Creation and Evaluation of a Novel, Interdisciplinary Debriefing Program Using a Design Based Research Approach

2021 ◽  
Author(s):  
Christie Lech ◽  
Erika Betancourt ◽  
Jo Shapiro ◽  
Diana H.J.M. Dolmans ◽  
Martin Pusic
Keyword(s):  
Research Approach ◽  
Design Based Research

scholarly journals Does Scientific Evaluation Matter? Improving Digital Simulation Games by Design-Based Research

2020 ◽  
Vol 9 (9) ◽  
pp. 155 ◽  
Author(s):  
Sven Ivens ◽  
Monika Oberle
Keyword(s):  
Civic Education ◽  
Game Design ◽  
Digital Simulation ◽  
Educational Interventions ◽  
Simulation Game ◽  
Research Approach ◽  
Scientific Evaluation ◽  
Simulation Games ◽  
Design Based Research ◽  
Term Evaluation

Grounded in a design-based research approach, the aim of this article is to determine whether scientific evaluations help to (a) identify and fix problems in educational interventions and (b) eventually foster a more effective and positive evaluated intervention. Therefore, data from a longer-term evaluation of short digital simulation games about the European Parliament for civic education in schools were used. The data included three cycles of interventions with pre- and post-evaluations starting with the first prototype in 2015/2016 (n = 209), the second cycle in 2017/18 (n = 97), and the last one in 2019/20 (n = 222). After each evaluation, major problems and critiques regarding the simulation game were discussed with the developers, and changes were implemented in the game design. The four most important problems, the processes by which they were improved and the reactions of the participants in the following evaluations are pointed out in the article. A comparison of the last and first evaluation cycle showed an overall improvement of the simulation game regarding its effectiveness in transferring EU knowledge and the participants’ general satisfaction with the simulation game. This study underlines the value of the design-based research approach for developing educational interventions and can be useful for further work on civic education measures and the implementation of digital simulation games.

Understanding Cellular Respiration in Terms of Matter & Energy within Ecosystems

2014 ◽  
Vol 76 (6) ◽  
pp. 408-414 ◽  
Author(s):  
Joshua S. White ◽  
April C. Maskiewicz
Keyword(s):  
Student Understanding ◽  
Next Generation Science Standards ◽  
Cellular Respiration ◽  
Research Approach ◽  
Science Standards ◽  
Design Based Research ◽  
Written Responses ◽  
Ecosystem Level ◽  
Quantitative Results ◽  
Matter Energy

Using a design-based research approach, we developed a data-rich problem (DRP) set to improve student understanding of cellular respiration at the ecosystem level. The problem tasks engage students in data analysis to develop biological explanations. Several of the tasks and their implementation are described. Quantitative results suggest that students from the experimental class who participated in the DRP showed significant gains on cellular respiration posttest items, and students from the control class who participated in a non-DRP task showed no significant gains. Qualitative results from interviews and written responses showed that students from the experimental class progressed to deeper “levels of achievement” in cellular respiration. The data-rich tasks promote student understanding of cellular respiration, matter transformation, decomposition, and energy transformation – all goals recommended by the Next Generation Science Standards.

scholarly journals Corpus-Informed Pedagogy in a Language Course

2020 ◽  
pp. 305-334 ◽  
Author(s):  
Nina Vyatkina
Keyword(s):  
Teaching And Learning ◽  
Turn Of The Century ◽  
Data Driven ◽  
Research Approach ◽  
Methodological Framework ◽  
Practical Application ◽  
Design Based Research ◽  
Regular Classrooms ◽  
Language Courses ◽  
Pedagogical Frameworks

Data-Driven Learning (DDL), or a corpus-based method of language teaching and learning, has been developing rapidly since the turn of the century and has been shown to be effective and efficient. Nevertheless, DDL is still not widely used in regular classrooms for a number of reasons. One of them is that few workable pedagogical frameworks have been suggested for integrating DDL into language courses and curricula. This chapter describes an exemplar of a practical application of such a pedagogical framework to a high-intermediate university-level German as a foreign language course with a significant DDL component. The Design-Based Research approach is used as the main methodological framework. The chapter concludes with a discussion of wider pedagogical implications.

scholarly journals Integrating technologies into ‘‘authentic’’ assessment design: an affordances approach

2013 ◽  
Vol 21 ◽  
Author(s):  
Richard Osborne ◽  
Elisabeth Dunne ◽  
Paul Farrand
Keyword(s):  
Authentic Assessment ◽  
Digital Culture ◽  
Research Approach ◽  
Learning Technology ◽  
Design Based Research ◽  
National Surveys ◽  
Assessment Design ◽  
Local Stakeholders ◽  
Key Driver ◽  
The University

Current pressures in higher education around student employability are driving new initiatives for change. Assessment is also a topic of debate, as it is a key driver of student behaviour, yet often falls behind other metrics in national surveys. In addition, increasing focus on digital literacies is catalysing new appreciations of what emerging digital culture might mean for both students and staff. These three highly topical challenges were jointly explored by the University of Exeter’s Collaborate project, which aimed to create employability-focused assessments enhanced by technology. By combining existing research on assessment with grounded data derived from local stakeholders, the project has developed a model for assessment design which embeds employability directly into the curriculum. Digital technologies have been aligned with this model using a “top trump” metaphor, where key affordances of technologies are highlighted in the context of the model. This paper explores the design-based research approach taken to develop this model and associated “top trumps”, along with results from the first practical iteration. Results suggest that the model is effective in supporting the design of an “authentic” assessment and that a targeted affordances approach can support the alignment of specific technologies with a particular pedagogic design.Keywords: employability; assessment; authentic; affordance; evaluation(Published: 6 September 2013)Citation: Research in Learning Technology 2013, 21: 21986 - http://dx.doi.org/10.3402/rlt.v21i0.21986

