EDeR. Educational Design Research
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A three-step framework to develop the visual aspects of Learning Design
Full text linkThis article contributes to the ongoing efforts to use visualizations as a means to develop, communicate, and represent learning design. We introduce a novel visual framework for Learning Design, inspired by The Larnaca Declaration and visual theorist Johanna Drucker\u27s insights. We propose a three-step approach for educators and educational researchers to effectively represent teaching and learning sequences.
The article builds from a brief introduction to the field of Learning Design and especially the metaphor of musical notation, which in Learning Design literature has been used as a driver for understanding the ambitions of the approach. This introduction ties into current issues within the field of Design-Based Research concerning generalization, definitions of interventions and the iterative manner in which DBR projects ideally progress. Utilizing Drucker\u27s visualization purposes and Jacques Bertin\u27s graphic variables, we explore how size, color, shape and texture can convey educational information, both qualitatively and quantitatively. Our analysis of existing learning designs illustrates the potential for increased rigor and readability when applying the framework. Furthermore, the article offers two re-interpretations of an existing learning design to provide a starting point for further exploration of meaningful and rigorous ways to communicate intended teaching and learning sequences and environments.
This work pioneers the fusion of Drucker\u27s theories with Learning Design, and offers an innovative, albeit tentative, methodology for educators and designers to visualize and disseminate educational strategies and ideas
Educational Digital Games RPG: development of applications for education of public security forces with design-based research - DBR
No full textThis article presents the results of more than a decade of research, work and master\u27s and doctoral research using design-based research (DBR) by our research group. During this time, we have been able to refine and perfect the phases that make up DBR, creating our own model based on 4 execution cycles: 1) context; 2) gathering the elements that will be part of the conceptual articulation; 3) elaborating the solution itself; 4) cycles. Among the various projects developed, we concentrated our actions in 4 areas: building virtualities, especially virtual museums; building proposals for digital role playing games (RPGD) for education; developing solutions for educational WEB TV; and building community-based and social technology. We conclude that DBR is a methodology that allows projects to be developed with and for the community, respecting its idiosyncrasies while proposing a practical solution
Design-Based Research (DBR) in Teacher Education: Technological-Pedagogical Fluency with Open Educational Resources (OER)
Full text linkResumoA ampliação da Fluência Tecnológico-Pedagógica dos professores nos contextos daEducação Básica é um desafio concreto a ser resolvido no cenário brasileiro. Para isso,processos de formação de professores têm sido implementados de acordo com osprincípios do Design-Based Research (DBR). Fases de diagnóstico, planejamento,implementação, observação e redesign têm gerado ciclos de intervenção e produção paradesenvolver soluções e contribuir com a resolução de problemas reais. Nesse âmbito,analisa-se um produto pedagógico resultante da DBR. Trata-se de uma proposta deformação emergente sobre Recursos Educacionais Abertos (REA), implementada por meiode um Small Open Online Course. Os resultados empíricos demonstram o potencial da DBRaplicada em contexto formativo para promover a (co)autoria docente. Isso é possível pormeio da criação e compartilhamento livre de REA em repositórios públicos. Comoconclusões, destaca-se que a formação de professores pelos ciclos iterativos da DBRamplia a Fluência Tecnológico-Pedagógica e, consequentemente, potencializa a inovaçãoeducacional disruptiva.Expanding the Technological-Pedagogical Fluency of teachers in the context of BasicEducation is a concrete and urgent challenge to be solved in the Brazilian scenario. For this,teacher education processes have been implemented according to the principles of Design-Based Research (DBR). Phases of diagnosis, planning, implementation, observation, andredesign have generated intervention and production cycles to develop solutions andcontribute to the resolution of real problems. In this scope, a pedagogical product resultingfrom DBR is analyzed. This is a proposal for emerging education process on OpenEducational Resources (OER) implemented through a Small Open Online Course. Theempirical results demonstrate the potential of DBR applied in an educational context topromote teacher (co)authorship. This is possible through the creation and free sharing ofOER in public repositories. As conclusions, it is highlighted that teacher education throughthe iterative cycles of DBR increases Technological-Pedagogical Fluency and, consequently,enhances disruptive educational innovation
Collaboration in the third space in the “Orality in Language-Conscious Subject Teaching” project: Requirements and implications for the Design-Based Research process
Full text linkBased 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 conceptualized and operationalized. 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 (Euler, 2014), whereby the implications of collaboration for the DBR process and how the participants (jointly) define and fulfil their roles within the individual phases are discussed in each case. The central element of collaboration is the combination of conjecture maps (Sandoval, 2014) and hypothetical learning trajectories (e.g. Simon, 1995) whose integration into the DBR process enables collaboration to be organised systematically and transparently, thus laying the foundation for a ‘common language’, among other things. 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 it tangible and visible
Towards a Model for Characterizing instruments Used in Design-Based Research
Full text linkThe aim of this paper is to characterize and discuss the features of instruments that might be useful to carry out design-based research (DBR). DBR is a method of conducting educational research in real educational settings. DBR aims to bridge the gap between theory and practice by involving practitioners through the iterative and collaborative development and analysis of technology-enhanced learning environments. As DBR is an emerging and fast-growing method, we note the importance of documenting and formalizing the various instruments used by researchers. Our methodological approach involves a categorical content analysis of survey data and workshop minutes to identify nine descriptive criteria for DBR instruments. These criteria cover various aspects such as artifact description, legal notices, theoretical foundation, temporality, limits and difficulties, example of use, prescribers or beneficiaries, contact person, and needs of DBR. The findings reveal that the criteria can be categorized into three groups: artifact characteristics, actors using the instrument, and patterns of instrument use. The contribution of this research lies in providing a comprehensive model for describing and analyzing DBR instruments, highlighting the need for documentation and updating of instruments based on usage patterns and DBR needs. 
