scholarly journals Integrating Educational Design Research and Design Thinking to Enable Creative Pedagogies

2020 ◽  
Vol 2 (2) ◽  
pp. 1-14
Author(s):  
Thomas Cochrane ◽  
Joshua Munn
Keyword(s):  
Social Media ◽  
Curriculum Design ◽  
Design Research ◽  
Design Thinking ◽  
Design Stage ◽  
Educational Design ◽  
Curriculum Redesign ◽  
Educational Design Research ◽  
Design Research Methodology ◽  
Research And Design

This paper explores the interrelationship between educational design research, and design thinking that guides the design stage, enabling the design of authentic collaborative mobile learning environments. As an example the article outlines the design thinking principles and processes that informed the development of wireless mobile presentation systems (MOAs) designed to create a flexible infrastructure to enable the exploration of new pedagogies in different educational contexts. The project used design thinking within an educational design research methodology to provide an in house solution to creating a supporting infrastructure to enable the implementation of a new framework for creative pedagogies and curriculum redesign. The article reflects upon example implementations of using mobile social media and MOAs as a catalyst for implementing our framework for creative pedagogies, and propose collaborative curriculum design principles for integrating the use of mobile social media within new pedagogical paradigms.

scholarly journals Developing anatomy demonstrations of the future: The role of team-teaching

2020 ◽  
Vol 17 (5) ◽  
pp. 148-164
Author(s):  
Diane L. Hughes ◽  
◽  
Laura Y. Whitburn ◽  
Meg Colasante ◽  
Aaron C. McDonald ◽  
...  
Keyword(s):  
Team Teaching ◽  
Online Survey ◽  
Design Research ◽  
Teaching Quality ◽  
Teaching Staff ◽  
Educational Design ◽  
Educational Design Research ◽  
The Future ◽  
Design Research Methodology ◽  
Staff Experiences

Recent decades have seen cadaveric anatomy teaching decline and shift from traditionally team-taught practicals in large dissection laboratories to sole-taught classes in smaller laboratories. Such changes may alter teaching quality due to loss of peer teacher interactions in class. The current study aimed to compare experiences of team-taught versus sole-taught practicals in the same course across two campuses. This paper presents on the staff experiences. The study utilised educational design research methodology for an iterative approach to solving the problem of optimising cadaveric-based teaching. Classes at the metropolitan campus were team-taught (lead demonstrator, clinical demonstrator and near-peer demonstrator, n=18) and sole-taught at the regional, smaller campus (lead demonstrator only, n=5). Demonstrators completed an anonymous online survey that explored their teaching experiences and thematic analysis of survey data was conducted. Benefits of team-teaching were captured under the themes learn-observe-support, more time with students and catering for student differences. While most team-teaching staff reported no challenges, some noted the need for time to establish effective team dynamics. Sole-teaching staff reported the benefit of consistency in teaching but challenges in providing adequate support to all students. While sole-teaching facilitates consistency in teaching, team-teaching enables staff to develop teaching expertise and anatomical knowledge from interactions with a range of demonstrators during practicals. Team-teaching facilitates knowledge transfer between staff, and this holds important workforce implications for developing anatomy teachers of the future.

scholarly journals Editorial

2019 ◽  
Vol 7 (3) ◽  
Author(s):  
Johannes Pernaa ◽  
Veli-Matti Vesterinen
Keyword(s):  
Research Methods ◽  
Research Methodology ◽  
Design Research ◽  
Design Development ◽  
Special Issue ◽  
Educational Design ◽  
Research Traditions ◽  
The Past ◽  
Educational Design Research ◽  
Design Research Methodology

During the past few decades, several interconnected research traditions have paid more and more attention to the process of educational design. Educational design research and other design-oriented methods seek solutions for complex educational problems through systematic, iterative, and continuing process of design, development, and evaluation of educational practices. This special issue presents six articles including research on educational design research methodology as well as research utilizing educational design research methods.

scholarly journals Comics for inclusive English language learning: the CIELL app, supporting dyslexic English language learners

