BibSonomyburst/user/yish/methodologyBibSonomy RSS feed for /user/yish/methodology2012-02-16T16:02:02+01:00http://www.bibsonomy.org/bibtex/27b8758be5437f65a40c0982682e80c39/yishyish2011-09-14T00:42:51+02:00analytic autoethnography ethnography methodology methods qualitative research <span class="authorEditorList"><a href="/author/Anderson">Leon Anderson</a> </span><em>Journal of Contemporary Ethnography</em> <em>35(4):373</em> (<em>2006</em>)Wed Sep 14 00:42:51 CEST 2011Journal of Contemporary Ethnography4373Analytic autoethnography352006analytic autoethnography ethnography methodology methods qualitative research Autoethnography has recently become a popular form of qualitative research. The current discourse on this genre of research refers almost exclusively to “evocative autoethnography” that draws upon postmodern sensibilities and whose advocates distance themselves from realist and analytic ethnographic traditions. The dominance of evocative autoethnography has obscured recog- nition of the compatibility of autoethnographic research with more traditional ethnographic practices. The author proposes the term analytic autoethnography to refer to research in which the researcher is (1) a full mem- ber in the research group or setting, (2) visible as such a member in published texts, and (3) committed to developing theoretical understandings of broader social phenomena. After briefly tracing the history of proto-autoethnographic research among realist ethnographers, the author proposes five key features of analytic autoethnography. He concludes with a consideration of the advan- tages and limitations of this genre of qualitative research.http://www.bibsonomy.org/bibtex/2099ca7a6f0f7db9bb04463a6e54492ef/yishyish2011-06-19T14:43:26+02:00design designpatterns methodology methods my myown narrative narratives participatory pattern resource scenarios workshops <span class="authorEditorList"><a href="/author/Mor">Yishay Mor</a>, <a href="/author/Winters">Niall Winters</a>, and <a href="/author/Warburton">Steven Warburton</a> </span>(<em>2010</em>)Sun Jun 19 14:43:26 CEST 2011Participatory Pattern Workshops Resource Kit2010design designpatterns methodology methods my myown narrative narratives participatory pattern resource scenarios workshops This document describes the methodology that has emerged from a series of workshops we have facilitated over several years. These workshops brought together practitioners from a wide range of fields and engaged them in intense conversations about issues regarding technology and education. Such conversations are rooted in participants’ personal experiences, driven by the problems they have overcome, and aimed at collaborative articulation of their design knowledge; knowledge of how to get things done. We call these workshops Collaborative Reflection Workshops. Our process goes beyond a single workshop. Over the years, we have identified a structure of three consecutive workshops; a Design Narratives Workshop, a Pattern Mining Workshop and a Design scenarios Workshop. Together, these form what we call the Participatory Patterns Workshops framework. If you are about to participate in such a workshop, this document will tell you what to expect and how to maximise your benefits from the event. If you would like to run such a workshop (or series of workshops) yourself,this document should give you a good starting point for their design. You will still need to adapt the framework for your own needs and circumstances, and we will be happy to assist you in doing that. Everything presented here is a reflection of work in progress. If you find this document useful, please check for new versions. If you find some mistakes or gaps, please let us know. If you run a workshop, please share your experience and insight with us.http://www.bibsonomy.org/bibtex/2bb30d7b3ac9bada4056b8100cccfee42/yishyish2011-06-11T16:26:57+02:00activity evaluating evaluation framework learning methodology mlearning mobile model task technology theory <span class="authorEditorList"><a href="/author/McAndrew">Patrick McAndrew</a>, <a href="/author/Taylor">Josie Taylor</a>, and <a href="/author/Clow">Doug Clow</a> </span><em>Open Learning: The Journal of Open and Distance Learning</em> <em>25(3):233-249</em> (<em>2010</em>)Sat Jun 11 16:26:57 CEST 2011Open Learning: The Journal of Open and Distance Learning3233-249Facing the challenge in evaluating technology use in mobile environments252010activity evaluating evaluation framework learning methodology mlearning mobile model task technology theory The process of developing innovative mobile approaches to informal and formal learning is challenging, not least in needing to satisfy stakeholders with diverse interests in the technology, the pedagogy and the overall system. Some approaches to evaluation may focus on examining the nature and quality of learning that occurs, while other methods may take a user-centred approach to understand