An overview of design-based research, design experiments, educational design research. What it is, where it came from, and how to apply it to improve teaching and learning.
theory building is an important tool in research comprehension. explaining the concepts, abstracts, inductive and deductive research by finding through the stages in research
Research Design: Quantitative, Qualitative and Mixed Methods DesignThiyagu K
A Research Design is simply a structural framework of various research methods as well as techniques that are utilized by a researcher. This presentation slides explain the resign design of quantitative, qualitative, and mixed-method design.
theory building is an important tool in research comprehension. explaining the concepts, abstracts, inductive and deductive research by finding through the stages in research
Research Design: Quantitative, Qualitative and Mixed Methods DesignThiyagu K
A Research Design is simply a structural framework of various research methods as well as techniques that are utilized by a researcher. This presentation slides explain the resign design of quantitative, qualitative, and mixed-method design.
conceptualisation leads to better clarity while doing research . It provides road map to progress and verify the outcome of research . Research questions , objectives , gaps and hypothesis can be mapped on the conceptual framework . It also helps in operationalisation of the variables.
CONTENT ANALYSIS (Quantitative Research Methods)Libcorpio
Content Analysis, Quantitative Research Methods, LIS Education, Library and Information Science, LIS Studies, Information Management, Education and Learning, Library science, Information science, Library Research Methods,
A research paradigm is “the set of common beliefs and agreements shared between scientist. about how problems should be understood and addressed” (Kuhn, 1970)
conceptualisation leads to better clarity while doing research . It provides road map to progress and verify the outcome of research . Research questions , objectives , gaps and hypothesis can be mapped on the conceptual framework . It also helps in operationalisation of the variables.
CONTENT ANALYSIS (Quantitative Research Methods)Libcorpio
Content Analysis, Quantitative Research Methods, LIS Education, Library and Information Science, LIS Studies, Information Management, Education and Learning, Library science, Information science, Library Research Methods,
A research paradigm is “the set of common beliefs and agreements shared between scientist. about how problems should be understood and addressed” (Kuhn, 1970)
Scoping: The GO-GN Guide to Conceptual Frameworks Robert Farrow
Slides from a webinar on the forthcoming GO-GN Guide to Conceptual Frameworks. This presentation discusses the rationale for a Handbook to guide doctoral students and reviews some literature on theories, theoretical frameworks, conceptual frameworks, models, and other constructs. This webinar is part of the scoping process for a forthcoming publication.
Brown Bag presentation by Barry Fishman and Bill Penuel at Northwestern University School of Education and Social Policy on Design-Based Implementation Research (DBIR), presented on Thursday, May 23rd, 2013
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Design-Based Research: A method for achieving impact in the real world
1. G E N E V I È V E B E N I N G E R
8 M a r c h 2 0 1 6
Design-Based Research
A method for achieving Impact in the real world
2. An Overview: What did you call it?
A Rose by any other name…
Design-Based Research
Design Experiments (Brown)
Educational Design Research (Reeves)
Development Research
Design Research
3. What is Design-Based Research?
Wang and Hannafin (2005) define DBR 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” (pp. 6-7).
4. The Foundations of DBR
Anne Brown (1992):
"Classroom life is synergistic: Aspects of it
that are often treated independently, such
as teacher training, curriculum selection,
testing, and so forth actually form part of
a systemic whole. Just as it is impossible
to change one aspect of the system without
creating perturbations in others, so too it is
difficult to study any one aspect
independently from the whole operating
system." (pp. 141-143)
5. The Foundations of DBR
Anne Brown (1992):
“Theoretical advances can emerge from both the laboratory
and classroom settings. They are just that, different settings
whose features must be included in the description of the
data they produce." (p. 154)
6. The Foundations of DBR
Barab & Squire (2004):
"design-based research and other methods should be viewed
as complementary and supportive—allowing researchers to
understand more completely their claims. For example,
laboratory-based researchers should ask themselves how their
laboratory-based claims would benefit from further testing in
naturalistic contexts and design-based researchers should be
asking how their claims
would benefit from more
rigorous testing within
laboratory-based contexts."
(Note, p. 4)
7. An Overview: How does it work?
McKenney and Reeves’ (2012) generic model for
design research (GMDR) describes three phases to
the design-based research process:
1. Analysis and exploration;
2. Design and construction;
3. Evaluation and reflection.
8. An Overview: How does it work?
Generic model for design research in education (McKenney & Reeves, 2012)
9. Isn’t it “Just a Project”?
Key principles that differentiate design-based research from
other forms of participatory research (and projects):
http://www.cea-ace.ca/education-canada/article/design-based-research
requirement for a well-defined problem
with a research-informed design
solution;
testing of theory in real-world contexts;
contribution to theory and practice in
addition to local impact.
10. How does it compare to other approaches?
Why not existing research methods?
