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Collaboration in the third space in the “Orality in Language-Conscious Subject Teaching” project: requirements and implications for the design-based research process
by Nina Gregori
DOI: The DOI will be added when the issue is published.
Based on the design-based research project “Orality in Language-Conscious Subject Teaching”, this paper illustrates the manner in which collaboration between academic researchers and educators is conceptualised and operationalised. Collaboration between the participants is defined as a fundamental prerequisite of the project, which has a “dual focus” (Aigner & Malmberg, 2022) as the underlying maxim. The concrete concept of collaboration is presented along the sub-steps of the iterative approach, discussing for each step the implications of collaboration for the DBR process and how the participants (jointly) define and fulfil their roles within the individual phases. The central element of collaboration is the combination of conjecture maps and hypothetical learning trajectories, which, once integrated into the DBR process, enable systematic and transparent collaboration, thus laying the foundation for – among other things – a “common language”. The findings presented offer insights for academic researchers and teachers who are planning or carrying out collaborative design-based research projects. They show how conjecture maps and hypothetical learning trajectories can be used in practice to structure collaboration between participants and make this collaboration tangible and visible.
vorveröffentlicht am 02.11.2025
zur Veröffentlichung vorgesehen in Ausgabe 3 (2025)
Design and Implementation of Immersive 360° Videography in Teacher Training
by Martin Berger, Tobias M. Schifferle
DOI: The DOI will be added when the issue is published.
Immersive 360° videography promises great potential for applications in teacher training. Beyond the use of professionally produced 360° videos showcasing exemplary teaching sequences, this technology allows students to reflect on their own lessons as part of their practical training. However, immersive 360° video has yet to see widespread use among students and mentor teachers owing to both pedagogical and technological challenges that need to be addressed. Using a design-based research approach, this study examines an exemplary implementation of immersive 360° video in practical training at the Zurich University of Teacher Education, and explores the relevant questions and challenges. It aims to gain insights that would help in effectively integrating the technology in teacher training, with consideration for pedagogical, technological, and organizational factors. The project findings indicate that incorporating immersive 360° videography into practical training is both pedagogically valuable and technically viable, provided that clear guidelines and sufficient support are available.
vorveröffentlicht am 02.11.2025
zur Veröffentlichung vorgesehen in Ausgabe 3 (2025)
Förderung von KI-Literacy für das Studium: DBR-Studie zur Entwicklung eines Workshop-Konzepts
von Jennifer Preiß, Mareike Bartels, Nadia Blüthmann, Gabi Reinmann
DOI: The DOI will be added when the issue is published.
Die Verbreitung generativer Künstlicher Intelligenz (gKI) stellt Hochschulen vor neue Herausforderungen. Studierende aller Fächer benötigen grundlegende Kompetenzen, um gKI-Systeme kritisch zu bewerten, verantwortungsvoll zu nutzen und effektiv in ihren akademischen Alltag zu integrieren – eine Fähigkeit, die hier als „studiumsrelevante gKI-Literacy" bezeichnet wird. Basierend auf dem Design-Based Research-Ansatz wurde ein Workshop-Konzept entwickelt und iterativ erprobt, das auf den Aufbau dieser Kompetenzen abzielt. Im Fokus standen die Identifikation studiumsrelevanter gKI-Kompetenzen, die Entwicklung eines modularen, flexibel einsetzbaren Formats sowie dessen iterative Erprobung und Weiterentwicklung. Der DBR-Prozess ermöglichte es, theoretische, empirische und praktische Perspektiven gleichermaßen zu integrieren und durch kontinuierliche Rückkopplung mit Lehrenden und Studierenden zu einem anpassungsfähigen und praxistauglichen Konzept zu gelangen. Das Ergebnis bietet Lehrenden eine erprobte und flexible Grundlage, um studiumsrelevante gKI-Literacy zu fördern.
vorveröffentlicht am 09.09.2025
zur Veröffentlichung vorgesehen in Ausgabe 3 (2025)
Bildungsweg-Coaching als innovative Gestaltungskomponente einer studienintegrierenden Ausbildung – Implementierung im Rahmen einer Design-Based Research Studie
von Dieter Euler, Nicole Naeve-Stoß
DOI: The DOI will be added when the issue is published.