interactions with the systems. In this paper we highlight a methodology that attempts to address these two analytical issues in parallel, and to communicate the results to stakeholders. The methodology is grounded in cultural historical activity theory and is compatible with other views emerging that such evaluation can have multiple levels. The method applies task analysis to examine the conflicts that emerge when learners are interacting with technological systems in an informal learning setting. Results from a trial involving first-aiders are used to illustrate the techniques as they were applied as part of a European project that developed a collaborative mobile learning environment. The method has been repeated in other studies and is suggested to provide a valuable tool to reflect on understanding and enable the sharing of perspectives on evaluation outcomes.http://www.bibsonomy.org/bibtex/200c8e4f2e34ce3df193a084262d1e18a/yishyish2011-05-23T22:23:47+02:00evaluation hci heuristic methodology methods <span class="authorEditorList"><a href="/author/Nielsen">Jakob Nielsen</a> </span>(<em>1994</em>)Mon May 23 22:23:47 CEST 2011How to conduct a heuristic evaluation1994evaluation hci heuristic methodology methods http://www.bibsonomy.org/bibtex/21454b5762959c158104f26063ee1be46/yishyish2011-05-23T22:07:44+02:00elearning evaluation hci heuristic methodology methods <span class="authorEditorList"><a href="/author/Ssemugabi">Samuel Ssemugabi</a>, and <a href="/author/de Villiers">Ruth de Villiers</a> </span><em>South African Computer Journal</em> (<em>2010</em>)Mon May 23 22:07:44 CEST 2011South African Computer Journal0Effectiveness of heuristic evaluation in usability evaluation of e-learning applications in higher education452010elearning evaluation hci heuristic methodology methods The Internet, World Wide Web (WWW) and e-learning are contributing to new forms of teaching and learning. Such environments should be designed and evaluated in effective ways, considering both usability- and pedagogical issues. The selection of usability evaluation methods (UEMs) is influenced by the cost of a methods and its effectiveness in addressing users’ issues. The issue of usability is vital in e-learning, where students cannot begin to learn unless they can first use the application. Heuristic evaluation (HE) remains the most widely-used usability evaluation method. This paper describes meta-evaluation research that investigated an HE of a web-based learning (WBL) application. The evaluations were based on a synthesised framework of criteria, related to usability and learning within WBL environments. HE was found to be effective in terms of the number and nature of problems identified in the target application by a complementary team of experienced experts. The findings correspond closely with those of a survey among learners.http://www.bibsonomy.org/bibtex/26d90f4139a217fc919616f54ba65528f/yishyish2011-05-23T09:35:10+02:00design designpatterns educatorsaslearningdesigners elearning framework frameworks methodology patterns <span class="authorEditorList"><a href="/author/Derntl">Michael Derntl</a>, and <a href="/author/Calvo">Rafael A. Calvo</a> </span><em>International Journal of Technology Enhanced Learning IJTEL</em> (<em>2011</em>)Mon May 23 09:35:10 CEST 2011International Journal of Technology Enhanced Learning (IJTEL)E-learning frameworks: facilitating the implementation of educational design patterns32011design designpatterns educatorsaslearningdesigners elearning framework frameworks methodology patterns Educational design patterns hold the promise of facilitating the design of educational activities and environments. We have a number of completed initiatives and projects today, but none of them has had sustained impact on the practitioner community. In this paper, we argue that the use and usability of educational design patterns for technology-enhanced learning can be increased by complementing patterns with ready-to-use tools as part of an e-learning framework approach. We present two different approaches of conceiving such an e-learning framework: 1) an 'extension' approach that provides pattern-based, custom LMS components; 2) a 'facade' approach that enables the pattern-based reuse of existing LMS components. To demonstrate the feasibility and benefits of e-learning frameworks we present implementations of both approaches.http://www.bibsonomy.org/bibtex/2569c6f8aa9dc2297e7268df9ac7bb8e4/yishyish2011-04-19T11:18:04+02:00design diary haifa-mlearning learning methodology mlearning mobile <span class="authorEditorList"><a href="/author/Sohn">Timothy Sohn</a>, <a href="/author/Li">Kevin A. Li</a>, <a href="/author/Griswold">William G. Griswold</a>, and <a href="/author/Hollan">James D. Hollan</a> </span><em>Proceeding of the twenty-sixth annual SIGCHI conference on Human factors in computing systems, </em><em>page 433-442. </em><em>New York, NY, USA, </em><em>ACM, </em>(<em>2008</em>)Tue