Design- Based Research: New Research Paradigm

Design- Based Research: A New Research Paradigm for Open and Distance Learning Feb, 2007 Terry Anderson, Ph.D. Canada Research Chair in Distance Education

Presentation Overview ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Why is Distance Education Better Than Sex? ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Athabasca University, Alberta, Canada * Athabasca University ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Paced Full Arts & Sc. MBA, MA, MSc 22,144 Israel 6.2 m 1971 Open University Israel UGrad Contin-uous entry Full Arts and Science MBA MDE 661,000 9.980,000 Alberta 3.2 m Canada 32.8 m 1972 Athabasca University Pacing Degrees Area (sq.kms) Population Founded

Distance Education Research ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Typical DE Research ,[object Object],[object Object],[object Object]

Defining Research ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Why Do Research in Distance Education? ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Why Educational Research ‘Just Don’t Get No Respect’ ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Rodney Dangerfield

Assessment of DE Research ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

A practitioner's perception of educational research ,[object Object]

Barriers to Educational Research ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Who Should Do Research? ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

How do we Build a Culture of Research in Distance Education?

Research Paradigms ,[object Object],[object Object],[object Object],[object Object]

Quantitative Paradigm ,[object Object],[object Object],[object Object],[object Object],[object Object]

[object Object],[object Object]

The challenge of meeting criteria for quantitative study ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Is meta analysis the gold standard? ,[object Object]

Quantitative Ex. – Meta-Analysis ,[object Object],[object Object],[object Object],[object Object]

Ungerleider, C., & Burns, T. (2003) . A systematic review of the effectiveness and efficiency of networked ICT in education . P.38 Ottawa: Industry Canada. Retireved Jan. 24, 2004 from http://www.lnt.ca/technology/ict/SystematicReview.pdf

USA Department of Education (2003) guidelines for Identifying and Implementing Educational Practices Supported By Rigorous Evidence:

Quantitative Summary ,[object Object],[object Object],[object Object],[object Object]

Qualitative Paradigm ,[object Object],[object Object],[object Object],[object Object]

1 st Qualitative Example ,[object Object],[object Object],[object Object]

Johnson H. (2007). Dialogue and the Construction of Knowledge in E-Learning: Exploring Students' Perceptions of Their Learning While Using Blackboard's Asynchronous Discussion Board. EURODL ,[object Object],[object Object],[object Object],[object Object],[object Object]

Qualitative Summary ,[object Object],[object Object],[object Object],[object Object]

Critical Example Friesen, N. (submitted). The Experience of Computer Use: Expert Knowledge and User Know-How. GLIMPSE: Phenomenology and Media. ,[object Object],[object Object],[object Object],[object Object]

Do These Research Paradigms Meet the Real Needs of Practicing Distance Educators?

But what type of research has most effect on practice? ,[object Object],[object Object],[object Object]

But what type of research has most effect on Practice? ,[object Object]

[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

4 th Paradigm Design-Based Research ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

The Contextual Turn ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Context creates Content creates Context deFigueiredo (2005) Learning Contexts a Blueprint for Research,

The Complexity Turn ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Context Evaluation & Assessment Design Intervention Pervasive effect of assessment Design

4th Paradigm Design Studies ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Design Based Example 1 - Athabasca ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Call Centres: Answer 80% of student inquiries Saves over $100,000 /year

Stage 1: Informed Exploration ,[object Object],[object Object]

Stage 1: Informed Exploration ,[object Object],[object Object],[object Object],[object Object]

Stage 2: Enactment ,[object Object],[object Object],[object Object],[object Object]

Stage 3 Local Evaluation ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Stage 3 Local Evaluation ,[object Object],[object Object]

Stage 4: Broader Impact Evaluation ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Stage Four - Trials in Multiple Context ,[object Object],[object Object],[object Object],[object Object]

Design-Based Study #2 ,[object Object],[object Object],[object Object]

Stage 1: Informed Exploration ,[object Object],[object Object],[object Object],[object Object],[object Object]

Two Solitudes of Distance Education Independent Study 1st gen. correspondence 2nd gen. telecourses Type I Information Technology Collaborative, Distance education 3rd gen. video, audio and computer conf Type C Communications Technology AU Undergrad AU Grad AU Future ?? Anderson, in press

Type S Distance Education Independent Study 1st gen. correspondence 2nd gen. telecourses Type I Information Technology Collaborative, Distance education 3rd gen. video, audio and computer conf Type C Communications Technology Socially Enhanced Independent Learning Type S Social Technology AU Undergrad AU Grad AU Future ?? Anderson, 2006

Learning Freedom ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Educational Social Technology (EST) ,[object Object],[object Object]

Stage 1 Research questions ,[object Object]

Survey results ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Stage 1 summary ,[object Object],[object Object],[object Object],[object Object]

Stage 2: Enactment ,[object Object],[object Object],[object Object],[object Object],[object Object]

Stage 2: Enactment ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Blogging Connections Real Time Pacing Social Presence Content Admin Asynchronous Int. Dissemination Knowledge Polling M2U.Athabascau.ca Portal Products Learning Objects Elluminate Furl Moodle Technologies of MDE 663 Fall 2006 CMAP

Usefulness over 8 Educ Functions N= 9 of 13

Supporting Social and Feeling Connected N= 9 of 13

Mastering Knowledge Objectives N= 9 of 13

Stage 1-3 Iterations ,[object Object],[object Object],[object Object],[object Object],[object Object]

Stage 4: Broader Impact Evaluation & Theorizing ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Design-based Research: Conclusion ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Building the Research Culture ,[object Object],[object Object],[object Object]

Online Journals ,[object Object]

A Tale of 3 books Open Access 72,000 downloads plus indiv. chapters 400 hardcopies sold @ $50.00 Free at cde.athabascau.ca/online_book Commercial publisher 934 copies sold at $52.00 Buy at Amazon!! E-Learning for the 21 st Century Commercial Pub. 1200 sold @ $135.00 2,000 copies in Arabic Translation @ $8.

Conclusion ,[object Object],[object Object],[object Object],[object Object]

Conclusion ,[object Object],[object Object]

Your Comments or Questions Most Welcomed ! Terry Anderson [email_address]

Research “philosophy for professionals” Ulrich 2006 ,[object Object],[object Object],[object Object],[object Object]

Design- Based Research: New Research Paradigm

Recomendados

Recomendados

Mais conteúdo relacionado

Mais procurados

Mais procurados (20)

Destaque

Destaque (20)

Semelhante a Design- Based Research: New Research Paradigm

Semelhante a Design- Based Research: New Research Paradigm (20)

Mais de Terry Anderson

Mais de Terry Anderson (20)

Último

Último (20)

Design- Based Research: New Research Paradigm