EDeR. Educational Design Research
Not a member yet
93 research outputs found
Sort by
Design principles as a bridge between contexts: From innovation in the science museum to transformation in formal education
Full text linkThis paper responds to Euler\u27s consideration of the use of design principles to bridge between knowledge production and practice design in the first issue of this journal; and particularly to the question he left open on how design principles should be formulated more concretely. It does so by extending the discussion of the use of Sandoval\u27s approach of \u27conjecture mapping\u27. In this discussion article, we reflect upon our own efforts at a related form of \u27bridge building\u27, specifically on work to span the gap in practice designs between the contexts of science museums and more formal education settings. Museums offer opportunities for educational innovation. The evidence of impact of such innovation on the more formal le- arning environments, however, has been limited. Teachers in formal settings, it appears, tend to adopt individual exemplar activities, but do not transfer the innovative approaches to their wider practice. The ambition of the project we examine here was to design teacher professional learning activities that allow participants to move beyond a focus on the specifications of a specific innovation and instead appreciate - to make concrete - the design principles in use. We will argue that conjecture mapping has been useful making design principles concrete but, in doing so, will point to the need for further research 
Responsible leadership in management education: A design-based research study
Full text linkIn recent years, the quality of management education in general, and particularly of MBA and Executive MBA programs, has been called into question. There are serious doubts about universities’ ability to give students the competencies they need to deal with complex problems in modern society. One part of the discussion focuses on ethical issues and the process through which students develop values and attitudes. In line with the economic crisis, there has been increasing interest in the development of learners’ attitudes to responsibility.
We report the results of a study that starts with an ambitious and yet ill-structured learning goal in a demanding educational practice area: How can pedagogical interventions in management education be designed to promote learners\u27 attitudes to responsible leadership? As a starting point, there are neither consensual definitions of responsible leadership nor substantial theories available to design promising interventions. De-sign-based research (DBR) provides a structured process to deal with research problems, starting with innovative but imprecisely defined objectives and unknown ways to reach them.
We introduce the DBR design and describe the research process and results from a project conducted at St.Gallen University’s Executive MBA program. In close collaboration with practitioners, interventions evolved through multiple cycles of development, testing and refinement with the pursuit of theory-building and practical innovation
Entwicklungsforschung aus einer handlungstheoretischen Perspektive: Was Design Based Research von Hannah Arendt lernen könnte.
Full text linkIn diesem Beitrag wird das Entwickeln im DBR-Prozess aus einer handlungstheoretischen Perspektive beleuchtet und aus dieser Warte erkenntnistheoretische sowie methodologische Konsequenzen für die Entwicklungsforschung abgeleitet. Dazu wird dem Konzept des Handelns vor allem mit Gedanken der Philosophin Hannah Arendt (1996) auf den Grund gegangen. Ziel der Schrift ist es, eine mögliche und vielleicht auch wichtige Sichtweise auf Entwicklungsforschung ansatzweise zu skizzieren, dadurch DBR als eigenen und vollwertigen Forschungsansatz zu stärken und an sein ursprüngliches und pragmatisches Anliegen zu erinnern: Neuheit, Nützlichkeit und nachhaltige Innovation.
This contribution analyses the design based research (DBR) process from perspective of action theory and discusses its epistemological and methodological consequences. For this purpose the concept of action is scrutinised, following a particular line of thinking proposed by the philosopher Hanna Arendt (1996). The overall aim of the text is to outline a potential and possibly important perspective on design based research, to strengthen DBR as a distinct and adequate research approach, and to bring to mind its original and pragmatic concern: novelty, usefulness and sustainable innovation.