Apr 19 11:18:04 CEST 2011New York, NY, USAProceeding of the twenty-sixth annual SIGCHI conference on Human factors in computing systems433-442CHI '08A diary study of mobile information needs2008design diary haifa-mlearning learning methodology mlearning mobile Being mobile influences not only the types of information people seek but also the ways they attempt to access it. Mobile contexts present challenges of changing location and social context, restricted time for information access, and the need to share attentional resources among concurrent activities. Understanding mobile information needs and associated interaction challenges is fundamental to improving designs for mobile phones and related devices. We conducted a two-week diary study to better understand mobile information needs and how they are addressed. Our study revealed that depending on the time and resources available, as well as the situational context, people use diverse and, at times, ingenious ways to obtain needed information. We summarize key findings and discuss design implications for mobile technology.A diary study of mobile information needshttp://www.bibsonomy.org/bibtex/23a36ce5e32d64ad10432c228df269df4/yishyish2011-04-19T11:13:42+02:00data diary haifa-mlearning learning methodology mlearning mobile <span class="authorEditorList"><a href="/author/Palen">Leysia Palen</a>, and <a href="/author/Salzman">Marilyn Salzman</a> </span><em>Proceedings of the 2002 ACM conference on Computer supported cooperative work, </em><em>page 87-95. </em><em>New York, NY, USA, </em><em>ACM, </em>(<em>2002</em>)Tue Apr 19 11:13:42 CEST 2011New York, NY, USAProceedings of the 2002 ACM conference on Computer supported cooperative work87-95CSCW '02Voice-mail diary studies for naturalistic data capture under mobile conditions2002data diary haifa-mlearning learning methodology mlearning mobile Mobile technology requires new methods for studying its use under realistic conditions "in the field." Reflexively, mobile technology also creates new opportunities for data collection while participants are remotely located. We report on our experiences with a variation on the paper-based diary study technique, which we extend by using voice-mail paired with mobile and landline telephony to more easily collect data in natural situations. We discuss lessons learned from experiences with voice-mail diary studies in two investigations of different scope. We also present suggestions for tailoring the technique to different research objectives, garnering high subject participation, and configuring the voice-mail system for data collection.Voice-mail diary studies for naturalistic data capture under mobile conditionshttp://www.bibsonomy.org/bibtex/21f732a939f9f01f113ab6983e29b50e3/yishyish2011-04-02T09:06:44+02:00design designpatterns methodology patterns workshop writers <span class="authorEditorList"><a href="/author/Coplien">James O. Coplien</a> </span><em>Proceedings of the 2nd European Conference on Pattern Languages of Programming EuroPLoP &#039;97. Siemens Technical Report 120/SW1/FB, </em><em>page 51-60. </em><em>Munich, Germany, </em><em>Siemens, </em>(<em>1997</em>)Sat Apr 02 09:06:44 CEST 2011Munich, GermanyProceedings of the 2nd European Conference on Pattern Languages of Programming (EuroPLoP '97). Siemens Technical Report 120/SW1/FB51-60A pattern language for writers' workshops1997design designpatterns methodology patterns workshop writers Peer review is a crucial element of the quality improvement process for any document and more broadly for any intellectual work. Most intellectual disciplines rely on a peer review culture for the advancement of knowledge, and those disciplines often focus more on content than on expression. Design reviews and code walk-throughs focus on what might be broken, not on what works. Most refereed journals scrutinize works first against standards of formalism and second, if at all, for readability. The pattern community is less interested in the advancement of knowledge than in the broad dissemination of sound practice, and is equally concerned with content and expression. Writers’ workshops, which come from the creative literature community, provide an alternative to prevailing peer review practice that is well-suited to the needs of the pattern community. Writers’ workshops follow a collection of normative behaviors designed to give authors constructive feedback on their work while protecting their dignity. The following patterns document those normative behaviors and the structures that support them. This is a “cheap” pattern language. The patterns not only should be applied in order, but reflect a chronological (rather than structural) progression. There is no single ideal medium to describe what goes on in a Writers’ Workshop. I use patterns here not because they describe structure, but because they provide an ideal form to elaborate the forces that drive these ceremonies. None