between ID &
SME
‣ Developed: designed a process and taught
the process to another ID
‣ Evaluated: researched in a military setting
‣ Reflection:Refined process (Keppell, 1997).
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16. Working with subject
matter experts
‣ Determine the philosophical assumptions of the SME
‣ Adapt the interview format to the SME
‣ Develop generic questions to utilise in the interview
‣ Use mapping strategies to reorganise the content
‣ Use the map as a communication prop
‣ Transform the knowledge map into a storyboard
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17. Reeves (2000)
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18. Reducing anxiety in
children going to hospital
‣ Analysis/problem: How to reduce anxiety of
children going to hospital
‣ Development: CD-ROM and booklet for
parents and children
‣ Evaluation/Research: pilot of intervention
with families
‣ Reflection: Refined product
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19. Reducing anxiety in
children going to hospital
‣ Marijke Shanley (2005) - Master of Nursing
Thesis entitled: A multimedia approach to
preparing children and their families for
hospitalisation.
‣ Next step: relevance for childrens hospitals
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20. Reeves (2000)
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21. Changing a traditional
assessment culture
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22. Changing a traditional
assessment culture
‣ Analysis/problem: How to infuse learning into
assessment
‣ Development: learning-oriented assessment
‣ Evaluation/Research: pilot of intervention
with several academics
‣ Reflection: Refined assessment for
subsequent implementation
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24. Changing a traditional
assessment culture
Keppell, M., Au, E., Ma, A. & Chan, C.
(2006). Peer learning and learning-oriented
assessment in technology-enhanced
environments. Assessment and Evaluation in
Higher Education, 31(4), 453-464.
Keppell, M. & Carless, D. (2006). Learning-
oriented assessment: A technology-based case
study. Assessment in Education, 13(2),
153-165.
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25. Spaces for Knowledge
Generation
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26. Distributed Learning
Spaces
Physical Blended Virtual
Formal Informal Formal Informal
Mobile Personal Academic
Professional
Outdoor
Practice
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28. Seven principles of
learning space design
n The SKG project has established seven principles of
learning space design which support a collaborative
and student-centred approach to learning:
n Comfort: a space which creates a physical and
mental sense of ease and well-being
n Aesthetics: pleasure which includes the
recognition of symmetry, harmony, simplicity and
fitness for purpose
n Flow: the state of mind felt by the learner when
totally involved in the learning experience
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29. Seven principles of
learning space design
•Equity: consideration of the needs of cultural and
physical differences
•Blending: a mixture of technological and face-to-face
pedagogical resources
•Affordances: the “action possibilities” the learning
environment provides the users, including such things
as kitchens, natural light, wifi, private spaces, writing
surfaces, sofas, and so on.
•Repurposing: the potential for multiple usage of a
space (Souter, Riddle, Keppell, 2010) (http://
www.skgproject.com)
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30. Seven principles of
learning space design
n Utilised for both design and evaluation of learning
spaces
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33. Further Information
n SKG Report: http://
documents.skgproject.com/
skg-final-report.pdf
n Book Chapter: http://
www.slideshare.net/
mkeppell/distributed-
spaces-for-learning
n Mike’s Blog: http://mike-
keppell.blogspot.com.au/
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34. Teaching Fellowship
Scheme
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35. Teaching Fellowship Scheme
n Funded by DVC (Academic)
n Development of potential leaders through
Distributive leadership
n Facilitatecollaborative professional
relationships
n Proactively redesign courses and subjects
n Promote and facilitate CSU Interact as a
pivotal teaching and learning hub.
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36. Teaching Fellowship Scheme
n 24 Fellows from across 17 different schools,
four campuses and all four Faculties from
2008 - 2012
n The Fellowship scheme provided a .5
release from regular teaching duties
over a 12 month period.
n The Teaching Fellows had access to
mentoring, writing workshops, design
support, project management and a
community of practice.
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37. Example projects
n Design and implement a virtual microscopy
teaching resource
n Design of twelve subjects in Information
Studies
n To refine and implement changes to the
pedagogy, support and learning experience
within the newly created cross-campus B.Ed
(EC & Primary)
n Development of a blending learning model
that will stimulate increased technology
adoption by Faculty
n
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38. Example projects
n The virtual horticultural crop: An innovative blended
learning approach in distance education
n Professional development for blended learning and
teaching in the 21st century digital classroom
n Pattern Recognition for Learning through Simulation
using Captivate in Policing
n Campus Learning: Exploring the nexus between
space, time, teaching and learning
n Shifting to student-centred facilitation of learning:
Development of blended professional development
initiatives for police educators within a student
problem-based learning (PBL) environment
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39. Flexible learning
n “Flexible learning” provides opportunities to
improve the student learning experience
through flexibility in time, pace, place,
mode of study, teaching approach, forms
of assessment and staffing. It may utilise
a wide range of media, environments,
learning spaces and technologies for learning
and teaching.
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40. Blended & Flexible Learning
n “Blended and flexible learning” is a
design approach that examines the
relationships between flexible
learning opportunities, in order to
optimise student engagement and
equivalence in learning outcomes
regardless of mode of study (Garrison &
Vaughan, 2008; Keppell, 2010).
