« Invitation to seminar: Action Research | Blog home | Invitation to guest seminar: Arts-Informed Research »

business learning training articles new learning business training opportunities finance learning training deposit money learning making training art loan learning training deposits make learning your training home good income learning outcome training issue medicine learning training drugs market learning money training trends self learning roof training repairing market learning training online secure skin learning training tools wedding learning training jewellery newspaper learning for training magazine geo learning training places business learning training design Car learning and training Jips production learning training business ladies learning cosmetics training sector sport learning and training fat burn vat learning insurance training price fitness learning training program furniture learning at training home which learning insurance training firms new learning devoloping training technology healthy learning training nutrition dress learning training up company learning training income insurance learning and training life dream learning training home create learning new training business individual learning loan training form cooking learning training ingredients which learning firms training is good choosing learning most training efficient business comment learning on training goods technology learning training business secret learning of training business company learning training redirects credits learning in training business guide learning for training business cheap learning insurance training tips selling learning training abroad protein learning training diets improve learning your training home security learning training importance

Design-Based Research

Presenter: Peter Reimann

Respondent: Richard Walker

Time: 4:30-6:30pm, 30 April 2009 (refreshments at 4:30pm for 5:00pm start)

Venue: 351, Education Building (A35), The University of Sydney

Design-based Research: We need to do better, by Peter Reimann

Design-Based Research (DBR), with the Design Experiment as its main practical method, can be characterized as an in-ter-disciplinary “mixed-method” research approach conducted “in the field” that serves applied as well as theory-building purposes.

I argue that by and large the potential of DBR has yet to be realized because the manner in which DBR has been conducted so far has many shortcomings: there are substantial yet unresolved methodological issues (e.g. theory-orientation only weakly developed, an impoverished of 'design' and 'designing', limited scalability), numerous practical challenges for the researcher who wants to employ DBR (e.g. hard to teach and learn, making this a ‘high-risk’ strategy for Ph.D. students), and dissemination of results beyond academic circles is still in the aspirational stage. Building on Markauskaite & Reimann (2008), I will identify some of the main causes for this malaise, and make suggestions for how to move forward.


Design experiments: Their relevance and importance for educational research, by Richard Walker

The notion of design experiments was first introduced by Ann Brown in 1992. Since that time there have been several successive waves of interest in this notion, culminating in recent chapters by Middleton et al (2008), Schwartz et al (2008), Cobb & Gravemeijer (2008), Lesh et al (2008) and Lobato (2008). In her original article, Brown argued for de-sign experiments on the grounds that they would make laboratory experiments and theory development more relevant to educational practice and vice versa. This presentation will explain the notion of the design experiment and its evolution since Brown’s original article, examine the instantiation of this notion in at least one research program, and will highlight some of the methodological and other issues involved in conducting this kind of research. It will be argued that design experiments need to be an essential component of educational research into learning, motivation and cognition if such research is to have any relevance for educational practice.


About presenters

Professor Peter Reimann is currently employed as Professor of Education in the Faculty of Education and Social Work, University of Sydney, and Senior Researcher in the University's Centre for Research on Computer-supported Learning and Cognition (CoCo). Peter's primary research areas are learning research with a focus on educational computing, multimedia-based and knowledge-based learning environments, e-learning, and the development of evaluation and assessment methods for the effectiveness of computer-based tech-nologies. Current research activities comprise, among other issues, the analysis of individual and group problem solving/learning proc-esses and possible support by means of ICT, and analysis of the use of mobile IT in informal learning settings (outdoors, in museums, etc). He's also interested in e-research methods for learning research, in particular educational process and text mining. A relevant recent publication for the topic of this seminar series is: Markauskaite, L., & Reimann, P. (2008). Enhancing and scaling-up design-based research: The potential of e-research. Paper presented at the International Learning Science Conference - ICLS 2008, Utrecht, The Netherlands (24-28 July 2008) from URL.

Dr Richard Walker teaches in educational psychology at postgraduate and undergraduate levels In the Faculty of Education and So-cial Work at the University of Sydney. He was engaged in design-based research into the fostering of tertiary communities of learners in the mid 1990’s. This work was presented at international conferences and in a chapter in D. M. McInerney & S. Van Etten (Eds.). (2003). Sociocultural influences and teacher education programs. Greenwich, Connecticut: Information Age Publishing. More recently Richard has been, along with his research students, a member of an international group of researchers whose aim is to conduct re-search into learning and motivation in naturally occurring educational contexts. He has published a number journal articles and book chapters on various aspects of motivation and learning. Invited chapters on the sociocultural approach to motivation will appear in E. Baker, B McGaw & P. Peterson (Eds-in-Chief) International encyclopedia of education (3rd Ed) and in T. Urdan, S. Karabenick & F. Pa-jares (Eds.) Advances in motivation and achievement: The next decade of research in motivation and achievement (Vol 16) in 2010.

Session archive

  • Session recording AVI
  • Presentation slides PDF

Some references & recommended readings

Seminal works

  • Collins, A. (1992). Toward a design science of education. New directions in educational technology. In E. Scanlon and T. O'Shea. Berlin, Springer.
  • Brown, A. L. (1992). Design experiments: Theoretical and methodological challenges in creating complex interventions. The Journal of the Learning Sciences, 2, 141-178.

Classical readings

  • Educational Researcher (special issue), 2003, 32(1).
  • The Journal of the Learning Sciences (special issue), 2004, 13(1).
  • Educational Psychologist (special issue), 2004, 39(4).
  • Handbook of Design Research Methods in Education: Innovations in Science, Technology, Engineering, and Mathematics Learning and Teaching, edited by A. Kelly, R. Lesh, and J. Baek, Routledge, 2008.
  • Educational Design Research edited by Jan Van Den Akker, Koeno Gravemeijer and Susan McKenney, Routledge, 2005.

Readings for “beginners”

  • Barab, S. (2006). Design-based research: A methodological toolkit. In R. K. Sawyer (Ed.), The Cambridge Handbook of the Learning Sciences (pp. 153-170). Cambridge: Cambridge University Press.
  • Barab, S. A., & Squire, K. (2004). Design-based research: Putting a stake in the ground. The Journal of the Learning Sciences, 13(1), 1-14.
  • Collins, A., Joseph, D., & Bielaczyc, K. (2004). Design research: Theoretical and methodological issues. The Journal of the Learning Sciences, 13(1), 15-42.
  • Confrey, R. (2006). The evolution of design studies as methodology. In R. K. Sawyer (Ed.), The Cambridge Handbook of the Learning Sciences (pp. 135-152). Cambridge: Cambridge University Press.

Issues, debates & methodological innovations

  • Collins, A., Joseph, D., & Bielaczyc, K. (2004). Design research: Theoretical and methodological issues. The Journal of the Learning Sciences, 13(1), 15-42.
  • Markauskaite, L., & Reimann, P. (2008). Enabling teacher-led research and innovation: A conceptual design of an inquiry framework for ICT-enhanced teacher innovation. Paper presented at the World Conference on Educational Multimedia, Hypermedia and Telecommunications 2008.
  • Markauskaite, L., & Reimann, P. (2008). Enhancing and scaling-up design-based research: The potential of e-research. Paper presented at the The International Conference of Learning Sciences. ICLS 2008. from http://www.fi.uu.nl/en/icls2008/343/paper343.pdf.