BibSonomy publications for /tag/KalDesignResearchThu 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.Fri Feb 04 12:43:55 CET 2011Kaleidoscope JEIRP on Learning Patterns for the Design and Deployment of Mathematical Games: Final Report (2007-04-23 13:20:50)2006CnE07 KalDesignResearch design designpatterns emdp games haifa-edtech kaleidoscope learning lp mathgamespatterns my myown patterns polonsky Fri Feb 04 12:43:34 CET 2011the International Journal for Technology in Mathematics Education265-78Designing to see and share structure in number sequences132006CiHB ILE KalDesignResearch PlanetMakingStuffTogether algebra cerme6 constructionism design gmr haifa-edtech ijtme2006 learning mathematics maths my myown mythesis noe-kaleidoscope number polonsky selected sequences sequnces toontallk top weblabs webreports This paper reports on a design experiment in the domain of number sequences conducted in the course of the WebLabs project. We iteratively designed and tested a set of activities and tools in which 10-14 year old students used the ToonTalk programming environment to construct models of sequences and series, and then shared their models and their observations about them utilising a web-based collaboration system. We report on the evolution of a design pattern (programming method) called “Streams” which enables students to engage in the process of summing and “hold the series in their hand”, and consequently make sophisticated arguments regarding the mathematical structures of the sequences without requiring the use of algebra. While the focus of this paper is mainly on the design of activities and its epistemological foundations, we include some illustrative examples of one group of students' work, which indicate the potential of the activities and tools for expressing and reflecting on deep mathematical ideas.Fri Feb 04 12:21:34 CET 2011International Journal of Continuing Engineering Education and Life-Long Learning (IJCEELL)2214-233Programming as Mathematical Narrative182008KalDesignResearch TEL cerme6 constructionism eLPBookMor gmr haifa-edtech learning maths my myown mythesis narrative polonsky programming selected sequences top This paper describes a narrative-oriented approach to the design and the analysis of a computational system and a set of activities for mathematical learning. Our central contention is that programming can offer a key to resolving the tension between the different representational structures of narrative and mathematical formalism. In the course of describing our approach, we make a distinction between the epistemic-cognitive elements of narrative and the social, cultural and affective elements. We then elaborate the theoretical grounds of the individual epistemic facets of narrative. We propose a link between narrative theories of learning and constructionist traditions, specifically the notion of situated abstraction. This link suggests the possibility of further dialogue between the two academic communities 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. Fri Feb 04 12:18:15 CET 2011Interactive Learning Environments161-75Design approaches in technology enhanced learning152007CERME-6-patterns CnE07 Design Designpatterns GLiSL IJCEELL ILE Interactive KalDesignResearch LDSE Technology WLEFormativeEAssessment asld-book asld2011 cal09-patterns cerme6 chais2007 contel11 design designpatterns eLPBookMor edid9 education emdp enhanced environments experiments gamesresearch haifa-edtech jime08 jls10 ldg learning learningdesigngrid lgcbook lp methodology my myown mythesis olnet patternlanguagenetwork patterns polonsky postdocapplication research science selected top Design is a critical to the successful development of any interactive learning environment (ILE). Moreover, in technology enhanced learning (TEL), the design process requires input from many diverse areas of expertise. As such, anyone undertaking tool development is required to directly address the design challenge from multiple perspectives. We provide a motivation and rationale for design approaches for learning technologies that draws upon Simon's seminal proposition of Design Science (Simon, 1969). We then review the application of Design Experiments (Brown, 1992) and Design Patterns (Alexander et al., 1977) and argue that a patterns approach has the potential to address many of the critical challenges faced by learning technologists.Thu Sep 02 13:13:33 CEST 2010Computer Science EducationDecember315-330Evolving Pedagogical Patterns: The Work of the Pedagogical Patterns Project132003CSPedPats KalDesignResearch design designpatterns emdp jime08 mathgamespatterns patterns pedagogical pedagogicalpatterns This paper is a summary of the pedagogical patterns project. The project started in 1996 with the aim of collecting and disseminating experiences of teaching and learning about object technology. We adopted a pattern format early on, although the specific format has evolved over time. In this paper we give an overall view of the project: where it started, how the material we have collected has evolved and matured, and where we need to go from here. More material from the project is available from our website www.pedagogicalpatterns.org, and our publications.Mon Jul 26 19:53:42 CEST 2010New York, NYHandbook of Design Research Methods in EducationHandbook of Design Research Methods in Education2008KalDesignResearch asld-book design designresearch eLPBookMor education handbook research Sun Oct 18 14:33:25 CEST 2009Journal of the Learning Sciences2115-163Misconceptions Reconceived: A Constructivist Analysis of Knowledge in Transition31993-1994KalDesignResearch analysis constructionism constructivism constructivist fractions knowledge learning mathematical misconceptions mythesis pieces pyshics