EDeR. Educational Design Research
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Video analysis in Design-Based Research – Findings of a project on self-organised learning at a vocational school
Full text linkThe use of video analysis in Design-Based Research (DBR) seems to be promising, because the quality of video data matches the reality of educational fields. Educational fields are multidimensional and complex. And more than other types of data, video may capture, for example, the simultaneity of verbal and non-verbal interactions. This seems to be valuable in the quest for new insights and better designs of educational interventions. However, to date there has been limited use of video data in researching their design. This paper aims at reflecting how the benefits of video-based analysis may be utilised in DBR. Experiences with the collection and analysis of video data in a project to design self-organised learning (SOL) at a vocational school in Germany will be used as a case study to illustrate the type of findings that may feed into the DBR process. In this case, the project school had already introduced a sophisticated SOL model but was experiencing various implementation difficulties. Resolving issues like this requires insights into how exactly a concept is realised and what happens in the field. Therefore, video data on classroom interactions was gathered and sub-sequently analysed using the documentary method. This led to the reconstruction of two different types of orientation that were guiding the students when they dealt with their self-organised learning environment. In a subversive orientation, students playfully infiltrate the formal learning space with peer activities. In a confirming orientation, students stick to both, the (informal) rules of the (formal) learning arrangement and of the peer environment, thus expressing respect for the boundary between these two worlds. These findings have been used to redesign the SOL intervention
‘Where no man has gone before!’ – Exploring new knowledge in design-based research projects: A treatise on phenomenology in design studies
Full text linkDesign-based research (DBR) is a programme where researchers co-operate with practitioners to work out new solutions. In DBR researchers interfere in daily life and participate in practitioners’ working processes. One open question is: What kind of knowledge can be generated in these projects? My starting point here is a DBR project in vocational education and training in Germany which is used for an investigation of the epistemological background of this kind of research enterprise. The characteristics of DBR are reflected on the basis of phenomenological and hermeneutical approaches. The basic assumptions of these concepts are introduced and applied to the DBR approach to show how DBR generally works and how, specially, features of DBR like participation in daily life, co-operation with practitioners, gathering knowledge in the field a. s. o. can be handled.
The line of argumentation in this contribution is a radical switch between practical questions in daily work in DBR on one hand and theoretical re-assurance on the other hand. For researchers, DBR is an enterprise in a new world. The analytical paradigm does not prepare the voyagers for this journey. Therefore the non-analytic continental tradition of philosophy has to be re-discovered
Playing with rusty nails: ‘Conceptual tinkering’ for ‘next’ practice
Full text linkAn important issue for the Educational Design Research (EDeR) community to continue to deal with is the scalable and sustainable implementation of its methods, findings and designs beyond the bounds of specific projects. Those engaged in EDeR specifically seek out concurrent problems of theory and problems of practice, but this should not be seen as sufficient for ensuring their work has impact beyond their current project. Just as with other forms of research, EDeR practitioners must still reach out to and connect with educational institutions and teachers who are dealing with many competing demands.
This position paper offers a largely theoretical contribution to the discussion of the problem of implementation. It will introduce the concept of conceptual tinkering as an approach to engaging teachers in the skillsets and, more importantly, the mindsets of EDeR as an approach to educational improvement. Sketches and prototypes of tools to enable conceptual tinkering will be discussed
Design as critical engagement in and for education
Full text linkoai:ojs.journals.sub.uni-hamburg.de:article/1023This paper aims to outline an approach of critical engagement in educational research that moves beyond traditional formats of academic critique. The aim of our contribution is to explore the critical dimension of reflexive design for education and contrast it with recently advocated notions of design-based research. Rather than providing a full-fledged methodology, our intent is to motivate more critical design efforts in education and provide examples on how this could be done. Towards this end we outline a framework of critical research questions for design-based research and provide examples of how critical design could be practiced in education.
 
