Please enable JavaScript.
Coggle requires JavaScript to display documents.
McKenney, Reeves (2019) Conducting Educational Design Research - Coggle…
McKenney, Reeves (2019) Conducting Educational Design Research
C.1 About Educational Design Research
Motives and Origins of Educational Design Research
Linking Basic and Applied Research
Use-inspired Basic Research
Robust and Relevant Educational Practices
Robust Design Practices
Relevant and Robust From a Scientific Perspective
Relevant From a Practical Perspective
Characterizing Educational Design Research
Portraying the Process
Theoretically Oriented
Interventionist
Responsively Grounded
Iterative
Project Catalysts: Design, Research or Both
Reciprocity Between Research and Practice
The Many Names of Educational Design Research
Main Outputs of Educational Design Research
Theoretical Contributions
Practical Contributions
A Few Words on Generalization
About Generalization
Replication Within and Across Contexts
Forms of Generalization
What Works is Neccesary But Not Sufficient: How, When, and Why Warrant Attention
Rich Variations Across Three Orientations
Three Orientations: Research For, On, and Through Interventions
Rich Variation
Variation Exemplified: Three Design Studies
Educational Design Research in Relation to Other Genres
Types of Research Goals
Productive Dispositions for Achieving Educational Design Research Goals
Educational Design is Different From Educational Design
C.3 - Toward a Generic Model for Educational Design Research
Generic Model for Design Research
The Model as a Whole
Three Main Phases in a Flexible, Iterative Process
Single and Multiple Sub-cycles Within Projects
Analysis and Exploration
Design and Construction
Evaluation and Reflection
Two Main Outputs
Interaction with Practice: Implementation and Spread
Balancing Analytical and Creative Mindsets
Lessons for Instructional Design
What is Instructional Design?
Informed by Psychology
Objectivist and Constructivist Influences On Instructional Design
Instructional Design Theories and Models
Gagné
Van Merrienboer
Gustafson and Branch
Posner and Rudnitsky
Implications for Educational Design Research
Lessons from Curriculum Development
What is Curriculum?
Curriculum Theory
Tyler
Walker
Eisner
Implications for Educational Design Research
Lessons From Existing Design Research Models
Different Types of Educational Design Research Models
The Educational Design Research Process
Dual Focus on Theory and Practice
Indications of Being Use-Inspired
C.2 - Contributions to Theory and Practice
Theoretical Contributions of Educational Design Research
What is Theory?
Developing Theoretical Understanding
Theories Categorized by Purpose
Descriptive
Explanatory
Predictive
Prescriptive/Normative
Theories Categorized by Level
Local Theory
Middle-Range Theory
High-Level Theory
Theoretical Spaces of Educational Design Research
Theoretical Understanding: Described in Literature, Embodied in Interventions
Practical Contributions of Educational Design Research
What Are Practical Contributions?
