Education Commons^™

Design And Implementation Of 360-Degree Video Vignettes In Immersive Virtual Reality: A Quality Management In Higher Education Case, Martha Snyder, Steven Kramer, Diane Lippe, Sharan Sankar

The Qualitative Report

Immersive virtual reality (IVR) in higher education has gained traction as a way to engage learners in immersive and authentic learning experiences. However, there is a need for guidance on how to design and implement IVR solutions. We used a design-based research methodology to answer the following overarching research question and sub-questions: (1) How can 360-degree video vignettes presented within an IVR environment be designed and implemented to facilitate quality management competencies? (1a) How do learners experience this technology? (1b) What is the process for creating and implementing this technology? (1c) How can we best design the learning experience? We …

Using Ozobots To Learn Character Traits, Kimberly Dawn Eure

Teaching & Learning Theses & Dissertations

Technology is utilized in everyday life. As such, teachers can employ educational robots and technology to assist in growing skills in collaboration, communication, computational thinking, and problem-solving. Educational robots also appear to increase engagement and motivation in students to participate in lessons. This study employed design-based research (DBR) to explore the use of Ozobots in teaching character traits in a fourth-grade classroom. Together with fourth-grade teachers, a set of lessons was created that employed Ozobots to engage students in learning character traits. Two technology integration frameworks, technological pedagogical and content knowledge (TPACK) and Substitution, Augmentation, Modification, and Redefinition (SAMR), were …

Learning In A Community : An Investigation Of Mentor Inquiry Into Formative Assessment Practices, Erin Riley-Lepo

Theses, Dissertations and Culminating Projects

This qualitative, instrumental case study examined how a mentor inquiry community can serve as a space for mentors to articulate their knowledge and what about the inquiry community, its characteristics, might harm or help that development. Using Design-Based Research as the methodology, a mentor inquiry community, composed of three university-based mentors of preservice teachers and I engaged inquiry. Mentors showed their knowledge through their storytelling and problematizing each other’s work. The inquiry community was facilitated by shared symbolic language, and mentors’ off-task talk hindered the current work of the community but may have opened up new avenues of inquiry for …

Conceptions Of Adult Education Teachers-In-Training Regarding The Media Literacy Education Of Older People. A Phenomenographic Study To Inform A Course Design, Hanna Vuojärvi, Sirpa Purtilo-Nieminen, Päivi Rasi, Susanna Rivinen

Journal of Media Literacy Education

This phenomenographic study represents part of an ongoing design-based research initiative to inform the design of a new course on older people’s media literacy in the adult-education teacher-education context. The aim was to describe the conceptions of teachers-in-training regarding media literacy education for older people. The data consist of students’ written assignments in which they defined the concept of older people, their societal roles, and of the media literacy education targeting them. The participants included teachers-in-training (N = 22) from a Finnish university’s teacher education program. The data were analyzed qualitatively with the aim of exploring how these students …

Re-Designing Infrastructure As A Strategy For Crafting Coherence Across Three Networks Focused On The Implementation Of The Next Generation Science Standards, Jonathan L. Hall, Todd Campbell, Lisa Lundgren

Teacher Education and Technology Faculty Publications

This design-based research project reports on three multilevel networks that were focused on implementing the Next Generation Science Standards (NGSS). Given the recent attention to understanding infrastructure to craft coherence in NGSS implementation, this research investigated how these networks iteratively re-designed infrastructure as they engaged in implementing the NGSS. This focus is particularly important in the current context of NGSS implementation since needed infrastructure did not accompany the dissemination of the standards. The three networks were the following: mentor teachers, district specialists, and interim assessment specialists. Qualitative cases based on recordings of network working sessions, interviews with members, and artifacts …

Design-Based Research: Students Seeking Co-Op In Refined Educational Model, Dennis Rogalsky, Ron Ulseth

Integrated Engineering Department Publications

This research paper continues a longitudinal implementation of a design-based research (DBR) study/implementation for a new co-op centric educational model. This is a benchmarking study by the university program.

