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Adapting to a Design-Based Professional Learning Intervention

von Barbara Brown, Sharon Friesen, Ronna Mosher, Man-Wai-Chu and Kirk Linton

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

Designing a systematic inquiry-based, and knowledge-building experience through continuing professional learning for teach-ers is a key challenge for school authorities. A total of 26 teachers, five principals, three researchers, one graduate stu-dent, and two contract professionals from a university were involved in a research-practice partnership. The partners en-gaged in a yearlong design-based professional learning series. In this study, design-based research was used as the method-ology to understand the participant responses to professional learning during the design, enactment, and refinement phases used to design the professional learning series. Open-ended survey responses, researcher field notes and documents from the professional learning sessions were analyzed throughout the study and during three phases of the learning design. The results indicated there were four key shifts and corresponding adaptations made by the participants as they responded to and engaged in a continuing.


vorveröffentlicht am 17.08.2021

zur Veröffentlichung vorgesehen in Ausgabe 2 (2021)

 

Constructing a design framework and design methodology from educational design research on real-world educational technology development

von Daranee Lehtonen

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

Educational design research (EDR) seeks to contribute to both practice and theory by developing solutions that improve edu-cational practice and generating usable and generalisable knowledge. Most EDR researchers tend to focus on reporting their research contributions to educational practice. Therefore, there is a need for disseminating research that pays more at-tention to the theoretical contributions of EDR so that those outside a particular EDR project can benefit. This paper focuses on the theoretical contributions, particularly the design frame-work and design methodological knowledge, of a 6-year EDR enquiry that aimed to develop educational technologies that promote primary school mathematics learning and classroom practice. Informed by the literature and direct experiences of working in collaboration with teachers and various disciplines during this iterative study, a design framework for developing real-world educational technologies and guidelines for conduct-ing EDR are proposed. The design framework highlights four essential aspects – content, pedagogy, practice, and technology – that should be considered when developing educational tech-nologies to ensure their educational benefits, feasibility, and successful real-world utilisation and adoption. The proposed guidelines for conducting EDR, such as exploring design alter-natives and employing appropriate design construction and evaluation methods, can assist other researchers, including a single doctoral student, in embracing opportunities and over-coming the challenges that may emerge.


vorveröffentlicht am 15.09.2021

zur Veröffentlichung vorgesehen in Ausgabe 2 (2021)