Design-based research (DBR) is an approach to educational research that aims to develop theories through iterative design of learning environments and their evaluation in practice. DBR is used when researchers need to address theoretical questions about learning in context or derive findings from formative evaluation. It involves designing innovative learning environments to test conjectures, collecting multiple forms of data, and conducting retrospective analysis. DBR is useful for theory development, producing practical results, and directly improving education through collaboration with practitioners.

1. DESIGN-BASED RESEARCH
Research Unit at University of Trento, PRIN 09
Nan Yang
nan.yang@unitn.it
Doctoral School of Psychological Sciences and Education
University of Trento

2. Outline
What is design-based research (DBR)?
When do we use DBR
How do we use DBR?
Why do we use DBR
Discussion
DBR in PRIN 09
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Research Unit at University of Trento, PRIN 09, Nan Yang
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3. What is DBR
Definition
DBR is also known as “design experiments” (Brown, 1992), “design
research”(Cobb, 2001), “development research”(van den Akker, 1999). It is
research on how theory and innovative learning environments converge to support
human learning and performance.
Elements (Edelson, 2002)
Research driven: yield useful results; informed by prior research and guided by
research goals
Systematic documentation: to support retrospective analysis
Formative evaluation: integrated process of design, evaluation and revision
Generalization: Expend focus from current design context to others
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Research Unit at University of Trento, PRIN 09, Nan Yang
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4. What is DBR (cont.)
Crosscutting Features (Cobb, etc, 2003)
The purpose is to develop a class of theories about both the process of learning and the
means that are designed to support that learning
Highly interventionist nature of the methodology: to investigate the possibilities for
educational improvement by bring about new forms of learning in order to study them
Two faces: prospective and reflective. On the prospective side, foster the emergence of
other potential pathways for learning and development; on the reflective side, DBR is
conjecture-driven tests
Iterative design: the result is an iterative design process featuring cycles of invention
and revision
Pragmatic roots: “the theory must do real work”
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Research Unit at University of Trento, PRIN 09, Nan Yang
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5. When do we use DBR
The need to address theoretical questions about the nature of
learning in context
The need for approaches to the study of learning phenomena in
the real world rather than the laboratory
The need to go beyond narrows measures of learning
The need to derive research findings from formative evaluation
(Collins, etc, 2004)
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Research Unit at University of Trento, PRIN 09, Nan Yang
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6. How do we use DBR
Settings for conducting DBR (Cobb, etc, 2003)
One on one(teacher-experimenter and student): conducts a series of teaching session
with a small number of students
classroom: collaborate with a teacher to assume responsibility for instruction
preservice teacher development: help organize and study the education of
prospective teachers
In-service teacher development: collaborate with teachers to support the
development of a professional community
school and school district reconstructing: collaborate with teachers, school
administrators, and other stakeholders to support organizational change (PRIN 09’s
position).
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Research Unit at University of Trento, PRIN 09, Nan Yang
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7. How do we use DBR(cont.)
Multiple ways of analysis (Collins, etc, 2004)
Cognitive level: researchers ask learners to expose their thinking
Interpersonal level: researchers use ethnographic techniques to observe the
interactions between students and teacher or among students
Group or class level: address issue of participant structure, group identity and
authority relationship
Resource level: if resources are easy to understand and use, the access, how they are
integrated into the activities
Institutional or school level: communications with outside parties and support from
the entire institution
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Research Unit at University of Trento, PRIN 09, Nan Yang
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8. How do we use DBR(cont.)
Preparing for DBR (e.g. classroom design experiment)
Clarify the theoretical intent of the experiment
Specify the significant disciplinary ideas and forms of reasoning that constitute the
prospective goals or endpoints for student learning
Specify the assumptions about the intellectual and social starting points for the
envisioned forms of learning
formulate a design that embodies testable conjectures about both significant shifts in
student reasoning and the specific means of supporting those shifts
Generate multiple forms of data to adequately document the learning ecology (Cobb,
etc, 2003)
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Research Unit at University of Trento, PRIN 09, Nan Yang
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9. How do we use DBR(cont.)
Conducting a DBR
A clear view of the anticipated learning pathways and the potential means of support
must be maintained
The extended nature of most DBR calls for the cultivation of ongoing relationships
with practitioners
To develop a deep understanding of the ecology of learning
Regular debriefing sessions are the forum in which past events are interpreted and
prospective events are planned for
Conduct retrospective analysis is a way to be explicit about the criteria and types of
evidence used when making particular types of inferences, so that other researchers
can understand, monitor, and critique the analysis (Cobb, etc, 2003)
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Research Unit at University of Trento, PRIN 09, Nan Yang
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10. Why do we use DBR (Cobb, etc, 2003)
It provides a productive perspective for theory development
The practical demands of design require that a theory be fully specified
The process of design reveals inconsistencies more effectively than analytical
processes
The goal-directed nature of design provides a natural focus for theory development
The usefulness of its results
If the ultimate goal of educational research is the improvement of the education
system, then results that speak directly to the design of activities, materials and
systems will be the most useful results.
It directly involves researchers in the improvement of education
Researchers has freedom to explore innovative design and create true innovation
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Research Unit at University of Trento, PRIN 09, Nan Yang
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11. Discussion
Compare DBR with empirical research (Edelson, 2002)
the objective: DBR is to generate new theories; empirical research is theory-testing
tradition
their source of strength: explanatory power and their grounding in specific
experiences (DBR); statistical sampling (empirical research)
My viewpoint on DBR: case study+action research+formative
evaluation
DBR offers opportunities to learn unique lessons (case study)
DBR yields practical lessons that can directly applied (action research)
DBR facilitates direct improvement of education (formative evaluation)
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Research Unit at University of Trento, PRIN 09, Nan Yang
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12. DBR in PRIN 09
PRIN 09 is a national research on innovative evaluation in the
educational setting
Research Unit at University of Trento is focus on the evaluation on the eLearning
quality in the higher education
Why we don’t build a new evaluation process instead of redesigning the eLearning
course for innovative evaluation? Firstly, the objective of innovative evaluation is to
have strong impact on educational practice while course redesign have a direct
impact on the practice. Secondly, DBR we adopt in our research is also a formative
evaluation.
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Research Unit at University of Trento, PRIN 09, Nan Yang
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13. Important References
Brown, A. L. (1992). Design experiments: Theoretical and methodological challenges in creating complex
interventions in classroom settings. The journal of the learning sciences, 2(2), 141-178.
Cobb, P., Confrey, J., Lehrer, R., & Schauble, L. (2003). Design experiments in educational research.
Educational researcher, 32(1), 9-13.
Collins, A., Joseph, D., & Bielaczyc, K. (2004). Design research: Theoretical and methodological issues. The
Journal of the learning sciences, 13(1), 15-42.
Cobb, P. (2001). Supporting the improvement of learning and teaching in social and institutional context. In
Cognition and instruction: Twenty-five years of progress (pp. 455-478). Lawrence Erlbaum Associates.
Edelson, D. C. (2002). "Design research: What we learn when we engage in design." The Journal of the
Learning Sciences 11(1): 105-121.
Van den Akker, J. (1999). Principles and methods of development research.Design methodology and
developmental research in education and training, 1-14.
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Research Unit at University of Trento, PRIN 09, Nan Yang
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14. Thank you
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Research Unit at University of Trento, PRIN 09, Nan Yang
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