The Agile Hour in a Virtual World

2014 ◽  
pp. 196-215
Author(s):  
David Parsons ◽  
Rosemary Stockdale
Keyword(s):  
Software Development ◽  
Virtual Teams ◽  
Research Process ◽  
Agile Software Development ◽  
Research Approach ◽  
Design Based Research ◽  
Learner Perceptions ◽  
The Subject ◽  
Agile Software ◽  
Software Development Techniques

Multi-User Virtual Environments (MUVEs) are the subject of increasing interest for educators and trainers. In the context of software development, they are beginning to see increasing use both as learning spaces and as a richer means of collaboration for virtual teams. This chapter reflects on a project that developed and evaluated a virtual agile software development workshop hosted in the Open Wonderland MUVE, designed to help learners to understand the basic principles of some core agile software development techniques. The work took a design-based research approach, following a reflective path of development through two major iterations. The authors trace the research process from a real world implementation of the “agile hour” workshop to its virtual incarnation, describing the design philosophy and the constructed virtual artifacts. They conclude by reflecting on the insights into learner perceptions and practical implementations gained from building and evaluating the Open Wonderland workshop.

A design-based research approach for developing data-focussed business curricula

2019 ◽  
Vol 25 (1) ◽  
pp. 553-581 ◽  
Author(s):  
Shah J. Miah ◽  
Ian Solomonides ◽  
John G. Gammack
Keyword(s):  
Research Approach ◽  
Design Based Research ◽  
Business Curricula

Development of a Middle School Online Science Curriculum

2020 ◽  
pp. 186-224
Author(s):  
Fatima E. Terrazas-Arellanes ◽  
Lisa A. Strycker ◽  
Emily D. Walden ◽  
Carolyn Knox
Keyword(s):  
Middle School ◽  
Research Methodology ◽  
Science Curriculum ◽  
Research Approach ◽  
Multiple Sources ◽  
General Education Students ◽  
Design Based Research ◽  
Students With Ld ◽  
Feasibility Evaluation ◽  
Stage 1

Design-based research methodology was used to guide a line of research to develop, implement, revise, and evaluate the ESCOLAR online science curriculum for middle school students, including general education students, English language learners (ELs) primarily of Hispanic origin, and students with high-incidence learning disabilities (LD). The iterative research approach was carried out in three stages with multiple steps per stage: (1) Stage 1, or informed exploration, identified and described the problem under investigation; (2) Stage 2, or enactment, redesigned previously developed online science units, implemented each unit in case studies, and completed a feasibility evaluation; and (3) Stage 3, or evaluation of local impact, documented the efficacy of the science curriculum with a randomized controlled trial. The present chapter focuses on the second and third stages, demonstrating the process by which the ESCOLAR curriculum was repeatedly refined with input from stakeholders, and then examined for feasibility of implementation, usefulness in helping teachers engage with students, and efficacy in deepening student science knowledge. Data were drawn from multiple sources, including teacher logs, student and teacher surveys, web analytics, student notebooks, content assessments, and focus groups. Results indicate that the ESCOLAR curriculum was feasible to implement, useful, and effective, and may now be adopted as an evidence-based intervention to enhance science learning among diverse students. The data-driven, design-based research methodology proved to be a practical framework, and underscored the critical importance of considering all stakeholders in the process of curriculum design, refinement, and evaluation. This chapter offers a model for the development of constructivist science instructional materials for ELs and students with LD using online, multimedia technology.

scholarly journals Supporting New Teachers as Designers of Learning

2020 ◽  
Vol 10 (8) ◽  
pp. 207
Author(s):  
Barbara Brown ◽  
Sharon Friesen ◽  
Jaime Beck ◽  
Verena Roberts
Keyword(s):  
Professional Learning ◽  
Professional Practice ◽  
New Teachers ◽  
Qualitative Data ◽  
Research Approach ◽  
Design Based Research ◽  
Learning Intervention ◽  
Field Notes ◽  
Supporting New Teachers ◽  
One Year

The aim of this study was to examine a professional learning intervention designed to support new teachers with implementing professional practice competencies. Partners from a school authority joined researcher-practitioners from a university to engage in designing a professional learning series for new teachers. A design-based research approach using quantitative (pre- and post-surveys) and qualitative data (artifacts of learning, field notes, classroom observations) were analyzed over one year. There were over 450 participants involved in the professional learning series. The findings indicated the professional learning intervention positioned new teachers as designers of learning engaging in continuous cycles of design–enactment–reflection and strengthened their pedagogical capacity to interconnect professional practice competencies with support from a community of learners. The findings from this study have implications for supporting new teachers during a period of induction and demonstrate one way to provide new teachers with the foundation for continual growth throughout their career.

Sign in / Sign up

Export Citation Format

Share Document