2021 ◽  
pp. 161-166
Author(s):  
Shaunna Joannidou ◽  
Julie-Ann Sime
Keyword(s):  
Language Learning ◽  
English Language ◽  
Design Research ◽  
Language Teachers ◽  
English Language Learning ◽  
Proficiency Tests ◽  
Educational Design ◽  
Educational Design Research ◽  
Qualitative Feedback ◽  
Design Research Methodology

As teaching moves increasingly online, language teachers are faced with the challenge of how to support dyslexic students in an inclusive manner in and out of the classroom. This paper will focus on an innovative educational multi-modal, mobile application – Comics for Inclusive English Language Learning (CIELL) – supporting upper-intermediate and advanced English as a Foreign Language (EFL) students with dyslexia when faced with language proficiency tests and academic writing tasks. A cyclical educational design research methodology (McKenney & Reeves, 2019) was used to include three cycles of feedback from stakeholders so that their views and suggestions would inform the development of an alpha, beta, and gamma version of the app, thereby maximising practical relevance. The discussion of the quantitative and qualitative feedback is supported by educational design research.

scholarly journals Simulation research and design: a dual-level framework for multi-project research programs

2020 ◽  
Author(s):  
Maximilian C. Fink ◽  
Anika Radkowitsch ◽  
Elisabeth Bauer ◽  
Michael Sailer ◽  
Jan Kiesewetter ◽  
...  
Keyword(s):  
Design Process ◽  
Design Research ◽  
Research Committee ◽  
Educational Design ◽  
Simulation Research ◽  
Research Programs ◽  
Educational Design Research ◽  
Simulation Based ◽  
Research And Design ◽  
Practical Level

AbstractCollaborations between researchers and practitioners have recently become increasingly popular in education, and educational design research (EDR) may benefit greatly from investigating such partnerships. One important domain in which EDR on collaborations between researchers and practitioners can be applied is research on simulation-based learning. However, frameworks describing both research and design processes in research programs on simulation-based learning are currently lacking. The framework proposed in this paper addresses this research gap. It is derived from theory and delineates levels, phases, activities, roles, and products of research programs to develop simulations as complex scientific artifacts for research purposes. This dual-level framework applies to research programs with a research committee and multiple subordinate research projects. The proposed framework is illustrated by examples from the actual research and design process of an interdisciplinary research program investigating the facilitation of diagnostic competences through instructional support in simulations. On a theoretical level, the framework contributes primarily to the literature of EDR by offering a unique dual-level perspective. Moreover, on a practical level, the framework may help by providing recommendations to guide the research and design process in research programs.

Designing a creative programming unit within the elementary school core curriculum

2020 ◽  
Author(s):  
Yumiko Murai ◽  
Ryohei Ikejiri ◽  
Yuhei Yamauchi ◽  
Ai Tanaka ◽  
Seiko Nakano
Keyword(s):  
Core Curriculum ◽  
Design Research ◽  
Empirical Studies ◽  
School Curriculum ◽  
Educational Design ◽  
Current Trends ◽  
Educational Design Research ◽  
Creative Learning ◽  
Uncertain Future ◽  
The Impact

Cultivating children’s creativity and imagination is fundamental to preparing them for an increasingly complex and uncertain future. Engaging in creative learning enables children to think independently and critically, work cooperatively, and take risks while actively engaging in problem solving. While current trends in education, such as maker movements and computer science education, are dramatically expanding children’s opportunities for engagement in creative learning, comparatively few empirical studies explore how creative learning can be integrated into the school curriculum. The educational design research described in this paper focuses on a curriculum unit that enables students to engage with creative learning through computer programming activities while meeting curriculum goals. The data provided in this paper were drawn from three classroom tryouts, the results of which were used to drive an iterative design process. This paper also shares several insights on the impact of creative learning in curriculum teaching.

scholarly journals Neither the frying pan nor the fire: In search of a balanced authentic e-learning design through an educational design research process

2014 ◽  
Vol 15 (2) ◽  
Author(s):  
Hanna Teräs ◽  
Jan Herrington
Keyword(s):  
Professional Development ◽  
Design Research ◽  
Development Program ◽  
Research Process ◽  
Learning Program ◽  
Educational Design ◽  
Educational Design Research ◽  
E Learning ◽  
Teaching Faculty ◽  
The Impact

