Building bridges between theory and practice in medical education using a design-based research approach: AMEE Guide No. 60

2012 ◽  
Vol 34 (1) ◽  
pp. 1-10 ◽  
Author(s):  
Diana H. J. M. Dolmans ◽  
D. Tigelaar
Keyword(s):  
Medical Education ◽  
Theory And Practice ◽  
Research Approach ◽  
Design Based Research

scholarly journals 3 A`s of Reflexive Design Thinking in Architecture

2018 ◽  
Vol 6 (11) ◽  
pp. 49
Author(s):  
Gokce Ketizmen Onal
Keyword(s):  
Architectural Design ◽  
Design Thinking ◽  
Theory And Practice ◽  
Three Dimensions ◽  
Value Systems ◽  
Research Approach ◽  
Design Based Research ◽  
Research Perspective ◽  
Basic Attitude ◽  
Creative Generation

The present study intends to discuss reflexive design thinking in architecture with respect to the interactions between three main dimensions and with the aim to disclose the interrogative considerations in architecture; the identical features, in various actions and contexts. The main objective is to uncover new connections and new potentials that are equally essential in architectural thinking, the inquiry through theory construction and the connection to practice, as well as the basic attitude of initiating thinking on iterative possibilities.Within this scope, the present study develops a reflexive design approach in architecture, by layering the theoretical and practical dimensions, taking creative generation and transformation into consideration. Accordingly, the whole structure of the value systems is accepted as reflexive architectural thinking that is formed by three dimensions: Architect, Action, Artifact. These contents, accepted as the main subjects of research approach, are each evaluated in the light of knowledge systems and conditions. The present study utilizes this research perspective in order to analyze and discuss the basic dimensions of design thinking in a reflexive way, through presenting a discourse on its meanings, context and contents. Therefore, the present study an attempt in architectural design-based research to develop a reflexive methodology for re-interpreting and re-formulating the relation between theory and practice.

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.

Population Health and Social Governance: A Review, an Update, Some Clarifications, and a Response

2018 ◽  
Vol 29 (5) ◽  
pp. 731-738 ◽  
Author(s):  
Patrick O’Byrne
Keyword(s):  
Critical Theory ◽  
Population Health ◽  
Health Research ◽  
Theory And Practice ◽  
Research Approach ◽  
Qualitative Health Research ◽  
Social Governance ◽  
Depth Study ◽  
And Control

Critical theory is a paradigm that promotes viewpoints that are alternative and, at times, contrary to mainstream beliefs and dictates. In 2012, I adopted this perspective to review the role of ethnography and surmised that the data which arise from this research approach, which I described as an in-depth study of cultures, can be used to discipline and control these groups. In this edition of Qualitative Health Research, another author has critiqued this position. In this article, I review this critique, reiterate my position, update the data I used for my 2012 article, and highlight how I navigate what I feel is a tension between critical theory and practice.

scholarly journals Attractor states, control parameters, and co-adaptation in instructed L2 inferential comprehension: a design-based research study of a critical reading intervention

2013 ◽  
Vol 13 (2) ◽  
pp. 463-492
Author(s):  
Moisés Damián Perales Escudero
Keyword(s):  
Reading Intervention ◽  
Meaning Making ◽  
Theory And Practice ◽  
Control Parameters ◽  
Critical Reading ◽  
Design Based Research ◽  
Instructional Needs ◽  
Rhetorical Genre ◽  
L1 And L2 ◽  
Inferential Comprehension

Previous L1 and L2 research on inferential comprehension has tended to follow a quantitative orientation. By contrast, L2 research on critical reading is qualitative and tends to ignore inferences. This paper presents a qualitative, design-based study of a critical reading intervention focused on promoting generative rhetorical inferences and investigating co-adaptation and emergence of new meaning-making capacities. Complexity theory (CT) constructs were used to research processes of co-adaptation between the participants' comprehension and the teacher-researcher's understanding of learning and instructional needs. Identification of attractor states and control parameters in classroom discourse were used to explore unpredicted factors influencing the participants' inferential comprehension and further refine the intervention. The results indicate that rhetorical genre knowledge acted as a control parameter driving the students' comprehension to attractor states characterized by implausible inferences, and that this knowledge explains the emergence of pragmatic meaning (rhetorical inferences) from semantic meaning. The paper illustrates the usefulness of CT constructs in doing design-based research qualitatively in a manner that informs both theory and practice.

scholarly journals KECERDASAN SPASIAL DALAM MEMAHAMI TRIMATRA: STUDI STRATEGI PEMBELAJARAN MATA KULIAH NIRMANA 2 (TRIMATRA)