A phronetic approach to educational design-based research: Issues and aspirations
Full text linkThis paper is a theoretical attempt to show how the Aristotelian notion of phronesis may provide a fruitful viewpoint to trigger and animate a series of discussions on educational design-based research. In particular, we focus on the overall meaning that the notions of intervention and theory can acquire. What concerns the former, phronesis helps avoid interpreting intervention as the making of an object, be it a learning environment, an application, a piece of software. Conversely, it posits that intervention can be fruitfully located within teachers’ professional judgment. The specific focus on professional judgment helps point to a different conception of “theory”, which does not revolve around the development of generalized principles informing the practice. Conversely, theory can be viewed as the effort to articulate teachers’ experiences in the form of stories “from the field”.
 
Design-based research on the way to mainstream research? Comments on the plea for phronesis by Bardone and Bauters
Full text linkBardone and Bauters suggest a re-conceptualization of design-based research using the classical term "phronesis" and question some methodological developments referring to the role of intervention and theory in design-based research. This discussion article is a comment on the text of Bardone and Bauters and pursues two aims: On the one hand the term “phronesis” is connected to the traditional concept of “pädagogischer Takt” (literally: “pedagogical tact”) to stimulate a joint discourse of both traditions. On the other hand, two main suggestions of Bardone und Bauters are critically examined, namely their proposal to conceptualize intervention in design-based research exclusively as an action, and their call for deriving generalizations via experiences instead of theories. The discussion article finally argues for maintaining the integrative power of design-based research by avoiding one-sided interpretations.
 
Design-based research in the context of transitioning to VET: Developing interventions through research-practice collaboration
Full text linkThe transition from school to vocational education and training (VET) is becoming more difficult for an increasing number of adolescents. Despite the growing significance of this phase, the- re is hardly any research regarding interventions targeting stu- dents’ resilience, especially with regard to their capacity to join the labour market. This paper aims at describing the research process of developing three different interventions in coopera- tion with a number of practitioners who teach in so-called in- terim solutions. The goal of the paper is, thus, to illustrate how design-based research (DBR) can be conducted in the context of vocational education. The comprehensive three-cycle develop- ment of three interventions with the aim of fostering students’ conflict management competence, attribution and self-efficacy will be used as a single case study to illustrate a complex DBR project. Each step in the design-research process will be reflec- ted, resulting in a discussion of the possibilities and obstacles of combining formative and summative evaluation in the DBR process. 
Design principles as bridge between scientific knowledge production and practice design
Full text linkThis paper uses design-based research (DBR) to describe an approach that combines scientific knowledge production with the development of innovative practice concepts. The DBR research process begins with the following question: How can an aspired, initially vaguely formulated goal be reached by a yet to be developed design? As the research process progresses, interventions are developed, tested in the field, and evaluated. This process generates increasingly stable practice concepts for reaching the aspired goals through several iterative cycles and statements about the effectiveness of the intervention’s supporting pillars based on theoretical and empirical research. These statements are developed in the form of design principles. In this paper, we describe the characteristics that constitute design principles and how they emerge within a DBR research process
Educational Design Research: A primer
Full text linkThis editorial article introduces the overall conceptualisation of the journal EDeR - Educational Design Research and its review- and workflow model. In addition, it provides an overview of all contributions that made it into Issue 1 of EDeR, before it invites the wider Design-Based Research community to participate in the overall project in a variety of roles and functions
Extending the applicability of design-based research through research-practice partnerships
Full text linkThis research explored the implementation of a technology-enhanced instructional model for interdisciplinary learning. The model was developed in a previous phase of this research via DBR in the context of higher-education. Our aim in the current phase was to extend the applicability of the model and refine its underlying design principles based on their implementation in three secondary schools. For this purpose, a research-practice partnership was established, which included researchers, practitioners from an educational non-governmental organization, school principals, and teachers. Three practitioner-teams, facilitated by one of the researchers, collaboratively designed their own technology-enhanced interdisciplinary learning environments, in which they adapted the instructional model. This paper presents a new type of principled practical knowledge (PPK) —enhanced principled instructional model— which was obtained by comparison between the practitioners\u27 designs and the original, higher-education context design. The PPK broadened the partnership\u27s understanding of ways to promote interdisciplinary learning. Furthermore, it has raised new perspectives that were not considered during the development of the model, thereby allowing deeper understanding of the notion of interdisciplinary learning. Thus, this study illustrates how the establishment of productive research-practice partnerships can serve as a powerful strategy for implementing and scaling educational innovations beyond the original DBR context