The new model is an adaptation of two recently recognized (by a 2018 MIT report) emerging world-leading engineering educational models, Charles Sturt University (Australia) and Iron Range Engineering (Minnesota). Adapted from Charles Sturt is the co-op model whereby students spend an initial on-campus period and then combine co-op work placements and on-line learning all the way to degree completion. Adapted from Iron Range are the curricular strategies that empower a graduate …

Lessons Learned From Creating Videos For Online Video-Based Instructional Modules In Mathematics Teacher Education, Patrick R. Lowenthal, Laurie O. Cavey

Educational Technology Faculty Publications and Presentations

Video can be a powerful tool, with a long history of use in teacher education. Despite the increased popularity of using video in teacher education over the years, questions remain about effective ways to create and use video in online video-based instructional modules. Given this, in this paper we describe some lessons learned creating videos for online video-based instructional modules for secondary mathematics teacher candidates, as a part of a National Science Foundation (NSF) IUSE program (Award No. 1726543) funded project. We specifically focus on how we recorded interviews with middle and high school students, and iteratively developed the online …

Preservice Teachers’ Use Of The Technology Integration Planning Cycle: Lessons Learned, Kristi Tamte Bergeson, Beth Beschorner

Reading Horizons: A Journal of Literacy and Language Arts

Preservice teachers (PSTs) often feel unprepared to utilize digital tools in meaningful ways that support learning in the elementary classroom. It is imperative that teacher preparation programs provide support in this area so that children can learn to use digital tools to communicate in the 21st century. Previous research suggests that the Technology Integration Planning Cycle (TIPC) can support teachers in making wise decisions related to the use of digital tools to support a literacy goal. In the present study, the authors examined how the TIPC can be used with PSTs as they develop technological, pedagogical, and content knowledge and …

Critical Language Awareness Pedagogy In First-Year Composition: A Design-Based Research Study, Megan Michelle Weaver

English Theses & Dissertations

In this design-based research (DBR) study, I collaborated with two first-year composition (FYC) instructors in designing and implementing Critical Language Awareness (CLA) pedagogy to promote students’ linguistic consciousness while strengthening and enhancing their postsecondary writing skills. I designed and implemented this study by drawing on a critical theory of language, informed by literature on language ideologies (Silverstein, 1979; Irvine & Gal, 2000; Kroskrity, 2010) and raciolinguistics (Flores & Rosa, 2015; Alim, 2016), and a critical theory of pedagogy, informed by literature on critical pedagogy (Freire, 1970, 1973; Giroux, 2011) and critical race pedagogy (Ladson-Billings & Tate, 1995; Lynn, 1999). After …

School Librarians Making Global Connections: Conjecture Mapping And Researcher Practitioner Partnerships, Barbara Schultz-Jones, Marcia Mardis, Sue Kimmel

STEMPS Faculty Publications

Dr. Barbara Schultz-Jones (University of North Texas), Dr Marcia Mardis (Florida State University) and Dr Sue Kimmel (Old Dominion University, Virginia) share their research on a way to support evidence building of causal relationships between the school library and a teacher librarian’s contribution to student outcomes.

Learning Sciences For Computing Education, Lauren Margulieux, Brian Dorn, Kristin Searle

Learning Sciences Faculty Publications

his chapter discusses potential and current overlaps between the learning sciences and computing education research in their origins, theory, and methodology. After an introduction to learning sciences, the chapter describes how both learning sciences and computing education research developed as distinct fields from cognitive science. Despite common roots and common goals, the authors argue that the two fields are less integrated than they should be and recommend theories and methodologies from the learning sciences that could be used more widely in computing education research. The chapter selects for discussion one general learning theory from each of cognition (constructivism), instructional design …

Spanish For Lunch: Engaging Young Interpreters In Teacher Professional Development, Kevin Landon Johnstun

Theses and Dissertations

Across the United States, schools are largely segregated by race and ethnicity, resulting in schools that are densely Latino and teaching staff who are overwhelming monolingual English speakers, as most teachers are white women. This has created difficulty in home communication in these schools. Given the positive impacts of personal and frequent home communication, a greater capacity of teachers to communicate with parents may be an important asset in school improvement efforts. This study looks at ongoing design-based research efforts to engage bilingual students in helping their teachers become more capable of communicating in Spanish. Through online-delivered challenges, teachers and …

