A Proposed Theory Seeded Methodology for Design Based Research into Effective use of MUVEs in Vocational Education Contexts

2013 ◽  
Vol 4 (2) ◽  
pp. 50-64
Author(s):  
Todd Cochrane ◽  
Niki Davis ◽  
Donna Morrow
Keyword(s):  
Software Development ◽  
Vocational Education ◽  
Traffic Management ◽  
Legitimate Peripheral Participation ◽  
Pedagogical Content ◽  
Design Based Research ◽  
Simulation Based ◽  
Effective Development ◽  
Effective Use ◽  
Software Development Techniques

A methodology for design based research (DBR) into effective development and use of Multi-User Virtual Environments (MUVE) in vocational education is proposed. It blends software development with DBR with two theories selected to inform the methodology. Legitimate peripheral participation LPP (Lave & Wenger, 1991) provides a filter when thinking about vocational education because moving towards being work ready increases the student’s legitimate practices within the vocation. Technological Pedagogical Content Knowledge TPACK (Mishra & Koehler, 2006) provides framework to link content and pedagogy with the MUVE technology. Software development techniques necessary in the development of simulation based MUVEs are shown to have characteristics compatible with development research. A design based methodological process that introduces software development within phases is described. The authors reflect on the methodology after the first phase of research into a MUVE that simulates the hazardous situation of temporary traffic management.

Design-Based Research with AGILE Sprints to Produce MUVES in Vocational Education

2018 ◽  
pp. 607-624
Author(s):  
Todd Cochrane ◽  
Niki E. Davis ◽  
Julie Mackey
Keyword(s):  
Software Development ◽  
Vocational Education ◽  
Traffic Management ◽  
Design Thinking ◽  
Legitimate Peripheral Participation ◽  
Design Development ◽  
Pedagogical Content ◽  
Design Based Research ◽  
Agile Software ◽  
Software Development Techniques

An innovative approach to effective design, development and testing of Multi-User Virtual Environments (MUVE) in vocational education is provided. It blends Agile software development with design based research (DBR), seeded with educational frameworks and theories relevant to vocational education. Legitimate peripheral participation was used as a filter to inform design thinking for authentic vocational contexts because moving towards being work ready increases the student's legitimate practices particular to a vocation. Technological Pedagogical Content Knowledge TPACK (Mishra & Koehler 2006) provided a framework to link content and pedagogy with the MUVE technology. Software development techniques for MUVEs are shown to have characteristics compatible with design based research. A design based methodological process that introduces software development within phases is described. The approach is illustrated in the design of two MUVE to simulate (1) the hazardous situation of temporary traffic management and (2) communication on a maritime ship's bridge.

Design-Based Research with AGILE Sprints to Produce MUVES in Vocational Education

2015 ◽  
pp. 291-313
Author(s):  
Todd Cochrane ◽  
Niki E. Davis ◽  
Julie Mackey
Keyword(s):  
Software Development ◽  
Vocational Education ◽  
Traffic Management ◽  
Design Thinking ◽  
Legitimate Peripheral Participation ◽  
Design Development ◽  
Pedagogical Content ◽  
Design Based Research ◽  
Agile Software ◽  
Software Development Techniques

An innovative approach to effective design, development and testing of Multi-User Virtual Environments (MUVE) in vocational education is provided. It blends Agile software development with design based research (DBR), seeded with educational frameworks and theories relevant to vocational education. Legitimate peripheral participation was used as a filter to inform design thinking for authentic vocational contexts because moving towards being work ready increases the student's legitimate practices particular to a vocation. Technological Pedagogical Content Knowledge TPACK (Mishra & Koehler 2006) provided a framework to link content and pedagogy with the MUVE technology. Software development techniques for MUVEs are shown to have characteristics compatible with design based research. A design based methodological process that introduces software development within phases is described. The approach is illustrated in the design of two MUVE to simulate (1) the hazardous situation of temporary traffic management and (2) communication on a maritime ship's bridge.

