BibSonomy publications for /user/yish/designapproachesTue Jun 28 00:15:21 CEST 2011ZDM6490-505Mathematics education as a design science372005asld-book dbr design designapproaches education ldg learning learningdesigngrid mathematics research science We propose re-conceptualizing the field of mathematics education research as that of a design science akin to engineering and other emerging interdisciplinary fields which involve the interaction of “subjects”, conceptual systems and technology influenced by social constraints and affordances. Numerous examples from the history and philosophy of science and mathematics and ongoing findings of M& M research are drawn to illustrate our notion of mathematics education research as a design science. Our ideas are intended as a framework and do not constitute a “grand” theory (see Lester, 2005, this issue). That is, we provide a framework (a system of thinking together with accompanying concepts, language, methodologies, tools, and so on) that provides structure to help mathematics education researchers develop both models and theories, which encourage diversity and emphasize Darwinian processes such as: (a) selection (rigorous testing), (b) communication (so that productive ways of thinking spread throughout relevant communities), and (c) accumulation (so that productive ways of thinking are not lost and get integrated into future developments).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 otherThu 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 12:19:06 CET 2011Computers in Human BehaviorAvailable online 14 February 200951079-1088Dealing with abstraction: Case study generalisation as a method for eliciting design patterns252009Abstraction Cases Design Generalisation asld-book asld2011 contel11 designapproaches designpatterns designresearch eLPBookMor education elp-feasst haifa-edtech jls10 ldg learningdesign learningdesigngrid lp mathgamespatterns methodology my myown olnet patternlanguagenetwork patterns ppw selected top tuebingenfeasst Developing a pattern language is a non-trivial problem. A critical requirement is a method to support pattern writers with abstraction, so as they can produce generalised patterns. In this paper, we address this issue by developing a structured process...Thu Oct 14 10:53:27 CEST 2010Accounting, Management and Information Technologies4257-290Transforming society by transforming technology: the science and politics of participatory design102000critical design designapproaches math mathgamespatterns mythesis participatory philosophy politics theory This article attempts to shed historical light on some of the social, political, and ethical issues that have arisen from two disparate perspectives on technology which have both come to integrate an explicit consideration of social factors into systems design. It presents two distinct historical traditions which have contributed to the current field of participatory design methodologies—Joint Application Design (JAD®), and the British “socio-technical systems” and Scandinavian “collective resources” approaches—and which in practice integrated the end-users in different ways consequent upon their differing perspectives on workers, professional relationships to technology, and stated goals. One interest in examining the independent development of methodologies from these two perspectives is that, despite their differences, the approaches ultimately converged on a set of shared concerns and very similar practices. The paper also examines the relation of these traditions to transformations in the theorization of business organization and trends of corporate restructuring which helped to secure a place for variants of related methodologies in major US and multinational corporations. It concludes with an examination of some broader issues in the relationship between technology and society and the prospects for the critical study of technology. I argue that participatory design and its related methodologies are best understood as a model for involving users, designers and the technology itself in a process of technological development. Rather than seeing participatory design as merely the insertion of public dialog within technological design practices, as several observers have done, we should see it as a model for the critical practice of developing technological designs.Thu Aug 05 13:30:15 CEST 2010Hillsdale, NJThe human-computer interaction handbook: fundamentals, evolving technologies and emerging applications1051--1068Participatory Design: The Third Space in HCI2002design designapproaches mathgamespatterns mythesis participatory A Collaborative User Experience Technical Report: more about CUE... This chapter surveys methods, techniques, and practices in Participatory Design (PD) that can lead to hybrid experiences - that is, practices that take place neither in the workers' domain, nor in the software professionals' domain, but in an "in-between" region that shares attributes of both the workers' space and the software professionals' space. Recent work in cultural theory claims that this "in-between" region, or "third space," is a fertile environment in which participants can combine diverse knowledges into new insights and plans for action, to inform the needs of their organizations, institutions, products, and services. Important attributes of third space experiences include challenging assumptions, learning reciprocally, and creating new ideas, which emerge through negotiation and co-creation of identities, working languages, understandings, and relationships, and polyvocal (many-voiced) dialogues across and through differences. The chapter focuses on participatory practices that share