(Collins, Joseph, & Bielaczyc, 2004, pp. 20-21).
laboratory and training settings do not account for multiple
variables, multiple participants’ expertise, and “the messy
situations that characterize real life learning”;
ethnographic research describes in detail what and why
relationships and events occur, but it does not try to change
practice;
large-scale studies “do not provide the kind of detailed
picture needed to guide the refinement of a design”
11. How does it compare to other approaches?
Barab & Squire (2004):
"The goal is not to “sterilize”
naturalistic contexts from all
confounding variables so the
generated theory is more valid and reliable.
Instead, the challenge is to develop flexibly adaptive theories
that remain useful even when applied to new local
contexts." (p. 11)
12. A Question of Alignment
“Design-based research suggests a
pragmatic philosophical
underpinning, one in which the value of
a theory lies in its ability to produce
changes in the world." (Barab & Squire, 2004, p. 6)
It asks “What can be done?” and “How can
we effect change?” Seeks practical
solutions
Ontology: Reality is complex - the effects
of ideas
Epistemology: both objective and
subjective points of view, knower seeks to
uncover and apply the known
Methodology: Mixed Methods,
combinations of qualitative and
quantitative, whatever leads to a practical
solution!
“‘to understand what people mean and
intend by what they say and do and to
locate those understandings within the
historical, cultural, institutional, and
immediate situational contexts that shape
them’ (Moss et al., 2009, p. 501).
It asks “How is this understood?” and
“What is the meaning behind this?”
Ontology: Relativist – there are multiple
realities
Epistemology: subjective - knower and
respondent co-create understandings
Methodology: Qualitative
(ethnographies, interviews, case studies…)
PRAGMATIC? INTERPRETIVIST?
13. Example: COAT Project
MarylandOnline’s Certificate for Online Adjunct Teaching (COAT)
course
"The research project explored whether the training course had any
impact on the participants’ later teaching practice. The major outcome of
this research study is the identification of design principles that can
be used by other researchers and practitioners designing online
instructor training." (Shattuck & Anderson, 2013, p. 1)
Using a Design-Based Research Study to Identify Principles for
Training Instructors to Teach Online
http://www.irrodl.org/index.php/irrodl/article/view/1626/2710
14. Example: COAT Project Cont’d
"This study collected data using online, asynchronous, threaded discussion
groups as focus groups…”
15. Challenges
“Difficulties arising from the complexity of
real-world situations and their resistance to
experimental control.
Large amounts of data arising from a need
to combine ethnographic and quantitative
analysis.
Comparing across designs."
(Collins, Joseph, & Bielaczyc, 2004, p. 16)
16. Challenges Cont’d…
the role of the researcher
the time it takes to enact multiple cycles
of a design
knowing when to stop the cycles of
iteration (Hogue, 2013).
17. Challenges…?
“There is a fundamental challenge in
developing a design science of
education in that the enacted design
is often quite different from what
the designers intended. Brown and
Campione (1996) referred to this
problem in terms of “lethal mutations,”
where the goals and principles
underlying the design are undermined
by the way the design is enacted.” (Collins,
Joseph, & Bielaczyc, 2004, p. 17)
Q: Is this a “challenge” or should
we embrace it as reality?
18. Meeting the Challenge(s)!
Design-Based Research Collective…
“to refine a definition of design experimentation that is broad
enough to encompass a diversity of research perspectives, yet
rigorous enough to sustain theoretical and methodological
attacks on its robustness and cumulativity”
19. Closing thoughts…
Combination of qualitative and quantitative “Mixed
Methods” is appropriate to the complexity of education,
learning, and context
Exciting approach – starting to mature but needs
refinement!
Addresses a strong need to bridge the gap between research
and real-world application
Research must not only make sense, but must be valuable
to educators, learners, and future research!
21. References
Brown, A. L. (1992). Design experiments: Theoretical and methodological challenges in creating complex interventions in
classroom settings. The Journal of Learning Sciences, 2(2), 141–178.
Barab, S., & Squire, K. (2004). Design-based research: Putting a stake in the ground. The journal of the learning sciences,
13(1), 1-14.
Collins, A., Joseph, D., & Bielaczyc, K. (2004). Design research: Theoretical and methodological issues. Journal of the
Learning Sciences, 13(1), 15-42. doi.10.1207/s15327809jls1301_2
Hogue, R. J. (2013). Epistemological Foundations of Educational Design Research. In E-Learn: World Conference on E-
Learning in Corporate, Government, Healthcare, and Higher Education (Vol. 2013, No. 1, pp. 1915-1922).
McKenney, S. E., & Reeves, T. C. (2012). Conducting educational design research. New York, NY: Routledge
Shattuck, J., & Anderson, T. (2013). Using a design-based research study to identify principles for training instructors to
teach online. The International Review Of Research In Open And Distributed Learning, 14(5). Retrieved from
http://www.irrodl.org/index.php/irrodl/article/view/1626/2710