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.

The Agile Hour in a Virtual World

2015 ◽  
pp. 1386-1405
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 Virtual World Workshop Environment for Learning Agile Software Development Techniques

2012 ◽  
Vol 3 (1) ◽  
pp. 37-54 ◽  
Author(s):  
David Parsons ◽  
Rosemary Stockdale
Keyword(s):  
Software Development ◽  
Virtual Environments ◽  
Agile Software Development ◽  
Research Approach ◽  
Basic Principles ◽  
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. This article reports on a longitudinal project that seeks to establish 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 authors take a design-based research approach that allows for cycles of learning and reflection that has enabled following an iterative path of development through two major iterations. The authors trace the research path followed from the real world workshop to its virtual incarnation, describing the design philosophy and the constructed virtual artefacts. The authors conclude by reflecting on the insights into learner perceptions and practical implementations gained from building and evaluating the virtual workshop.

scholarly journals Teachers and researchers as co-designers? A design-based research on reading comprehension instruction in primary education

2019 ◽  
Vol 3 (1) ◽  
Author(s):  
Suzanne Bogaerds-Hazenberg ◽  
Jacqueline Evers-Vermeul ◽  
Huub Van den Bergh
Keyword(s):  
Reading Comprehension ◽  
Educational Practice ◽  
Design Principles ◽  
Authentic Texts ◽  
Primary School Teachers ◽  
Pedagogical Content ◽  
Design Based Research ◽  
Teacher Professionalization ◽  
Text Structures ◽  
High Level

Insights from scientific reading research only partially resonate in Dutch teaching materials for reading comprehension, and hence in the classroom. As an attempt to bridge the gap between science and educational practice, a design-based research was conducted in which four primary school teachers translated four researcher-provided design principles into practice. In two successive design cycles, the teachers designed and implemented lessons on informational text structures, under supervision of two researchers. The aim of the study was to gain insight into the viability of the design principles and into the level of support teachers need in order to become effective co-designers. Based on data from lesson artefacts, teacher logbooks, panel interviews and lesson observations, we found that the teachers experienced several implementation difficulties. These difficulties were partially due to the fact that there was a tension between two design principles, and that one design principle needed refinement. However, in most cases, the implementation difficulties could be explained by teachers’ limited pedagogical content knowledge. As a result, the teachers needed a high level of support, especially in text selection and revision. Teacher beliefs and habits also interfered with the implementation of the design principles, especially when it came to the importance of working with authentic texts, and teachers’ views on effective modeling.Our study raises questions about the feasibility of equal participation of researchers and teachers at the start of a DBR project, but also shows how DBR can successfully contribute to teacher professionalization if researchers provide adequate support throughout the design process.

Applications of Data Mining in Software Development Life Cycle

2014 ◽  
pp. 67-79
Author(s):  
Naveen Dahiya ◽  
Vishal Bhatnagar ◽  
Manjeet Singh ◽  
Neeti Sangwan
Keyword(s):  
Data Mining ◽  
Life Cycle ◽  
Software Development ◽  
Future Research ◽  
Data Mining Techniques ◽  
Use Of Data ◽  
Development Life Cycle ◽  
Efficient Information ◽  
Software Development Life Cycle ◽  
Effective Use

Data mining has proven to be an important technique in terms of efficient information extraction, classification, clustering, and prediction of future trends from a database. The valuable properties of data mining have been put to use in many applications. One such application is Software Development Life Cycle (SDLC), where effective use of data mining techniques has been made by researchers. An exhaustive survey on application of data mining in SDLC has not been done in the past. In this chapter, the authors carry out an in-depth survey of existing literature focused towards application of data mining in SDLC and propose a framework that will classify the work done by various researchers in identification of prominent data mining techniques used in various phases of SDLC and pave the way for future research in the emerging area of data mining in SDLC.

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