of these patterns stand alone; they combine to make a whole larger than the sum of the parts. The patterns interact in intricate ways; I attempt to describe the interactions in the course of the presentation. This language describes our many Writers’ Workshop experiences at Bell Labs. The rationales and forces recall the initial tutoring that the Hillsiders received from Richard Gabriel back in the spring of 1994, at a retreat near Ben Lomond. That’s the closest link we have to the creative literature community, which has a lot more experience with this format than we do in the pattern community. I offer this language as capturing practice that has worked well for us, in hopes that others find it useful.http://www.bibsonomy.org/bibtex/26dbf61cf2de79c166c18b42417f80ec9/yishyish2011-03-13T11:44:59+01:00evaluation hci heuristic methodology methods mobile research usability <span class="authorEditorList"><a href="/author/Hagen">Penny Hagen</a>, <a href="/author/Robertson">Toni Robertson</a>, <a href="/author/Kan">Melanie Kan</a>, and <a href="/author/Sadler">Kirsten Sadler</a> </span>(<em>2005</em>)Sun Mar 13 11:44:59 CET 2011Proceedings of the 17th Australia conference on Computer-Human Interaction: Citizens Online: Considerations for Today and the Future1-10Emerging research methods for understanding mobile technology use2005evaluation hci heuristic methodology methods mobile research usability Mobile devices, applications and services have become integrated into people’s daily lives on a personal and professional level. Although traditional research methods are being used to understand the use of mobile devices and applications, methodological challenges still exist. Researchers have responded to these challenges in a range of ways, with an emphasis on developing methods that enable new ways of accessing, making available and collecting, data about mobile technology use. This paper identifies, defines, describes and presents, a preliminary framework for understanding the methodological responses emerging in current Mobile Human Computer Interaction (Mobile HCI) research.http://www.bibsonomy.org/bibtex/26888bdd888ac4705a42dce355cfb9d36/yishyish2011-03-13T11:42:28+01:00evaluating evaluation hci heuristic methodology mobile usability <span class="authorEditorList"><a href="/author/Kjeldskov">Jesper Kjeldskov</a>, <a href="/author/Graham">Connor Graham</a>, <a href="/author/Pedell">Sonja Pedell</a>, <a href="/author/Vetere">Frank Vetere</a>, <a href="/author/Howard">Steve Howard</a>, <a href="/author/Balbo">Sandrine Balbo</a>, and <a href="/author/Davies">Jessica Davies</a> </span><em>Behaviour and Information Technology</em> <em>24(1):51--66</em> (<em>2005</em>)Sun Mar 13 11:42:28 CET 2011Behaviour and Information Technology151--66Evaluating the usability of a mobile guide: The influence of location, participants and resources242005evaluating evaluation hci heuristic methodology mobile usability When designing a usability evaluation, choices must be made regarding methods and techniques for data collection and analysis. Mobile guides raise new concerns and challenges to established usability evaluation approaches. Not only are they typically closely related to objects and activities in the user’s immediate surroundings, they are often used while the user is ambulating. This paper presents results from an extensive, multi-method evaluation of a mobile guide designed to support the use of public transport in Melbourne, Australia. In evaluating the guide, we applied four different techniques; field-evaluation, laboratory evaluation, heuristic walkthrough and rapid reflection. This paper describes these four approaches and their respective outcomes, and discusses their relative strengths and weaknesses for evaluating the usability of mobile guides.http://www.bibsonomy.org/bibtex/2c44319497e156b77fe462c9618db792f/yishyish2011-03-06T13:32:03+01:00diary fieldnotes methodology qualitative research <span class="authorEditorList"><a href="/author/Newbury">Darren Newbury</a> </span><em>Research issues in art design and media</em> (<em>2001</em>)Sun Mar 06 13:32:03 CET 2011Research issues in art design and mediaDiaries and fieldnotes in the research process12001diary fieldnotes methodology qualitative research It is common to hear people talk about 'writing up' research. Implicit in the phrase is the sense that writing is a stage that occurs principally when the research has finished and is a straightforward process of telling what was done and what conclusions can be drawn. However, the process of research involves many forms of writing, from letter writing and minute taking to academic papers and formal research reports. The aim of this issue is to consider one form of research writing that has received relatively little attention, yet which is central to the research process, especially, but not exclusively, for those conducting qualitative or action research studies - the research