these attributes, including: site-selection of PD work; workshops; story-collecting and story-telling through text, photography, and drama; games for analysis and design; and the co-creation of descriptive and functional prototypes.Thu Aug 05 11:58:04 CEST 2010Educational Researcher129–31Exploring Modeling Aspects of Design Experiments322003aera design designapproaches designresearch education issue mathgamespatterns methodology research special In this article the authors use the process of model building (model formulation, fit, and validation) in applied settings to raise pertinent questions about design experiment (DE) methodology. We argue that the DE work presented in this issue highlights features of model formulation and local validation, but does not discuss model fitting or broader models of validation. This article marks out key areas for the DE community to address and concludes by positing that the concept of artifact failure in design research may be a more appropriate area of concern when designing an artifact (whether the artifact is a learning process or a software product). DE research is relatively new as an educational research method (Brown, 1992; Collins, 1992). We believe that DE researchers and the more general research methodology communities must work together to fully evaluate and reap the potential rewards of this developing research method.Wed Aug 04 19:04:26 CEST 2010AmsterdamWorkshop on Usage Analysis in Learning Systems, Proceedings of Artificial Intelligence in EducationIOS Press, Amsterdam33 - 40Towards a Design Pattern Language to Track Students' Problem-Solving Abilities2005ILE aied05workshop design designapproaches elearning kal-patterns-analysis learning mathgamespatterns mythesis patterns Wed Aug 04 16:36:42 CEST 2010The Cambridge handbook of the learning sciences135--151The evolution of design studies as methodology2005asld-book asld2011 design designapproaches education ldg learning learningdesigngrid review science In the NRC report, Scientific Research in Education, (Shavelson & Towne, 2002) three broad types of research were discussed: trends, causal effects, and mechanism. Mechanism was described as research that answers the question, “how or why is it happening”; the authors2 described “design experiments” as an “analytic approach for examining mechanism that begins with theoretical ideas that are tested through the design, implementation, and systematic study of educational tools (curriculum, teaching methods, computer applets) that embody the initial conjectured mechanism” (p. 120). The Committee identified two products of such work as “theory-driven process of designing” and “data-driven process of refining [instructional strategies]” (p. 121). Both of these products can be viewed as related to a class of research known as design studies, the focus of this chapter.Tue Jul 06 18:27:11 CEST 2010New York, (NY)Handbook of design research methods in education: Innovations in science, technology, engineering, and mathematics learning and teachingInvestigating the act of design in design research2008designapproaches designresearch jls10 phd postviva Tue Jul 06 18:23:28 CEST 2010New York, {NY}Handbook of Design Research Methods in EducationExperimenting to support and understand learning processes2008designapproaches designresearch jls10 methodology phd postviva Tue Dec 01 12:16:48 CET 2009Informatics in Education-An International Journal2191-216Developing Digital, Computational and Social Competencies through Investigative On-Line Activities82009citesme computational computers constructionism dbr designapproaches designbasedresearch digital education learning media teaching Internet and its services have become inherent element of the lives of young people. Nevertheless, we observe that educational potential, which the Internet offers for supporting learn- ing processes, is acknowledged and exploited only partially. On that account, for several years we have been involved in developing investigative on-line activities, highly popular interactive events among students of the Slovak schools. In this way, as a value-added benefit, we have created unique opportunity for us to study how students behave when solving problems in the technology enhanced learning situations, how they communicate and cooperate in the teams, which competencies they cultivate. For such educational research, we have made use of the thoroughly projected combina- tion of the intervention design and qualitative non-participant unstructured observations – within the framework of the design-based research methodology. In this paper we present our initial assumptions and inspirations, methods of our research work and major observations, we clarify what investigative on-line activities are and how we have col- lected and analyzed data obtained by observing students while solving the investigative tasks. In our research we have focused on the development of three classes of competencies, namely digital com- petencies (i.e., those that pertain to the area of general digital literacy), computational competencies (i.e., those that correspond to the goals of informatics in education) and social competencies (i.e., those that allow students to communicate, cooperate, create or evaluate their own doings, learning etc.). In our paper we present corresponding observations and also attitudes and reactions of the teachers – who have been involved merely as supervisors, not as members of the teams. We also summarise potential contribution of our investigative on-line activities to education in the modern society. Thu Jul 30 19:56:01 CEST 2009Computers in Human BehaviorIncluding the Special Issue: Design Patterns for Augmenting