Ein beträchtlicher Teil der Schulabgänger:innen ist nach dem Erwerb der Hochschulzugangsberechtigung unentschlossen, ob sie eine Berufsausbildung oder ein Studium aufnehmen sollen. Trotz vielfältiger Angebote der Berufs- und Studienorientierung fühlen sie sich nicht hinreichend entscheidungssicher. Bei vielen von ihnen führt die Einmündung in ein Studium zu Abbrüchen und Umorientierungen, was als eine Fortsetzung der beruflichen Orientierung bzw. des Berufswahlprozesses verstanden werden kann. In dem neu konzipierten Modell einer studienintegrierenden Ausbildung (SiA) ist die Entscheidung über die Option Ausbildung und/oder Studium erst nach Ende einer Grundphase von 12-18 Monaten zu treffen, ohne dass damit ein Abbruch verbunden wäre. Die Grundphase wird durch ein Bildungsweg-Coaching (BC) begleitet, dessen Zielausrichtung und Ausprägungen zunächst nur grob definiert waren. Der Beitrag dokumentiert die Implementierung des BC im Rahmen der SiA auf der methodologischen Grundlage eines Design- Based Research (DBR) Konzepts. Nach den Ausführungen der forschungsmethodologischen Grundlagen und der Entwicklung eines theoretischen Bezugsrahmens werden die Befunde aus den Entwicklungs- und Implementierungsprozessen dargestellt. Über zwei Entwicklungs-, Erprobungs- und Evaluationszyklen entstand aus praktischer Perspektive ein zielpräzisiertes Umsetzungskonzept für das BC, das über den engeren Erprobungsrahmen hinaus in anderen Anwendungsfeldern genutzt werden kann. Als Substrat der wissenschaftlichen Auswertungen wurden insgesamt 29 „Design Principles“ herausgearbeitet, die im Rahmen des DBR-Konzepts als fallübergreifende Befunde die theo- riegeleitete Entwicklung von BC-Konzepten anleiten können.
vorveröffentlicht am 22.09.2025
zur Veröffentlichung vorgesehen in Ausgabe 3 (2025)
Educational pathway coaching as an innovative design component of a study-integrated programme – Implementation as part of a design-based research study
by Dieter Euler, Nicole Naeve-Stoß
DOI: The DOI will be added when the issue is published.
A significant proportion of school leavers are undecided as to whether they should pursue vocational education or embark upon further study following the completion of their higher education entrance qualification. Despite the wide range of available career and study guidance programmes, they do not feel sufficiently confident in their decision. For a significant proportion of individuals, commencing a degree programme often results in the phenomenon of dropout and reorientation. This phenomenon can be interpreted as a continuation of the vocational orientation or career choice process. In the recently developed model of study-integrated vocational education (SiA), the decision regarding the choice of vocational education and/or study is only to be made upon the conclusion of a preliminary phase spanning 12 to 18 months, without this being associated with a dropout. The fundamental stage is accompanied by educational pathway coaching (EPC), the objectives and characteristics of which were initially only approximately defined. The article provides a comprehensive account of the implementation of the EPC within the framework of the SiA, underpinned by the methodological principles of Design-Based Research (DBR). Following a thorough exposition of the methodological principles underpinning the research and the establishment of a theoretical frame of reference, the findings from the development and implementation processes are presented. Over two cycles of development, testing and evaluation, a goal-oriented implementation concept for the EPC was formulated from a practical perspective. This concept can be employed in a range of other fields of application beyond the narrower testing framework. A total of 29 "design principles" were developed as the substrate of the scientific analyses, which can guide the theorybased development of EPC concepts within the framework of the DBR concept as cross-case findings.
vorveröffentlicht am 22.09.2025
zur Veröffentlichung vorgesehen in Ausgabe 3 (2025)
Educational Design Research on Person-Centred, Interprofessional Education for Collaborative Practice (IPECP) –Exploring Work Processes of Educators to Identify Design Principles and Develop Guiding Materials
by Anita Kidritsch , Ursula Hemetek , Claudia Zimmel , Ingrid Aerts , Line Atsma , Claudia De Weerdt , Theresa Draxler , Christine Haumer , Sandra Lakke , Christoph Lang , Laura Murtanen , Anu Myllyharju-Puikkonen , Michaela Neubauer , Jaana Ritsilä , Christian F. Freisleben
DOI: The DOI will be added when the issue is published.
Within the rehabilitation sector, students and professionals collaborate interprofessionally when focusing on the functioning of patients. Developing and implementing person-centred, interprofessional education in an institution requires coordinated implementation actions across multiple divisions. The objectives of this study were twofold: firstly, to explore the work processes of educators who implement person-centred, interprofessional education for collaborative practice (IPECP) which, secondly, served to develop process guide materials for educators from various settings. Educational Design Research was conducted in the Erasmus+ project INPRO from 2021 to 2023. It followed an iterative, process-oriented approach that consisted of four complementary workstreams: 1) Literature, needs, and collection of approaches; 2) IPECP design thinking and piloting with project stakeholders; 3) Process guide development and usability testing; 4) Exchange and refinement. A synthesis from each workstream’s findings served to explore the content and structure of process guide materials. Three design topics emerged: a) ‘Facilitating Interprofessional Education in a Global Classroom Setting’; b) ‘Interlinking Higher Education and Rehabilitation Practice’; c) ‘Facilitating Interprofessional Collaborative Practice in Rehabilitation’. This developed theory shows that the needs of educators differed between higher education and rehabilitation settings. As a result, the process guide materials consist of context-specific content. The third topic showed links between the settings regarding the educators’ work process. These findings determined the structure of the process guides. Interlinkages bear a potential for facilitating the transition of educators and students from theory to practice. Future studies may explore the applicability of the findings to other settings and to collaborative (online) learning in general.
vorveröffentlicht am 26.09.2025
zur Veröffentlichung vorgesehen in Ausgabe 3 (2025)