PRASI ◽  
2020 ◽  
Vol 15 (01) ◽  
pp. 10
Author(s):  
Ernawati Ernawati
Keyword(s):  
Learning Strategies ◽  
Theory And Practice ◽  
Research Approach ◽  
Design Modification ◽  
Art And Design ◽  
Design Elements ◽  
Spatial Intelligence ◽  
Visual Spatial ◽  
Kurt Lewin ◽  
Design Students

ABSTRAK           Tujuan penelitian ini untuk  berdiskusi strategi pembelajaran yang oftimal sehingga tercapai tujuan  sesuai dengan visi dan  misi mata kuliah Nirmana 2 (Trimatra) yang tercantum pada kurikulum. Metode pada penelitian ini menerapkan metode tindakan kelas (PTK) dengan pendekatan model PTK dari Kurt Lewin. Nirmana 2 (Trimatra) mempersiapkan mahasiswa untuk memiliki kepekaan rasa, ketajaman analisis visual dan pemahaman mendalam terhadap ilmu dasar seni rupa dan desain. Nirmana berpengaruh terhadap mata kuliah lainnya yang berhubungan denagn teori maupun praktik desain komunikasi visual. Modifikasi strategi pembelajaran nirmana 2 (Trimatra) dengan kontekstual (visual-spasial) dan evaluasi penilaian mampu menjadi poin penting dalam mengatur suasana kelas yang kondusif, meningkatkan kualitas semangat belajar dan menigkatkan pemahaman serta kreativitas mahasiswa untuk berkarya.Katakunci : Nirmana 2,  Spasial, Strategi Pembelajaran, visualABSTRACT          The purpose of this study is to discuss optimal learning strategies so that the objective is achieved under the vision and mission of Nirmana II (Trimatra) courses listed in the curriculum. The method in this study applied classroom action research (PTK) with the research approach from Kurt Lewin, which aimed to explore the strategic roles of the spatial intelligence learning toward the process of students’ creativity development in Nirmala learning. Arts and design students have a close relationship with creativity and sensitivity in which they need preparation in understanding the governance of design elements. Spatial intelligence is an ability to visualize the ideas relating to space and place. Spatial intelligence is an intelligence possessed by most fine art and design students. Nirmana II (Trimatra) prepares students to have a sense of taste, sharpness of visual analysis, and a deep understanding of the basic fine arts and design. Nirmana influences other courses relating to the theory and practice of visual communication design. Modification of the Nirmana II learning strategy (Trimatra) with contextual (visual-spatial) and evaluation assessment can be important points in managing a conducive classroom atmosphere, improving the quality of enthusiasm for learning, and increasing students' understanding and creativity to work. The analysis process is done by collecting data that is measurable.Keywords: Nirmana II, spatial, learning strategies, visual  

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 Design-Based Research: Definition, Characteristics, Application and Challenges

2019 ◽  
Vol 5 (1) ◽  
pp. 26-35
Author(s):  
Hamed Vaezi ◽  
Hossein Karimi Moonaghi ◽  
Reyhaneh Golbaf
Keyword(s):  
Medical Education ◽  
Practical Knowledge ◽  
Educational Innovation ◽  
Sources Of Information ◽  
Multiple Sources ◽  
Short Term ◽  
Web Based ◽  
Design Based Research ◽  
Definition Of ◽  
New Research

In recent years medical education has developed dramatically, but lecturers often cite the existence of a gap between theoretical and practical knowledge. In the first decade of the present century, new research methodology named “design-based research (DBR)” was developed, which most experts and journals refer to as a fundamental way to make changes in the quality and applicability of studies and educational research as well as to enhance and improve the practice of instruction. The aim of the present study was introducing design-based research and its concepts, features, applications, and challenges. A narrative review was conducted in 2018. For this purpose, authorized English academic database including Web of Science, Science Direct, Google Scholar, international database and library in medical research filed with keywords including “design-based research, definition of DBR, DBR applications, medical education, and DBR challenges” without date limitation until 2018.11.21 were screened. Overall, 68 articles were selected and after careful reading, 21 article with related subjects were selected for material extraction. The conclusion was made that DBR that combines empirical research with design-based theories could be considered as an effective method for understanding quality, time and the cause of the phenomenon of educational innovation in practice. Usually DBR is formed by initial evaluation of a problem that occurs in a particular context, and this assessment continues throughout design and implementation. One of the characteristics of DBR is the guiding team, which includes researchers, professionals, designers, managers, teachers, trainers and others whose expertise and knowledge may in some way help. The application of DBR in web-based training programs is quite evident. The probability of non-returns in short-term projects is one of the main challenges of DBR. Medical education has developed dramatically in recent years, but it has made little progress in promoting innovative research methodologies. DBR can be used as a bridge between theories and practice and provide the basis for close communication between researchers, designers, and participants. By applying sophisticated methods and multiple sources of information, the success rate of an intervention in a particular environment is assessed, which ultimately leads to improved theories.

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

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