transition This article uses a critical evaluation of research on student misconceptions in science and mathematics to articulate a constructivist view of learning in which student conceptions play productive roles in the acquisition of expertise. We acknowledge and build on the empirical results of misconceptions research but question accompanying views of the character, origins, and growth of students' conceptions. Students have often been seen as holding flawed ideas, which are strongly held, interfere with learning, and which instruction must confront and replace. We argue that this view overemphasizes the discontinuity between students and expert scientists and mathematicians, making the acquisition of expertise difficult to conceptualize. It also conflicts with the basic premise of constructivism, that students build more advanced knowledge from prior understandings. Using case analyses we dispute some commonly cited dimensions of discontinuity and identify important continuities that have been previously ignored or underemphasized. We highlight elements of knowledge that serve both novices and experts, albeit in different contexts, and under different conditions. We provide an initial sketch a constructivist theory of learning that interprets students' prior conceptions as resources for cognitive growth within a "complex systems" view of knowledge. This theoretical perspective aims to characterize the interrelationships among diverse knowledge elements rather than identify particular flawed conceptions; it emphasizes knowledge refinement and reorganization, rather than replacement, as primary metaphors for learning; and it provides a framework for understanding misconceptions as both flawed and productive.Tue Jul 14 01:58:21 CEST 2009Educational Researcher125On the science of education design studies322003CERME-6-patterns Design KalDesignResearch LDSE aera design designapproaches designnarratives designresearch education issue mathgamespatterns methodology methods mythesis narrative research science special The authors argue that design studies, like all scientific work, must comport with guiding scientific principles and provide adequate warrants for their knowledge claims. The issue is whether their knowledge claims can be warranted. By their very nature, design studies are complex, multivariate, multilevel, and interventionist, making warrants particularly difficult to establish. Moreover, many of these studies, intended or not, rely on narrative accounts to communicate and justify their findings. Although narratives often purport to be true, there is nothing in narrative form that guarantees veracity. The authors provide a framework that links design-study research questions as they evolve over time with corresponding research methods. In this way, an integration can be seen of research methods focused on discovery with methods focused on validation of claims.Sun Jun 21 17:20:15 CEST 2009Educational Psychologist4213-223Developing Learning Theory by Refining Conjectures Embodied in Educational Designs392004KalDesignResearch dbr dbrcollective design designapproaches designresearch education jls10 postviva research Designed learning environments embody conjectures about learning and instruction, and the empirical study of learning environments allows such conjectures to be refined over time. The construct of embodied conjecture is introduced as a way to demonstrate the theoretical nature of learning environment design and to frame methodological issues in studying such conjectures. An example of embodied conjecture and its history of empirical refinement are presented to provide a concrete example of how the effort to design instructional change can lead to a productive shift in view of the underlying learning issues at hand. This example is used to suggest some general features of embodied conjectures and to raise methodological issues for refining them.Sun Jun 21 17:17:33 CEST 2009Educational Psychologist4199-201Design-Based Research Methods for Studying Learning in Context: Introduction392004CERME-6-patterns KalDesignResearch dbr design designapproaches designresearch eLPBookMor education jls10 postviva research Wed Jun 17 14:08:14 CEST 2009New York, NY, USAinteractions427--39Methods & tools: The activity checklist: a tool for representing the "space" of context61999KalDesignResearch activity collaboration design jls10 postdocapplication theory victor Thu Nov 06 15:55:30 CET 2008SSRN eLibraryThe Sciences of Design: Observations on an Emerging FieldWorking Paper Series2008KALDesignResearch design designapproaches designresearch discipline knowledge methodology professions research science The boundaries and contours of design sciences continue to undergo definition and refinement. In many ways, the sciences of design defy disciplinary characterization. They demand multiple epistemologies, theoretical orientations (e.g. construction, analysis or intervention) and value considerations. As our understanding of this emerging field of study grows, we become aware that the sciences of design require a systemic perspective that spans disciplinary boundaries. The Doctoral Consortium at the Design Science Research Conference in Information Sciences and Technology (DESRIST) was an important milepost in their evolution. It provided a forum where students and leading researchers in the design sciences challenged one another to tackle topics and concerns that are similar across different disciplines. This paper reports on the consortium outcomes and insights from mentors who took part in it. We develop a set of observations to guide the evolution of the sciences of design. It is our intent that the observations will be beneficial, not only for IS researchers, but also for colleagues in