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Mixed Martial Arts for Researchers
Design-based Research (DBR)
Christian Glahn & Agnieszka (Aga) Palalas
mLearn 2013
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Be prepared for the truth and nothing but the truth!
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Chapter 1 The Nature of the Art
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“Design experiments” > design-based research = design research = DBR = EDR = researching innovative educational designs in their naturalistic settings interventional research >practice>research
(Brown, 1992; Collins, 1992)
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A systematic but flexible methodology aimed to improve educational practices through iterative analysis, design, development, and implementation, based on collaboration among researchers and practitioners in real-world settings, and leading to contextually-sensitive design principles and theories.
(Wang & Hannafin, 1999, p. 7)
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DBR is a qualitative multi-method approach for exploring uncharted domains while designing effective solutions for these domains.
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Qualitative means that the outcomes of DBR will not be able to test hypotheses
DBR is not a qualitative method!
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Exploring means that, both, practice and theory do not suggest anything meaningful.
DBR identifies working hypotheses
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Uncharted means that theory (aka "prior research") does not predict the potential outcome of a project.
DBR lets theory emerge by isolating research problems.
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Designing means that the project outcomes include at least one working solution supports your claims
DBR does not simply transfer a solution from one domain into another
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Chapter 2 When it is Time to Fight and When to Run
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DBR is a flexible and powerful approach unless you are unprepared or unaware
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Informed Exploration
Enactment
Evaluation: Local Impact
Evaluation: Broader Impact
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Rule No. 1
Find out what you are doing (next)
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Run if you want to
• Want to build a mobile app
• Use a mobile app in your practice
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Fight if
• You have identified a problem rooted in practice
• You can't solve it by combining and deducing mobile solutions and theories
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Rule No. 2
Find out what others did
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Run if
• There are similar (commercial) tools for the problem
• There is a lot of literature
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Fight if
• Tools need more than just a redesign
• The literature does not make sense for your problem
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Rule No. 3
Make sure that DBR is indeed appropriate
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Run if
• Your project can be structured into logical steps
• There are (working) hypotheses that can get tested
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Fight if
• A practical solution is required
• The literature does not provide sufficient information
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Chapter 3 There is always more than One Way
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(Van den Akker, 1999, p. 9)
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(Plomp, 2009, p. 19)
What are the characteristics of an <intervention X> for the purpose/outcome Y (Y1, Y2, …, Yn) in context Z?
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Multi-method means that all means necessary are allowed.
It does not mean that it will be any easier
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Rule No. 1
Always start from a solid research questions to guide the design process
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Rule No. 2
Always answer your questions
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Rule No. 3
Identify methods you can use
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Rule No. 4
Select a method that helps isolating a working hypothesis
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Rule No. 5
Document the identified working hypotheses for further research by others
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• Practice ï ðresearch • Drawing on engineering and technological research • Focusing on design, construction, implementation and
adoption of learning solutions • Process focused and iterative • Interventionist: applied solutions to real educational
problems • Contextual: real people, context, and cultural
background, in-situ investigation/evaluation
DBR
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• Applied • Participatory • Collaborative • Utility oriented • Theory driven • Unifying theory and practice • Evolving • Systemic
DBR
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• Rich feedback
• Responsive
• Flexible • Agile BUT o Multileveled and multifaceted o Complex o Messy
DBR
