Buy In Paper by a Master's class in instructional technology includes a annotated bibliography
Original url http://www.learningpeaks.com/delta_project/
Michael McCracken, Robert Waters, Why? When an otherwise successful intervention fails, ITiCSE'99
Abstract
Problem-Based Learning (PBL) has been an effective technique in developing self-directed learning and problem- solving skills in students - especially in the medical school environment. This paper looks at some preliminary results of an ethnographic study of students in a software development environment trying to use PBL. Our findings indicate that students need explicit training in group dynamics, students tend to rely excessively on existing knowledge, and they focus almost solely on product-related issues versus process- related ones. We then present some suggested improvements and future planned research.
Andy Williamson, Carolyn Nodder, Patrick Baker, A critique of educational techology research in new zealand since 1996
Abstract
In this paper the authors examine a broad range of literature relating to research into educational technology in New Zealand published since 1996. The literature ranged from conference presentations to journal articles, both printed and online, and from collaborative international research to the reporting of teaching experience. We saw positive signs in terms of the quantity of research being produced in New Zealand; however, the critical questions for our study related to the quality of that work. The study looks at the relationship between the researcher s choice of methodology and their pedagogical framework, concluding that, whilst much of the literature in this field is comparatively light methodologically, this can be justified by a constructivist approach to teaching and learning. New Zealand research appears to be maturing but questions must be asked about a climate that encourages research purely for the sake of the research output and where funding is limited. Perhaps because of the lack of funding opportunities, we are grounded in praxis, more interested in looking at what we do than exploring the theoretical possibilities that technology could offer. Although we tend to ignore the lessons of history, our findings show that government policy is a concern for a number of researchers. This is primarily in terms of the policy makers not being able keep pace with the rapid changes that we have seen but important issues such as funding and training for staff are also discussed.
Raul Zaritsky, Anthony Kelly, Woodie Flowers, Everett Rogers, Patrick O'Neill, Clinical Design Sciences: A View from Sister Design Efforts, Educational Researcher, 32(1), pp32-34
Abstract
In this article the authors argue that the social sciences are clinical-like endeavors, and the sophisticated way that sister fields discover and validate their results may inform research practice in education. The authors provide a brief introduction to three sister fields: engineering product design, research on the diffusion of innovations, and management analysis of institutional change.
The Design-Based Research Collective, Design-Based Research: An Emerging Paradigm for Educational Inquiry, Educational Research, 32(1), pp 5-8
Abstract
The authors argue that design-based research, which blends empirical educational research with the theory-driven design of learning environments, is an important methodology for understanding how, when, and why educational innovations work in practice. Design-based researcher's innovations embody specific theoretical claims about teaching and learning, and help us understand the relationships among educational theory, designed artifact, and practice. Design is central in efforts to foster learning and teaching in complex settings. Design-based research also may contribute to the growth of human capacity for subsequent educational reform.
A summary is available.
Bruce McCandliss, Mindy Kalchman, Peter Bryant, Design Experiments and Laboratory Apporaches to Learning: Steps Toward Collaborative Exchange, Education Researcher, 32(1), pp 14-16
Abstract
This contribution explores how the emerging goals, approaches, and methodologies of design experiments might be productively combined with methods of inquiry common in more traditional laboratory science and considers the potential benefits of such a dialectic. The authors hope to promote a constructive dialogue to help formulate an infrastructure for the science of education that synthesizes theoretical insights supported by a wide array of investigational methodologies (Posner & McCandliss, 1993)
Paul Cobb, Jere Confrey, Andrew diSessa, Richard Lehrer, Leona Schauble, Design Experiments in Educational Research, Educational Researcher, 32(1), 9-13
Abstract
In this article, the authors first idnicate the range of purpose and the variety of settings in which design experiments have been conducted and then delineate five crosscutting features that collectively differentiate design experiments from other methodologies. Design experiments have both a pragmatic bent - "engineering" particular forms of learning - and a theoretical orientation - developing domain-specific theories by studying those forms of learning and the means of supporting them. The authors clarify what is involved in preparing for and carrying out a design experiment, and in conducting a retrospective analysis of the extensive, longitudinal data sets generated during an experiment. Logistical issues, issues of measure, the importance of working through the data systematically, and the need to be explicit about the criteria for making inferences are discussed.
Finbarr Sloane, Stephen Gorard, Exploring Modeling Aspects of Design Experiments, Educational Researcher, 32(1), 29-31
Abstract
In this article the authors use the process of model building (model formulation, fit and validation) in applied settings to raise pertient questions about design experiment (DE) methodology. We argue that the DE work presented in this issue highlights features of model formulation and local validation, but does not discuss model fitting or broader models of validation. This article marks out key areas for the DE community to address and concludes by positing that the concept of artifact failure in design research may be more appropriate area of concern when designing an artifact (whether the artifact is alearning process or a software product). DE research is relatively new as an educational research method (Brown, 1992; Collins, 1992). We believe that DE researchers and more general research methodology communities must work together to fully evaluate and reap the potential rewards of this developing research method.