Beating The Bamboozle: Literacy Pedagogy Design And The Technicality Of Sfl, Erika Matruglio

Australian Journal of Teacher Education

This paper explores the issue of metalanguage and writing instruction in the senior secondary curriculum. It reports on the use of a design based research collaboration between a very experienced teacher of Ancient History and a research team with the aim of improving literacy outcomes for a group of disadvantaged students. The case highlights some of the challenges implicated in this close work between educational linguistic theorists as language specialists and classroom practitioners as subject specialists. In particular, it raises the issue of how to provide already experienced teachers with a metalanguage to express their implicit knowledge about text more …

Co-Design For Curriculum Planning: A Model For Professional Development For High School Teachers, Nick Kelly, Natalie Wright, Les Dawes, Jeremy Kerr, Amanda Robertson

Australian Journal of Teacher Education

This paper describes a model for teacher professional development as co-design for curriculum planning in which facilitators with design and pedagogical expertise iteratively work with groups of secondary school teachers, one school at a time, to plan whole terms of work, as a form of teacher professional development. It contains preliminary results from a design-based research study involving co-design with digital technologies teachers in two Australian secondary schools. It describes two phases of design involving workshops, strategies and instruments that work to facilitate effective co-design with teachers. Results from this pilot study suggest that the co-design for curriculum planning model …

Using Analytics To Transform A Problem-Based Case Library: An Educational Design Research Approach, Matthew Schmidt, Andrew A. Tawfik

Interdisciplinary Journal of Problem-Based Learning

This article describes the iterative design, development, and evaluation of a case-based learning environment focusing on an ill-structured sales management problem. We discuss our processes and situate them within the broader framework of educational design research. The learning environment evolved over the course of three design phases. A semisummative evaluation of student concept maps after the third phase revealed unsatisfactory learning outcomes. This paper focuses on how we investigated design flaws that contributed to poor learning performance. A specific focus of our investigation was the use of Google Analytics data, which uncovered weaknesses in our design. Based on our findings, …

Problem-Based Assignments As A Trigger For Developing Ethical And Reflective Competencies, Dieter Euler, Patrizia Kühner

Interdisciplinary Journal of Problem-Based Learning

The following research question serves as the starting point of this research and development project: How, in the context of a didactic design, can problem-based assignments trigger learning activities for the development of ethical and reflective competencies in students in economics courses? This paper focuses on the design of problem-based assignments as a trigger for purposeful learning activities, and, based on the literature, summarizes the principles of problem-based assignment design. A case study on the “city economics” topic outlines the implementation of these principles in a specific economics class context. In the context of a design-based research approach, the development …

Design-Based Research Mobile Gaming For Learning Jewish History, Tikkun Olam, And Civics, Owen Gottlieb

Articles

How can Design-Based Research (DBR) be used in the study of video games, religious literacy, and learning? DBR uses a variety of pragmatically selected mixed methods approaches to design learning interventions. Researchers, working with educators and learners, design and co-design learning artifacts and environments. They analyze those artifacts and environments as they are used by educators and learners, and then iterate based on mixed methods data analysis. DBR is suited for any "rich contextualized setting in which people have agency." (Hoadley 2013) such as formal or informal learning environments.

The case covered in this chapter is a mobile Augmented Reality …

Urban Students' Motivation In A Stem-Related Afterschool Program, Timothy Hicks, Tugba Ayer, Aeslya Fuqua, Jonathan D. Cohen

Georgia Educational Research Association Conference

AMAYS is a design-based research project involving the creation, implementation, and evaluation of an informal learning environment (ILE) that combines elements of culturally relevant pedagogy, informal STEM learning, and gamified learning design. The target population is traditionally underserved middle school students in the greater Atlanta area. A pre-pilot study testing of the AMAYS intervention with a sample target population was completed this summer. Data sources consisted of field notes and open-ended interviews. The researchers used grounded theory in order to allow the data to lead us towards any conclusions. Data were analyzed at first with open coding and then with …

Mobile Inquiry-As-Play In Mathematics Teacher Education, Jeremiah I. Holden

Remi Holden

Purpose

This study aims to describe the feasibility of designing and fostering pre-service teacher inquiry at the intersection of community and disciplinary engagement. Mapping My Math (MMM), a game-based and mobile learning activity, guided pre-service teachers in playfully exploring mathematics featured in the everyday activities of people and places and creatively representing this inquiry with digital media.

