Abstract
Design research has been gaining momentum in recent years, particularly in the
field of educational studies. This has been evidenced by prominent journal articles (e.g.
Burkhardt & Schoenfeld, 2003), book chapters (e.g. Richey, Klein, & Nelson, 2004) as
well as books (e.g. van den Akker, Branch, Gustafson, Nieveen, & Plomp, 1999) and
special issues of journals dedicated specifically to the topic (Educational Researcher
32(1), 2003; Journal of the Learning Sciences 13(1), 2004) or to the more general need
to revisit research approaches, including design research (Journal of Computing in
Higher Education 16(2), 2005).
Definition of the approach is now beginning to solidify, but also to differentiate.
As methodological guidelines and promising examples begin to surface with abundance,
pruning becomes necessary (Kelly, 2004). Dede (2004) as well as Gorard, Roberts and
Taylor (2004), call for the educational research community to seriously reflect on
setting standards that improve the quality of this approach.
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