allied disciplines who are already contributing to shaping the sciences of design.Fri Sep 19 16:01:13 CEST 2008The Interdisciplinary Journal of Problem-based Learning 1Teacher as Designer: A Framework for Teacher Analysis of Mathematical Model-Eliciting Activities22008KalDesignResearch asld-book design designers designresearch ldg learning learningdesigngrid problembasedlearning teacher teaching The study investigated tool development by three middle school mathematics teachers. The tools they designed were intended to support the use of model-eliciting activities (a form of instruction related to problem-based learning) and particularly the students’ presentations of their solutions for the whole class. The study examined the design and purposes for the presentation tools and resulted in a framework for categorizing teachers’ purposes for tools.The framework addressed the unit of analysis for the tools (individual students or groups of students) and the nature of teachers’ purposes for the tools. DesDesign research was used as a theoretical perspective for conducting the investigation.Fri Sep 19 15:48:50 CEST 2008Educational Technology226-33Helping Education Students Understand Learning Through Designing482008KalDesignResearch asld-book contel11 design designresearch eLPBookMor education haifa-edtech jls10 ldg learning learningdesigngrid teacher technology training This paper describes a course in which graduate students in education learn practical and theoretical aspects of educational design by creating technologies for learning. The course was built around three themes: Analyzing technologies in which students study state-of-the-art technologies and interview their designers, Design studio in which students design their own technologies using an instructional model that was developed in this study and theory in which literature is reviewed. Outcomes illustrate tensions between students' professed beliefs about learning and their actual design practices in four dimensions that characterize the technologies they designed: Learner activity, Collaboration, Autonomy, and Content accessibility. By peer-negotiating of these tensions in each of the course themes, students developed their skills to design educational-technologies and increased the coherence of their epistemological understanding of how people learn.Fri Sep 05 01:04:05 CEST 2008Mahwah, NJComputer support for collaborative learning: The Next 10 Years! Proceedings of CSCL 2005 (Taipei, Taiwan)Design principles for online peer-evaluation: Fostering objectivity2005CERME-6-patterns KalDesignResearch WLEFormativeEassessment cal09-patterns design designpatterns designprinciples eLPBookMor emdp haifa-edtech learning mathgamespatterns research Peer-evaluation is a powerful method for fostering learning in a variety of contexts. Yet challenges of application in contexts involving personal values received little attention. This study used a design-based research approach to explore such challenges in an undergraduate educational-philosophy course. The study was organized in three design-and-implementation iterations of a peer evaluation activity. Discrepancies between student and instructor scores were explained by bias due to non-objective student personal stands. Refinements to the design, based on emerging design principles a) assisted students to better differentiate between objective criteria and personal opinions, b) increased learning gains, and c) decreased tensions between different cultural groups.Thu Aug 28 21:25:20 CEST 2008Learning Design Patterns: Exploring an inductive analysis approach2005CERME-6-patterns KalDesignResearch WLEFormativeEAssessment cal09-patterns design designpatterns learning patternlanguagenetwork patterns pedagogicalpatterns pedagogy Learning design patterns assist the development of effective courses, because patterns capture successful solutions. Pedagogical patterns are commonly created by human cognitive processing in "writer's workshops". Inductive techniques could be used to detect or determine patterns in existing data, or learning designs. This assumes that the learning designs are available in a format that is machine interpretable. The IMS Learning Design specification enables the formal coding of learning designs. We explain that we expect patterns to occur in the method section of a learning design and in particular in acts. We explore several inductive techniques that could be applied to existing learning designs in order to detect and determine patterns and discuss how these could be applied to create new learning designs.Thu Aug 28 20:31:50 CEST 2008Environmental & Architectural Phenomenology Newsletter11-19Empirical Findings from The Nature of Order182008Alexander CERME-6-patterns Christopher KalDesignResearch cerme6 design designpatterns designresearch methodology natureoforder patternlanguagenetwork phenomenology summary Architect, scientist, and writer Christopher Alexander is one of the most remarkable thinkers and makers of our time. His many books include A Pattern Language (1977), The Timeless Way of Building (1979), and A Foreshadowing of Twenty-First Century Art: The Color and Geometry of Very Early Turkish Carpets (1993). This essay is his recent effort to distill the major discoveries in his masterful four-volume The Nature of Order (2002-2005), published by the Center for Environmental Structure in Berkeley, CA. He wishes to thank Maggie Alexander and Randy Schmidt for help in editing this essay.Thu Aug 28 19:53:25 CEST 2008Design Issues293-102Christopher Alexander: A Review Essay242008Alexander Christopher KalDesignResearch design designpatterns designresearch methodology orderofnature patternlanguagenetwork review KalDesignResearchCommunity for tag(s) KalDesignResearch