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• Co-developing theory and design in-situ • Testing in real-world learning situations
involving all actors/end users • With people for people • End-users as partners (active co-creators) • Combination of motivation and efforts • Students as researchers • Diverse evaluation perspectives
Participatory 1/2
“We are moving away from a passive information age towards an active participation age” (Farmer & Gruba, 2006, p. 149)
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• Diverse expertise of practitioners & researchers • Collaboration & support • Network of colleagues
o Flexible dialogue from whenever o Online platform and tools (e.g., Wiggio, Collaborate)
• Dynamic feedback from actors o At milestones and agile
Participatory 2/2
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Context is king
• Evolution of theory
• Evolution of practice
Benefits of DBR (m-learning)
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• Build foundational understanding of m-learning trends and needs
• Gain insight into learner m-learning behaviours • Generate inspiration and ideas for appropriate design • Define what functionality is most critical • Improve the usability of infrastructure • Inform future design solutions • Provide professional development • Raise awareness and understanding of m-learning
More Benefits of DBR (m-learning)
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(Palalas & Hoven, 2013)
(Palalas & Hoven, 2013)
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§ The scope of DBR • complexity of the system – breadth • coordination of research and design activities • no objective measure of learning • amount of data • consensus-reaching and interaction among actors • intensity
§ The role of the researcher • multifaceted • conflicting roles • threats to validity
§ Transferability of findings
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DBR: Recommendations
• Rigorous data collection/analysis procedures • Regular communication • Findings documentation and reporting • Sound conceptual framework • Clear deadlines and deliverables • “Flexible” (academic schedules) • Solid project management a • Collaborative DBR research team
“If a researcher is intimately involved in the conceptualization, design, development, implementation, and researching of a pedagogical approach, then ensuring that
researchers can make credible and trustworthy assertions is a challenge” (Barab & Squire, 2004, p.10)
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• Project context • Objectives • Audience • Location • Methods • Schedule • Outcomes
Plan Well
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[email protected] LinkedIn: http://www.linkedin.com/in/apalalas Presentations: http://www.slideshare.net/agaiza Publications: http://athabascau.academia.edu/apalalas
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Bannan, B. (2009). The Integrative Learning Design Framework: An illustrated example from the domain of instructional technology. In T. Plomp & N. Nieveen (Eds.), An introduction to educational design research (pp. 53-73). SLO: Netherlands Institute for Curriculum Development.
Barab, S., & Squire, K. (2004). Design-Based Research: Putting a stake in the ground. The Journal of the Learning Sciences, 13(1), 1-14. doi:10.1207/s15327809jls1301_1
Brown, A. L. (1992). Design experiments: Theoretical and methodological challenges in creating complex interventions in classroom settings. Journal of the Learning Sciences, 2(2), 141–178.
Collins, A. (1992). Towards a design science of education. In E. Scanlon and T. O’Shea (Eds.), New directions in educational technology (pp. 15–22). Berlin: Springer.
Dede, C. (2004). If Design-Based Research is the answer, what is the question? The Journal of the Instructional Sciences, 13 (1).
Design-Based Research Collective. (2003). Design-Based Research: An emerging paradigm for educational inquiry. Educational Researcher, 32(1), 5-8. Retrieved from http://www.designbasedresearch.org/reppubs/DBRC2003.pdf
Farmer, R., & Gruba, P. (2006). Towards model-driven end-user development in CALL. Computer Assisted Language Learning, 19(2 & 3), 149-191.
Palalas, A. (2012). Design guidelines for a Mobile-Enabled Language Learning system supporting the development of ESP listening skills (Doctoral dissertation, Athabasca University). Retrieved from http://hdl.handle.net/10791/17
Palalas, A., & Hoven, D. (2013). Implications of using DBR to investigate the iterative design of a mobile-enabled language learning system. CALICO
Plomp, T. (2009). Educational design research: An introduction. In T. Plomp & N. Nieveen (Eds.), An introduction to educational design research (pp. 9-36). SLO: Netherlands Institute for Curriculum Development.
Reeves, T. (2006). Design research from a technology perspective. In J. van den Akker, K. Gravemeijer, S. McKenney & N. Nieveen (Eds.), Educational design research: The design, development and evaluation of programs, processes and products (pp. 52-66). New York: Routledge.
Van den Akker, J. (1999). Principles and Methods of Development Research. In J. van den Akker, R.M. Branch, K. Gustafson, N. Nieveen, & T. Plomp (Eds.), Design approaches and tools in education and training (pp. 1-14). Boston: Kluwer Academic.
Wang, F., & Hannafin, M. J. (2005). Design-based research and technology-enhanced learning environments. Educational Technology Research and Development, 53(4), 5-23.