diary. Research diaries are considered as part of a broad category alongside other methods of recording such as research logs and fieldnotes. Particular approaches to notetaking, the use of visual material in diary record keeping, as well as practical issues are discussed. This issue also contains extracts from three separate research projects. The examples are not intended to be prescriptive, they are simply offered as working examples of research diaries from actual research projects.http://www.bibsonomy.org/bibtex/2b7b4a94de58d1cce8310653331430827/yishyish2011-03-01T09:22:09+01:00context design haifa-mlearning hci methodology mobile navigation <span class="authorEditorList"><a href="/author/Tamminen">Sakari Tamminen</a>, <a href="/author/Oulasvirta">Antti Oulasvirta</a>, <a href="/author/Toiskallio">Kalle Toiskallio</a>, and <a href="/author/Kankainen">Anu Kankainen</a> </span><em>Personal Ubiquitous Comput.</em> (<em>May 2004</em>)Tue Mar 01 09:22:09 CET 2011London, UKPersonal Ubiquitous Comput.may135--143Understanding mobile contexts82004context design haifa-mlearning hci methodology mobile navigation Mobile urban environments present a challenge for context-aware computers because they differ from fixed indoor contexts such as offices, meeting rooms, and lecture halls in many important ways. Internal factors such as tasks and goals are different&mdash;external factors such as social resources are dynamic and unpredictable. An empirical, user-centred approach is needed to understand mobile contexts. In this paper, we present insights from an ethnomethodologically inspired study of 25 adult urbanites in Helsinki. The results describe typical phenomena in mobility: how situational and planned acts intermesh in navigation, how people construct personal and group spaces, and how temporal tensions develop and dissolve. Furthermore, we provide examples of social solutions to navigation problems, examine mobile multitasking, and consider design implications for mobile and context-aware human&ndash;computer interaction.Understanding mobile contextshttp://www.bibsonomy.org/bibtex/29ed23cc42a418604b5183c03e1ce4d10/yishyish2011-02-26T17:25:34+01:00asld-book asld-intro chais2011 design methodology my myown narrative narratives research <span class="authorEditorList"><a href="/author/Mor">Yishay Mor</a> </span><em>Learning in the Technological Era 6th Chais Confernece, </em><em>page 57-63. </em><em>Open University, Israel, </em>(<em>2011</em>)Sat Feb 26 17:25:34 CET 2011Learning in the Technological Era 6th Chais Confernece57-63Design Narratives: An Intuitive Scientific Form for Capturing Design Knowledge In Education2011asld-book asld-intro chais2011 design methodology my myown narrative narratives research This paper provides a brief introduction to design-based research in education, its rationale and principles. It then highlights some of the challenges in reporting on design research, and proposes design narratives as a suitable form to address these challenges. Design narratives are characterized as a form of scientific discourse, and guidelines are proposed for their construction.http://www.bibsonomy.org/bibtex/2eda81877d74ce0e1891d5b39467ef80d/yishyish2011-02-21T15:36:28+01:00Role-play design haifa-mlearning hci methodology mobile paper participatory prototyping workshop <span class="authorEditorList"><a href="/author/Svanaes">Dag Svanaes</a>, and <a href="/author/Seland">Gry Seland</a> </span><em>Proceedings of the SIGCHI conference on Human factors in computing systems, </em><em>page 486. </em><em>ACM, </em>(<em>2004</em>)Mon Feb 21 15:36:28 CET 2011Proceedings of the SIGCHI conference on Human factors in computing systems486Putting the users center stage: role playing and low-fi prototyping enable end users to design mobile systems2004Role-play design haifa-mlearning hci methodology mobile paper participatory prototyping workshop This paper sums up lessons learned from a sequence of cooperative design workshops where end users were enabled to design mobile systems through scenario building, role playing, and low-fidelity prototyping. We present a resulting fixed workshop structure with well-chosen constraints that allows for end users to explore and design new technology and work practices. In these workshops, the systems developers get input to design from observing how users stage and act out current and future use scenarios and improvise new technology to fit their needs. A theoretical framework is presented to explain the creative processes involved and the workshop as a user-centered design method. Our findings encourage us to recommend the presented workshop structure for design projects involving mobility and computer-mediated communication, in particular project where the future use of the resulting products and services also needs to be designed.http://www.bibsonomy.org/bibtex/26ce8d7df2cd7e42e9645dc230a990294/yishyish2011-02-10T18:05:55+01:00design hci interface