Joanne Lobato, How design experiments can inform a rethinking of transfer and vice versa, Educational Researcher, 32(1), pp17-20
Abstract
Limitations with current approaches to the investigation of the transfer of learning in design experiments constrain the type of information that is available to researchers as they make design decisions. This article addresses these limitations by presenting a reconceptualization of transfer, called actor-oriented transfer, which emerged from design experiment work. The merits of this alterative model are considered in terms of the information it provides to design experimenters.
Brenda Bannan-Ritland, The Role of Design in Research: The Integrative Learning Design Framework, Educational Researcher, 32(1), 21-24
Abstract
In this article, a general model is proposed for design research in education that grows out of author's research and work in related design fields. The model emphasizes the stage sensitivity of (a) research questions, (b) data and methods, and (c) the need for researchers to design artifacts, processes, and analyses at earlier stages in their research that can then be profitably used (perhaps by different researchers) in later stages.
Anthony Kelly, Research as Design, Educational Researcher, 32(1), pp 3-4, January/February, 2003
Abstract
Inspired by the seminal work of Ann Brown, Allan Collins, Roy Pea and Jan Hawkins, a growing number of researchers have begun to adopt the metaphors and methods of the design and engineering fields. This special issue highlights the work of some of these active researchers and provides a number of commentaries on it.
An abstract is available.
The master reference list contains all the references from the design-based research special issue of Educational Researcher 32(1)
Christopher Hoadley,Creating Context: Design-based research in creating and understanding CSCL, Proceedings of COmputer Support for Cooperative Learning, 2002
Abstract
One of the biggest challenges in helping students learn via CSCL is embedding their work in appropriate social contexts and helping create a culture of inquiry and collaboration. This article describes how design-based research allowed the deliberate evolution of a set of tools and practices to help students collaborate effectively. The SpeakEasy, one of the earliest Web-based discussion boards, was evolved from prior discussion tools, adapted to an Internet-based science learning environment, and evolved to work with both online and offline classroom projects and practices. Research conducted as part of the evolution shows how social cues can be used to help students develop an integrated understanding of science. Implications for the design of sociotechnical systems are discussed.
Richard Shavelson, D.C. Philiops, Lisa Towne, Michael Feuer, On the science of education design studies, Educational Research, 32(1), 25-28
An overview of tutorials/posters run by the CILT (Centre for Innovative Learning Technologies) project for AERA'2003.
Some good references and overview of ideas - about how they went about constructing a database of design principles
Thomas C. Reeves, Enhancing the Worth of Instructional Technology Research through “Design Experiments” and Other Development Research Strategies, International Perspectives on Instructional Technology Research for the 21st Century, New Orleans, LA, April 27, 2000
very good paper - best yet on educational developmental research
A brief summary is available
Ann Brown, Design Experiments: Theoretical and methodological challenges in creating complex interventions in classroom settings, The Journal of the Learning Sciences, 2(2), pp 141-178
1st part describes how one researcher moved from classical psychological research to design type stuff. "I attempt to engineer interventions that not only work by recognizable standards but are also based on theoretical descriptions that delineate why they work, and thus render them reliable and repeatable".
2 diseases of schooling
- inert knowledge - students have facts but cannot access and use appropriately
- passive learning - students do not readily engage in intentional, self-directed action
Lessons from design experiments
- The Hawthorne Effect - nature of control in multifaceted interventions
Any intervention tends to have positive effects merely because of the attention of the experimental team to the subjects' welfare. Has lots of good discussion about this effect and that it is linked to perceived feelings of control.
- The Dewey Effect - romanticization of the process of discovery
- The Reality Effect - problem of the shelf life of successful interventions
Simone Conceicao, Lorraine Sherry, David Gibson, Using developmental research to design, develop, and evaluation an urban education portal, Journal of Interactive Learning Research, 2004, 15(3), 271-286
Abstract
The Teacher Education Network (TEN) PT3 Catalyst Grant, in conjunection with its partner, the Urban Network to IMprove Teacher Education (UNITE), created an Urban Education Portal for its members that provided itneractive and personalized access to a variety of digital resources and tools. The process used to create the protal and manage the digital resources is presented, using Richey and Nelson's (1996) Type I developmental research as the conceptual framework. A general analysis of the design, development and evaluation process is followed by the results of three rounds of usability testing by typical users.
Thomas Reeves, Jan Herrington, Ron Oliver, A development research agenda for online collaborative learning, Educational Technology Research and Development, 52(4), 53-65
Abstract
Traditional "basic to applied" research methods have provided an insufficient basis for advancing the design and implementation of innovative collaborative learning environments. What little progress has been made has been accomplished through "development research," "design experiments," or "formative research." Development research protocols require intensive and long-term collaboration among researchers and practitioners. This paper summarizes a development research success story in collaborative learning at an Australian university. The paper continues with guidelines for implementing development research models more widely, and concludes with a prescription for identifying a collaborative learning research agenda for the next five to ten years.