<p class="Abstract"><span lang="EN-GB">Teaching in higher education in the 21st century can be a demanding and complex role and academic educators around the globe are dealing with questions related to change. This paper describes a new type of a professional development program for teaching faculty, using a pedagogical model based on the principles of authentic e-learning. The program was developed with the help of an iterative educational design research process and rapid prototyping based on on-going research and redesign. This paper describes how the findings of the evaluations guided the design process and how the impact of the measures taken was in turn researched, in order to eventually identify and refine design principles for an authentic e-learning program for international teaching faculty professional development.</span></p>

scholarly journals PENGGUNAAN ALAT PERAGA SEDERHANA BERBASIS STEM DALAM PEMBELAJARAN SAINS PADA SD/MI

2020 ◽  
Vol 5 (2) ◽  
pp. 50-57
Author(s):  
Dwi Purbaningrum
Keyword(s):  
Design Research ◽  
Educational Design ◽  
Educational Design Research ◽  
Design And Construction

Penelitian ini merupakan penelitian pengembangan media pembelajaran berupa kompor tenaga matahari berbasis STEM materi sains sekolah dasar untuk mendukung Kurikulum 2013. Penelitian ini sebagai solusi dari permasalahan pendidik mengenai pembelajaran menggunakan media pada Kurikulum 2013 dalam menghadapi tuntutan pendidikan abad 21. Diharapkan peserta didik memiliki pengetahuan dan keterampilan STEM secara terpadu yang dapat diterapkan mulai dari tingkat Sekolah Dasar (SD). Penelitian ini bertujuan untuk: 1) mendeskripsikan dasar kebutuhan pembelajaran menggunakan alat peraga berbasis STEM; 2) mengembangkan rancangan alat peraga sederhana berbasis STEM; 3) mendeskripsikan alat peraga sederhana bebasis STEM. Desain penelitian yang digunakan adalah model Educational Design Research (EDR) menurut McKenney & Reaves, yang terdiri dari tiga tahap yaitu: 1) Analysis and Exploration; 2) Design and Construction; 3) Evaluation and Reflection. Penelitian ini dilakukan sampai tahap kedua yaitu Design dan Construction. Alat peraga yang digunakan adalah kompor tenaga matahari yang dapat digunakan pada materi sumber energi. Pengembangan hasil rancangan alat peraga sederhana berbasis STEM dilakukan dengan menyusun RPP yang berpotensi, menganalisis KD berbasis STEM, dan menyiapkan alat maupun bahan yang digunakan dalam percobaan. Alat peraga sederhana berbasis STEM berbentuk kubus yang berasal dari kardus bekas, kemudian empat bagian atas tutup kardus dilapisi kertas silver yang berguna untuk memantulkan cahaya sebagai sumber panas.

scholarly journals Praktikalitas E-modul Redoks dan Sel Elektrokimia Berbasis GDL untuk Kelas XII SMA

EduKimia ◽  
2021 ◽  
Vol 3 (2) ◽  
pp. 109-114
Author(s):  
Amanda Mareza ◽  
Yerimadesi Yerimadesi
Keyword(s):  
High School Students ◽  
Design Research ◽  
Development Model ◽  
Electrochemical Cells ◽  
Teaching Materials ◽  
School Students ◽  
Educational Design ◽  
High Category ◽  
Educational Design Research ◽  
Very High

Teaching materials are said to be practical if the practitioners or the experts state that the developed teaching materials can be applied in the research. The purpose of this research is to reveal the practicality of redox e-modules and GDL-based electrochemical cells for XII grade of high school students. This research is a continuation of educational design research with the Plomp development model at the prototyping stage, this research was conducted at SMAN 1 Lintau Buo Utara. The data were analyzed with the Aiken V formula. The results of one-to-one evaluation showed that the e-module uses clear fonts, covers and attractive designs, the language used is easy to understand, the presentation of coherent material, videos and animations can help students to understand the material. The results of the analysis on the average Aiken V formula obtained a V value of 0.88 at the small group stage and 0.86 at the high category field test stage. This data is evidenced by the ability of students to answer questions on the e-module by 90.5 percent with a very high category. Based on the data analysis, it is concluded that the e-module redox and electrochemical cells based on GDL are practically used in the learning process with a high practicality category.

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