methodology paper prototyping <span class="authorEditorList"><a href="/author/Snyder">Carolyn Snyder</a> </span><em>Morgan Kaufmann Pub, </em>(<em>2003</em>)Thu Feb 10 18:05:55 CET 2011Paper prototyping: The fast and easy way to design and refine user interfaces2003design hci interface methodology paper prototyping Paper prototyping is a variation of usability testing where representative users perform realistic tasks by interacting with a paper version of the interface that is manipulated by a person ‘playing computer,’ who doesn’t explain how the interface is intended to workhttp://www.bibsonomy.org/bibtex/2dbbf3b2c245bb79783b1c35698042b79/yishyish2011-02-10T18:02:39+01:00design hci interface methodology storyboarding <span class="authorEditorList"><a href="/author/Truong">Khai N. Truong</a>, <a href="/author/Hayes">Gillian R. Hayes</a>, and <a href="/author/Abowd">Gregory D. Abowd</a> </span>(<em>2006</em>)Thu Feb 10 18:02:39 CET 2011Proceedings of the 6th conference on Designing Interactive systems12-21Storyboarding: an empirical determination of best practices and effective guidelines2006design hci interface methodology storyboarding Storyboarding is a common technique in HCI and design for demonstrating system interfaces and contexts of use. Despite its recognized benefits, novice designers still encounter challenges in the creation of storyboards. Furthermore, as computing becomes increasingly integrated into the environment, blurring the distinction between the system and its surrounding context, it is imperative to depict context explicitly in storyboards. In this paper, we present two formative studies designed to uncover the important elements of storyboards. These elements include the use of text, inclusion of people, level of detail, number of panels, and representation of the passage of time. We further present an empirical study to assess the effects of these elements on the understanding and enjoyment of storyboard consumers. Finally, we demonstrate how these guidelines were successfully used in an undergraduate HCI class.http://www.bibsonomy.org/bibtex/23c0e0bd35831f3284d42d6fed01163e8/yishyish2011-02-10T15:58:58+01:00collaboration dbr design designapproaches designprinciples eLPBookMor haifa-edtech jls10 methodology methods peerevaluation principles research <span class="authorEditorList"><a href="/author/Kali">Yael Kali</a> </span><em>Handbook of design research methods in education, </em><em>Routledge, </em><em>New York, </em>(<em>2009</em>)Thu Feb 10 15:58:58 CET 2011New YorkHandbook of design research methods in education423-438The Design Principles Database as means for promoting design-based research2009collaboration dbr design designapproaches designprinciples eLPBookMor haifa-edtech jls10 methodology methods peerevaluation principles research The emergent design-based research (DBR) paradigm is often criticized for having unclear methodologies for warranting claims. This paper proposes a mechanism - the Design Principles Database, which can augment claims made via DBR studies, by enabling researchers to systematically connect these claims to a network of other DBR studies. The potential of the Design Principles Database to support DBR is illustrated by analysis of a particular DBR study focused on peer-evaluation. The analysis shows three phases in which the Design Principles Database supported the researchers in the process of conducting the peer-evaluation study. In the first phase, the researchers articulated design principles based on a literature review and contributed these principles to the database. In the second stage, they designed a peerevaluation activity based on these principles, enacted and revised the peer-evaluation activity in a three-iteration study. In the third phase, they incorporated the lessons they learned through these iterations back to the database. The analysis of this process indicates that the Design Principles Database can contribute to the development of theory on one hand, and to design practice on the otherhttp://www.bibsonomy.org/bibtex/2bdbeaf02fe3fae46325f9f9f2694825f/yishyish2011-02-10T12:22:32+01:00CERME-6-patterns KalDesignResearch LDSE asld-book based design designapproaches eLPBookMor education jls10 ldg learning learningdesigngrid methodology mythesis narrative narratives research science <span class="authorEditorList"><a href="/author/Juuti">Kalle Juuti</a>, and <a href="/author/Lavonen">Jari Lavonen</a> </span><em>NorDiNa</em> (<em>2006</em>)<em>Construction of research based teaching sequences through Developmental research Linsje, 1995, Educational reconstruction Duit, Komorek &amp; Wilbers, 1997, or<span class="info">...