E-Learning Experiences51067 - 1078The role of design-principles in designing courses that promote collaborative learning in higher-education252009asld-book collaborative design designapproaches designpatterns designprinciples eLPBookMor education haifa-edtech ldg learning learningdesigngrid principles 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.Tue Jul 14 01:30:00 CEST 2009Educational Researcher121The role of design in research: The integrative learning design framework322003ILD design designapproaches designnarratives designresearch designscience eLPBookMor jls10 narrative research simon In this article, a general model is proposed for design research in education that grows out of the author’s research and work in related design fields. The model emphasizes the stage sensitivity of (a) research questions, (b) data and methods, and (c) the need for researchers to design artifacts, processes, and analyses at earlier stages in their research that can then be profitably used (perhaps by different researchers) in later stages.Tue Jun 30 17:46:39 CEST 2009New YorkEducational design research17-51Design research from a learning design perspective2006design designapproaches designresearch eLPBookMor education educational jls10 methodology research theory In this contribution, we want to elaborate an approach to design research that has been used and refined in a series of design research projects in which the two authors collaborated over a ten-year period. To locate our contribution in this book, we may categorize our approach as falling within the broader category of design research that aims at creating innovative learning ecologies in order to develop local instruction theories on the one hand, and to study the forms of learning that those learning ecologies are intended to support on the other hand.1 The research projects on which we will focus involve a research team taking responsibility for a group of students learning for a period of time. And all concern the domain of mathematics education (including statistics education). The approach to design research, which we developed over the years, has its roots in the history of the two authors. One is that of socio-constructivist analysis of instruction. The other is that of the work on realistic mathematics education (RME) that is carried out in the Netherlands.Sat Jun 27 20:40:51 CEST 2009Educational Researcher“For example, when well-specified causal hypotheses can be formulated and randomization to treatment and control conditions is ethical and feasible, a randomized experiment is the best method for estimating effects” p. 884Scientific culture and educational research312002culture designapproaches educational evidencebased jls10 learning methodology methods postviva randomisedexperiments research scientific The No Child Left Behind Act of 2001 requires federal grantees to use their funds on evidence-based strategies. The law includes definitions of research quality, which are also featured prominently in the administration's strategic plan and in draft language for the reauthorization of the U.S. Office of Educational Research and Improvement These initiatives pose a rare opportunity and formidable challenge to the field: What are the most effective means of stimulating more and better scientific educational research? In this article, which draws on a recently released National Research Council report, the authors argue that the primary emphasis should be on nurturing and reinforcing a scientific culture of educational research. Although the article focuses on scientific research as an important form of educational scholarship, the call for building a stronger sense of research community applies broadly. Specifically, the authors argue that the development of a scientific culture rests with individual researchers, supported by leadership in their professional associations and a federal educational research agency.Sat Jun 27 20:27:53 CEST 2009Management Information Systems Quarterly175-106{Design science in information systems research}282004Design behavioral designapproaches designscience impact influence information informationsystems methodology research systems Two paradigms characterize much of the research in the Information Systems discipline: behavioral science and design science. The behavioral-science paradigm seeks to develop and verify theories that explain or predict human or organizational behavior. The design-science paradigm seeks to extend the boundaries of human and organizational capabilities by creating new and innovative artifacts. Both paradigms are foundational to the IS discipline, positioned as it is at the confluence of people, organizations, and technology. Our objective is to describe the performance of design-science research in Information Systems via a concise conceptual framework and clear guidelines for understanding, executing, and evaluating the research. In the designscience paradigm knowledge and understanding of a problem domain and its solution are achieved in the building and application of the designed artifact. Three recent exemplars in the research literature are used to demonstrate the application of these guidelines. We conclude with an analysis o f the challenges of performing high-quality design-science research in the context of the broader IS communityTue Jun 23 13:10:32 CEST 2009Internet environments for science education73-85Design-based research in education2004Design asld-book asld2011 dbr designapproaches designnarratives designprinciples designresearch eLPBookMor education jls10 ldg learning learningdesigngrid methodology narrative postviva research 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.