Educational robotics and human emancipation in the adult education: Socioconstructivist research
No full textHuman emancipation is a relevant characteristic for the educational subjects of adult education, as it enables participants in an educational modality marked by denials to free themselves from tutored and hegemonic thinking through the exercise of awareness and critical thinking. Considering that the process of human emancipation of these educational subjects can be enhanced through the use of educational robotics when based on a socioconstructivist pedagogical design imbricated in emancipatory principles, this article presents partial data from a doctoral research project that addresses this issue and is currently underway. The section presented here discusses issues inherent to the second and third phases of the doctoral research, with the aim of announcing the characteristics of Design-Based Research that justified its adoption, revealing the methodology used in the construction of the socioconstructivist pedagogical design responsible for conducting the iterative cycles of application and improvement of the interventionist action, present the design developed and, finally, discuss the partial findings revealed at the end of the first cycle, pointing out the variables investigated that achieved satisfactory success from the application of the design created, as well as those that need attention and will consequently determine the redesign of the solution developed
Sickle cell anemia as a racialized disease: Design principles of a teaching sequence for education about ethnic-racial relations
Full text linkIn this paper, we present the results of the first prototyping cycle of an Educational Design Research aiming at the validation of design principles of a Teaching Sequence (TS) on the racialization of sickle cell anemia and its relations with the history of scientific racism. The goal of the TS is to promote education about ethnic-racial relations, health education, and a balanced critical understanding of science in the context of a Biology preservice teacher education course in Brazil. The three design principles investigated in this paper refer to the specific goal of promoting education about ethnic-racial relations in a science teaching context: 1) Approaching the polysemy of the concept of human races; 2) Making a critical examination of sickle cell anemia racialization along history; 3) Addressing the risk of a new eugenics in the genetic counseling process. We tested the TS in 2018, in six meetings with students. In our analyses, we found evidence validating the three investigated design principles. After the formative evaluation of this prototype, we refined the principles and the TS to carry out a new prototyping cycle
The Importance of refining design principles when conducting educational design experiments on biodiversity in Latin America
Full text linkThis research aims to develop and refine a design process to approach the concept of biodiversity from an integral and polysemic perspective, contemplating real problems in the context of practice. The teaching and learning sequences proposed in this article originate from different design principles, structured considering pedagogical guidelines that emerged from the Model of Educational Reconstruction (MER). The design principles formulated sought to deal with the diversity of perceptions that students have about the concept of biodiversity in the North and Southeast regions of Brazil and to provide different possibilities of action for teachers. From the process of refining design principles, became evident that the sequence drawn about biopiracy was not aligned with the reality experienced by students in the North region. For this context, it was essential to consider that students do not develop knowledge about biodiversity only through the school curricula, especially those immersed in a sociocultural context rich in indigenous and local knowledge about biodiversity, and topics like as illegal exploration and impacts of mining would be much better. It is expected that this study can help fill research gaps related to the relevance, understanding, application, and effectiveness of design principles in the practice of local contexts and offer a sensitive glimpse at the multiple nuances that permeate the scientific approach to the concept of biodiversity in Latin America
Design and Implementation of Immersive 360° Videography in Teacher Training
Full text linkImmersive 360°-Videografie verspricht ein großes Potenzial für Anwendungen in der Ausbildung von Lehrpersonen. Neben der Verwendung von professionell produzierten 360°-Videos, die beispielhafte Unterrichtssequenzen zeigen, ermöglicht diese Technologie den Studierenden, ihren eigenen Unterricht zu reflektieren. Allerdings werden immersive 360°-Videos von Studierenden und Dozierenden noch nicht in großem Umfang eingesetzt, was vor allem an den pädagogischen und technischen Herausforderungen liegt, die es zu bewältigen gilt. Diese Studie untersucht eine beispielhafte Implementierung von immersiven 360°-Videos in der praktischen Ausbildung an der Pädagogischen Hochschule XY mit Hilfe eines designbasierten Forschungsansatzes und geht den damit verbundenen Fragen und Herausforderungen nach. Ziel ist es, allgemeine Erkenntnisse für eine effektive Integration dieser Technologie in die Lehrerausbildung unter Berücksichtigung pädagogischer, technologischer und organisatorischer Faktoren zu gewinnen. Die Projektergebnisse zeigen, dass die Integration von immersiver 360°-Videografie in die praktische Ausbildung sowohl pädagogisch wertvoll als auch technisch machbar ist, sofern klare Richtlinien und ausreichende Unterstützung zur Verfügung stehen.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, largely due to both pedagogical and technological challenges that need to be addressed. Examining an exemplary implementation of immersive 360° video in practical training at the University of Teacher Education XY using a design-based research approach, this study explores the associated questions and challenges. The aim is to generate general insights for effectively integrating this technology into 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
Is this systematic enough? Systematicity and openness in the implementation phase of DBR
Full text linkWithin Design Based Research (DBR), designing and implementing an intervention in order to improve an educational practice become part of the research process. This represents a unique feature of DBR. Though the innovative nature of DBR raises questions that have not yet been answered. This paper focuses on the extent to which systematicity, as principle of scientific research, and openness, as essential prerequisite of teaching practice, can be both fulfilled within the implementation phase of DBR studies. By presenting an investigation in the field of German as a foreign language I will offer an example of the challenges that researchers face regarding the tension between systematicity and openness. Besides the discussion about DBR standards, the aim of this paper is to delineate concrete requirements for the further development of this research approach. Guidelines helping researchers to use DBR appropriately represent an important step which could clarify still controversial aspects of DBR and also lead to an increase in its use. In this paper, I suggest that concepts discussed within the implementation research, like for instance Fidelity of Implementation, can help to develop such guidelines