<div>Construction of research based teaching sequences through Developmental research Linsje, 1995, Educational reconstruction Duit, Komorek &amp; Wilbers, 1997, or Ingenierie Didactique Artigue, 1994, can be considered very similar with design-based research. On the one hand, these approaches take into careful consideration students’ previous knowledge and emphasise basic scientific concepts and how they are related to the teaching sequence Méhuet, 2004 and on another hand they aim to design the artefacts. For example, Andersson and Bach 2005 produced a teacher guide as an artefact describing the research-based sequence for teaching geometrical optics. However, these approaches focus on research-based design and the adoption of the innovations needs, for example, teachers’ in-service training. p 56</div></span> . </em>Thu Feb 10 12:22:32 CET 2011NorDiNaConstruction of research based teaching sequences through Developmental research (Linsje, 1995), Educational reconstruction (Duit, Komorek & Wilbers, 1997), or Ingenierie Didactique (Artigue, 1994), can be considered very similar with design-based research. On the one hand, these approaches take into careful consideration students’ previous knowledge and emphasise basic scientific concepts and how they are related to the teaching sequence (Méhuet, 2004) and on another hand they aim to design the artefacts. For example, Andersson and Bach (2005) produced a teacher guide as an artefact describing the research-based sequence for teaching geometrical optics. However, these approaches focus on research-based design and the adoption of the innovations needs, for example, teachers’ in-service training. (p 56)54-68Design-Based Research in Science Education: One Step Towards Methodology42006CERME-6-patterns KalDesignResearch LDSE asld-book based design designapproaches eLPBookMor education jls10 ldg learning learningdesigngrid methodology mythesis narrative narratives research science Recently, there has been critiques towards science education research, as the potential of this research has not been actualised in science teaching and learning praxis. The paper describes an analysis of a design-based research approach (DBR) that has been suggested as a solution for the discontinuation between science education research and praxis. We propose that a pragmatic frame helps to clarify well the design-based research endeavour. We abstracted three aspects from the analysis that constitute design-based research: (a) a design process is essentially iterative starting from the recognition of the change of the environment of praxis, (b) it generates a widely usable artefact, (c) and it provides educational knowledge for more intelligible praxis. In the knowledge acquisition process, the pragmatic viewpoint emphasises the role of a teacher’s reflected actions as well as the researches’ involvement in the authentic teaching and learning settings.http://www.bibsonomy.org/bibtex/2dea6e9bcf73fecbf6004c78aa714d5d3/yishyish2011-02-04T12:21:27+01:00CERME-6-patterns IDR KalDesignResearch LDSE LP asld-book asld2011 cal09-patterns design designpatterns eLPBookMor edid9 education haifa-edtech iterative jime08 ldg learning learningdesigngrid lgcbook lp methodology my myown mythesis olnet patterns pedagogicalpatterns polonsky postdocapplication research <span class="authorEditorList"><a href="/author/Winters">Niall Winters</a>, and <a href="/author/Mor">Yishay Mor</a> </span><em>Computers and Education</em> <em>50(2):579-600</em> (<em>2008</em>)Fri Feb 04 12:21:27 CET 2011Computers and Education2579-600IDR: a participatory methodology for interdisciplinary design in technology enhanced learning502008CERME-6-patterns IDR KalDesignResearch LDSE LP asld-book asld2011 cal09-patterns design designpatterns eLPBookMor edid9 education haifa-edtech iterative jime08 ldg learning learningdesigngrid lgcbook lp methodology my myown mythesis olnet patterns pedagogicalpatterns polonsky postdocapplication research One of the important themes that emerged from the CAL’07 conference was the failure of technology to bring about the expected disruptive effect to learning and teaching. We identify one of the causes as an inherent weakness in prevalent development methodologies. While the problem of designing technology for learning is irreducibly multi-dimensional, design processes often lack true interdisciplinarity. To address this problem we present IDR, a participatory methodology for interdisciplinary techno-pedagogical design, drawing on the design patterns tradition (Alexander, Silverstein & Ishikawa, 1977) and the design research paradigm (DiSessa & Cobb, 2004). We discuss the iterative development and use of our methodology by a pan-European project team of educational researchers, software developers and teachers. We reflect on our experiences of the participatory nature of pattern design and discuss how, as a distributed team, we developed a set of over 120 design patterns, created using our freely available open source web toolkit. Furthermore, we detail how our methodology is applicable to the wider community through a workshop model, which has been run and iteratively refined at five major international conferences, involving over 200 participants.