Design/methodology/approach

This study draws from design-based research that examined the role of place, digital media and mobility in mathematics teacher education. Design narrative methods describe how MMM was created, implemented and refined to support disciplinary inquiry across settings given the evolution of tools, …

Reflection: Research By Design: Design-Based Research And The Higher Degree Research Student, Shannon Kennedy-Clark

Shannon Kennedy-Clark

One of my first thoughts upon being asked to revisit this article (Kennedy-Clark, 2013) was to reflect upon how much research has been done on design-based research as a methodology. So, in this response, I will draw upon some of the main ideas that are coming from recent studies and consider this in the context of Higher Degree Research (HDR). When I was first introduced to design-based research, it was the methodological approach being used in a grant-funded research project at the Centre for Computer Supported Learning and Cognition (CoCo Lab) at the University of Sydney, Australia, where we were …

Developing Distance Education Content Using The Tappa Process, Robert L. Moore

STEMPS Faculty Publications

The proliferation of distance education has occurred alongside the emerging technologies of the Web 2.0 and Web 3.0 environments, changing the way instructors approach, design, and deliver their instructional materials. In the past, instructional design (ID) practitioners relied on instruction system design (ISD) models that focused primarily on macroinstruction. It is now important for these practitioners to use microinstruction strategies to keep pace with the technology evolution. This case study describes the TAPPA (Target, Accomplishment, Past, Prototype, Artifact) Process which was created using the Generic Model for Design Research (GMDR) proposed by McKenney and Reeves (2012) and uses selected ID …

Problems Without Ceilings: How Mentors And Novices Frame And Work On Problems-Of-Practice, Jessica Thompson, Sara Hagenah, Karin Lohwasser, Kat Laxton

Curriculum, Instruction, and Foundational Studies Faculty Publications and Presentations

Support for new forms of teaching expertise with rigorous and equitable outcomes for student learning is a particular challenge when communities of actors working together do not share a similar language or vision of teaching practice. For this project we coordinated activities in and outside of secondary science classrooms for Cooperating Teachers (CTs) and their Pre-Service Teachers (PSTs) to inquire into a set of research-based teaching practices and tools. Using frame analysis we contrast three problems of practice addressed by 23 dyads: problems of developing novice teachers, problems of improving teaching, and problems of improving student learning. The last frame, …

“The Best Place We Can Learn From Is Ourselves”The Development, Implementation And Use Of An Online Patient-Based Community Of Practice For People With Type 2 Diabetes, Glenn Mason

Adult Education Research Conference

This paper reports on the development, implementation and use of a patient-centred online community of practice for people with type 2 diabetes mellitus. In this qualitative study, the theoretical framework of activity theory is adopted to describe the complexity of the use of the system and to frame the evaluation of the use of the learning environment.

Applying Reflection And Self-Assessment Practices To Integrative Stem Lessons: A Design-Based Research Study To Develop An Instrument For Elementary Practitioners, Diana V. Cantu

STEMPS Theses & Dissertations

This study utilized design-based research (DBR) to develop an empirically substantiated local instruction theory about the use of self-assessment and reflection in creating and assessing integrative STEM lessons. The research goals that guided this study are:

1. Determine the initial STEM self-efficacy level for the study's participants. 2. Utilize theories of reflection and self-assessment to create an instrument for preparing and assessing an integrative STEM lesson. 3. Refine the instrument through two Design-Based Research macro cycles to ensure appropriate content and applicability for use in a K-2 elementary classroom.