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41. Research
n Analysis/problem: Need for innovation in
blended and flexible learning
n Development: Teaching fellows redesigned at
the coalface in their own discipline
n Evaluation: interviews: before, during and
after the project - Transformative learning &
Distributive leadership
n Reflection: Refined after each year e.g.
conducted interviews six months after
project. Continued for five years.
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42. Reeves (2000)
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43. Transformative learning
n An enhanced understanding of pedagogy
and of their own pedagogical approach.
n An increased capacity and willingness to
reflect upon their own practice.
n A willingness to think critically about
received ideas and conventional approaches.
n Readiness to innovate, to accept
technological change and to build effective
pedagogic connections between face-to-face
and online teaching strategies.
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44. Transformative learning
n Renewed confidence with regard to leading
and adopting change and innovation among
their peers and within their own schools.
n Being empowered to negotiate perceived
technological and institutional barriers to
change.
n Preparedness to maximize the time/
space opportunity of the Fellowship to
actively engage in meaningful and relevant
activities for their individual context.
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45. Learning leadership
n A strategy where the TFS provides the time
and space to implement and reflect.
n A strategy supported by senior management
and aligned with CSU strategic directions
sees the strategy supported across many
levels of the institution.
n The fostering of a community of practice,
through relationships with EDs, FLI staff,
Fellows and others that encourages
innovative research and practice in BFL
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46. Learning leadership
n Fellows demonstrating a willingness to
collaborate, support and share practice.
n The TFS providing opportunities for the
development of skills and expertise that
is recognised and accessed by peers.
n The TFS supporting Fellows to have the
confidence to take risks and experiment
with something new.
n Fellows demonstrating a willingness to
engage in external activities and
relationships, nationally and internationally.
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47. Outputs
n Scholarly outcomes have included:
n 14 external conference presentations, 17
internal conference presentations, an ARC
discovery grant application, 26 refereed
publications and a number of internal
research collaborations resulting from the FLI
Teaching Fellowship Program.
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48. Leadership roles
n Dr Yann Guisard (Teaching Fellow (TF) 2010) was appointed as a
Course Director, Faculty of Science, 2011.
n Dr Lucy Webster (TF 2009) was appointed to the School of Medical
Sciences' Learning and Teaching Committee in 2009 and in 2011
won an ALTC Citation for Outstanding Contributions to Student
Learning, and also in 2011 was awarded the CSU Vice-Chancellor's
Award for Teaching and Learning.
n Kay Plummer (TF 2010) was appointed as Pilot Leader of the
Bachelor of Business Studies course pilot as one of five course teams
involved in the CSUDI Pilot program, 2010. In 2011, Ms Plummer
was appointed Sub-Dean Learning and Teaching for the Faculty
of Business.
n Dr Richard Taffe (TF 2010) was appointed Course Director as part
of a trial of this role in late 2009/early 2010 and has been appointed
the inaugural Chair of the Director's Forum, 2011. Managing the
Pathways Programs and in building connections with external
education organisations and bodies.
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49. Leadership roles
n Dr John Rafferty (TF 2011) has been an Associate Head of School
since the start of 2011, and is currently the co-chair of the Murray
School of Education's Learning and Teaching Committee. Dr Rafferty
was awarded the Vice-Chancellors Award for Excellence in
Sustainability in 2011 and has been awarded substantial funding
for several sustainability and environmental projects.
n Dr Jenni Munday (TF 2008) has been an Associate Head of School
since the start of 2011, was acting Sub-Dean Learning and
Teaching during semester 1, 2011 and acting Head of School for 3
months in late 2011.
n Dr Jennifer Sappey (TF 2008) was awarded the Vice Chancellor
and Faculty of Arts Awards for Teaching Excellence in 2009
and also received an ALTC Citation for Outstanding contribution to
student learning 2010.
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50. Keppell, M. J., O’Dwyer, C., Lyon, B., &
Childs, M. (2010). Transforming
distance education curricula through
distributive leadership. ALT-J, 18:3, 165
- 178.
Childs, M., Brown, M., Keppell, M., Nicholas,
Z., Hunter, C. & Hard, N. (2012). Learning
leadership in Higher Education: the big and
small actions of many people. DeHub,
Australia (draft document).
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51. Horizon trends
‣ People expect to be able to work, learn, and
study whenever and wherever they want.
‣ The abundance of resources and
relationships made easily accessible via the
Internet is increasingly challenging us to
revisit our roles as educators.
‣ Increasingly, students want to use their own
technology for learning.
‣ Teaching paradigms across all sectors are
shifting to include online learning, hybrid
learning and collaborative models.
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52. Horizon trends
‣ Massively Open Online Courses (MOOCs) are
proliferating.
‣ Many institutions are looking to open — often free
— online universities to supplement the current
courses at brick-and-mortar institutions.
‣ Higher education institutions have always been
seen as critical paths to educational
credentialing, but challenges from competing
sources are redefining what these paths can look
like.
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53. Horizon Challenges
‣ Personalized learning
‣ Digital media literacy is continuing its rise in
importance as a key skill in every discipline and
profession.
‣ Critical for educators to build and participate in
networks where they can share pedagogical research
and best practices.
‣ Appropriate metrics of evaluation lag behind the
emergence of new scholarly forms of authoring,
publishing, and researching.
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54. ADFI
‣ Innovation and research
‣ Literacies for the future
‣ Mobility
‣ Digital communities
‣ Learning spaces
‣ Personal Learning Environments
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56. Questions?
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