First Online

How does didactic knowledge develop? Experiences from a design project

von Peter F. E. Sloane and Uwe Krakau

DOI: The DOI will be added when the issue is published.

We, the authors of the paper, have jointly conducted several design-based research (DBR) projects. The subject of this paper is a project lasting approximately 18 months, which dealt with the introduction of a new curriculum in a vocational college. We were involved in different roles: one as a representative of the research community and the other as a representative of the vocational college and thus of practice. In the project, different interests were considered: The research division wanted to generate knowledge while the practitioners were interested in implementing a curriculum and developing new forms of learning and teaching. It is not that we could always assign each of these two perspectives to exactly one of us, even though we were officially researchers and practitioners. We have always approached each other in our DBR projects.
Both perspectives have been incorporated into the paper: One author is concerned with the genesis of knowledge – how knowledge is created in DBR projects, a partly methodological approach. The other author attempts to find theoretical points of reference and reassurances about the project work. This leads to very practical considerations.
The project did not commence with an exactly defined problem; we began with broad concerns that had to be distilled into specific goals over the course of the project.
We had to conduct dialogical planning in our different roles and responsibilities. After each work phase and workshop, we reviewed and made a record of what had happened and how, the condition of the group and what it should work on in the next practical phase. This was supplemented with classroom visits and one-on-one discussions with various project participants. The information derived from these evaluations was subsequently used in the planning of the next cycle. Therefore, in the next cycle, the same project was not conducted, but a revised project was developed, which continued from where the previous cycle had ended. Thus, the problem definition continued evolving. In this paper, we have tried to concisely present how the work progressed in phases and cycles and roughly described the thought process and evaluations that shaped this project. Perceived this way, this paper serves two different interests. First, it shows how a problem definition was developed and further sharpened and what concrete result was obtained in the process. This is indicated by the subtitle. Second, it explains how knowledge is created and defines the scope and specificity of this knowledge.
In many passages, the text refers to special features of German VET and VET research. In order to ensure that readers who are not so familiar with these issues can understand the background, we have introduced grey boxes containing background information. Readers who do not need this information and want to follow the argumentation in a target-aimed way have the opportunity to skip these text passages.


vorveröffentlicht am 20.04.2021

zur Veröffentlichung vorgesehen in Ausgabe 1 (2021)

 

Expansive Design for Teachers
An activity-theoretical approach to design-based research

von Dennis Augustsson

DOI: The DOI will be added when the issue is published.

Innovative designs for learning have implications for the teaching practices and the system in which they are created, often with conflicting motives and tensions on systemic levels. Co-design processes with teachers and researchers require tools and concepts to grasp this complexity and to create durable changes. In the case studied in this article, activity theory and change laboratory methodologies were used in a participatory design process with a small group of teachers. Five key characteristics of the epistemological principles behind the change laboratory methodology were identified and analysed. The the-oretical framework enabled tools for a collective analysis of the origin and development of systemic contradictions as well as a model to envision future practices and concrete learning de-signs. Findings suggest that the combination of participatory design and change laboratory methodologies can serve as a vehicle for expansive learning and new innovative learning de-signs in educational settings.


vorveröffentlicht am 26.04.2021

zur Veröffentlichung vorgesehen in Ausgabe 1 (2021)