A conjectured local instruction theory was developed through the study's literature …

Reflection: Research By Design: Design-Based Research And The Higher Degree Research Student, Shannon Kennedy-Clark

Education Papers and Journal Articles

One of my first thoughts upon being asked to revisit this article (Kennedy-Clark, 2013) was to reflect upon how much research has been done on design-based research as a methodology. So, in this response, I will draw upon some of the main ideas that are coming from recent studies and consider this in the context of Higher Degree Research (HDR). When I was first introduced to design-based research, it was the methodological approach being used in a grant-funded research project at the Centre for Computer Supported Learning and Cognition (CoCo Lab) at the University of Sydney, Australia, where we were …

Creating A Multimedia Enhanced Problem-Based Learning Environment For Middle School Science: Voices From The Developers, Min Liu, Lucas Horton, Jaejin Lee, Jina Kang, Jason Rosenblum, Matthew O’Hair, Chu-Wei Lu

Interdisciplinary Journal of Problem-Based Learning

This paper describes the design and development process used to create Alien Rescue, a multimedia-enhanced learning environment that supports problem-based learning (PBL) in middle school science. The goal of the project is to further our understandings of technology, pedagogy, and instructional theories as they relate to the application of PBL within middle school classrooms through the application of design-based research. A unique characteristic of the project is that it is developed entirely by a team of graduate learning technologies students, working under the direction and supervision of the faculty. Throughout the development process, graduate student developers learn steps and strategies …

Sense Of Community In A Blended Technology Integration Course: A Design-Based Research Study, John Buckley Harrison

Theses and Dissertations

This design-based research study explored whether Sense of Community was maintained while flexibility in the course was increased through an adoption of a unique blended learning model. Data collected in this study show a significant drop in the sense of connectedness score from a mean of 50.8 out of 66 to a mean of 39.68 in the first iteration. The score then began to gradually increase, reaching 50.65 in the third iteration. Results indicate that transitioning to a blended learning environment may be a suitable option to increase flexibility while maintaining a Sense of Community in a project-based course. Future …

The Effect Of Scaffolded Strategies On Content Learning In A Designed Science Cyberlearning Environment, Cynthia Lee Kern

UNLV Theses, Dissertations, Professional Papers, and Capstones

Scientific inscriptions--graphs, diagrams, and data--and argumentation are integral to generating and communicating scientific understanding. Scientific inscriptions and argumentation are also important to learning science. However, previous research has indicated that learners struggle to understand and learn science content represented in inscriptions. Furthermore, when learners engage in argumentation, learning science content becomes secondary to the learning of argumentation skills. This design-based research study is nested within the larger effort to inform the design and development of the 5-Featured Dynamic Inquiry Enterprise design framework (5-DIE) for cyberlearning environments and to advance theory associated with the difficulties learners have with scientific inscriptions and …

A Warranted Domain Theory And Developmental Framework For A Web-Based Treatment In Support Of Physician Wellness, David Scott Donnelly

USF Tampa Graduate Theses and Dissertations

This study employed a design-based research methodology to develop a theoretically sound approach for designing instructional treatments. The instruction of interest addressed the broad issue of physician wellness among medical school faculty, with particular emphasis on physician self-diagnosis and self-care. The theoretically sound approach comprised a domain theory and design framework. The domain theory was posited subsequent to an examination of the literature, and subjected to expert examination through three cycles of instructional treatment development. The design framework for crafting the treatment was created from components of existing frameworks, and evolved with the cycles of development. The instructional treatment was …

A Design-Based Research Study Examining The Impact Of Motivational Emailed Messages To First Year Students, Sara Elizabeth Kacin

Wayne State University Dissertations

SARA E. KACIN

May 2013

Advisor: Dr. Monica W. Tracey

Major: Instructional Technology

Degree: Doctor of Philosophy

This research study examined the effects of strategically designed motivational emails using the instructional design strategy ARCS (Keller, 1987abc) for first year students in a face to face setting. A design based research approach applying a mixed study of quantitative and qualitative research methods was taken. Quantitative and qualitative data in terms of student motivation and perceptions of the motivational emails were collected through three iterative design cycles. A multiple choice comprehensive pre test and post test were given to students to detect …