Developing Practical Contributions
Practical Contributions Characterized by Intervention Type
Practical Contributions Characterized by Field
Examples of Educational Design Research
Example 1: Strategies for Developing Preschooler Oral Language Skills
Example 2: Para-teacher Professional Development in Indian Slums
Example 3: Technological-Rich Learning in Middle School Mathematics
Example 4: Integrated Curriculum for Primary School Science and Literacy
C.4 - Analysis and Exploration
Main Activities and Outputs
Analytical and Creative Perspectives
Setting the Stage for Analysis and Exploration
The First Phase is Often Revisited
Legitimated Problems Versus Solutions in Search of Problems
Problems are Verified in Literature and Practice
Analysis
About Analysis
Blending reductionist and systems perspectives
Theoretical understanding supports problematization
Three main activities drive analysis
Initial Orientation
About the problem
About the context
About stakeholders
Literature Review
Scientific and practical sources
A well-structured process and product
Field-based Investigation
Planning
Refine focus
Frame questions
Select strategies
Determine methods
Document plan
Field work
Prepare instruments
Engage participants
Collect data
Meaning making
Analyze data
Consider findings
Report study
Exploration
Objectives of Exploration
Strategies for Conducting Exploration
Site visits
Professional meetings
Networiking
Products Resulting From This Phase
Problem Definition
Long-range Goal
Partial Design Requirements
Initial Design Propositions
From Products of This Phase to Design and Construction
Analysis and Exploration Examples and Document Assessment Tool
Example I: Extending Experiential Learning
Example II: Teacher Design Teams
Analysis and Exploration Document Assessment Tool
C.5 - Design and Construction
Main Activities and Outputs
Analytical and Creative Perspectives
Setting the Stage for Design and Construction
About the Process
The Importance of Document Design
The Evolution of Design Requirements and Design Propositions
General Competences for Design and Construction
Teamwork
Communication
Creativity
Design
Construction
Products Resulting From This Phase
Design and Construction Examples and Document Assessment Tool
C.6 - Evaluation and Reflection
Main Activities and Outputs
Analytical and Creative Perspectives
Setting the Stage for Evaluation and Reflection
Evaluation
Planning
Establishing Focus
Goals of the evaluation
Role of the intervention
Phase of development holds implications for evaluation and focus
Intervention forms hold implications for focus
Linking evaluation focus with the phase and form of the intervention
Frame Questions
Questions during alpha testing
Questions during beta testing
Questions during gamma testing
Select Strategies
Developer screening
Expert appraisal
Pilot
Tryout
Determine Methods
Document Plan
Fieldwork
Prepare Instruments
Engage Participants
Collect Data
Meaning Making
Analyze Data
Consider Findings
Report Study
Reflection
The Values and Functions of Reflection
Fostering Reflection
Organic reflection
Structured reflection
Products Resulting From This Phase
Theoretical Understanding
Recommendations for Applied Use
From Products of this Phase to Other Phases
Evaluation and Reflection Examples and Document Assessment Tool
Example 1: Extending Experiential Learning
Example 2: Reflective Practice
Evaluation and Reflection Document Assessment Tool
C.7 - Implementation and Spread
Setting the Stage for Implementation and Spread
Planning for Actual Use
Implementation
Adoption
Enactment
Sustained Maintenance
Spread
Dissemination
Diffusion
Determinants of Implementation and Spread
Intervention Attributes
Value-added
Clear
Compatible
Tolerant
Strategies for Implementation and Spread
Social interaction
Research, development, and diffusion
Problem solving
Linkage
Context and Surrounding Systems
Contextual Factors and Intervention Design
System Surrounding the Immediate Context
Actor
Who is involved?
When do they get involved?
What are their concerns?
Design-based Implementation Research
Theoretical Understanding Supports (Research On) Implementation and Spread
Transition to Part III
Implementation and Spread Examples and Assessment Tools
Example: During Analysis and Exploration
Tools for Assessing Implementation and Spread During Analysis and Exploration
Example: During Design and Construction
Tool for Assessing Implementation and Spread During Design and Construction
Example: During Evaluation and Reflection
Tool for Assessing Implementation and Spread Evaluation and Reflection
C.8 - Writing Proposals for Educational Design Research
Purpose and Function of Research Proposals
Internal Audiences
External Audiences
Immersion First, Writing Second
Identifying Problems
Probing Problems
Refining Methodological Ideas for the Study
Positioning the Study
Aligning Multiple Strands of Inquiry
Identifying Single and Multiple Sub-cycles Within the Overall Process
Choosing the Scope for the Proposal
Anticipating Execution
Guidelines for Writing Educational Designs Proposals
Project Overview
Project Description
Background and problem statement
Purpose, aims, and scope
Literature review
Theoretical framework
Research questions
Study Design
Research goals and approach
Methods
Participants and selection
Instrumentation
Procedures
Data analysis
Relevance
Dissemination
Limitations
Work plan
Timeline
Budget
Proposal presentation
Tool for Assessing Educational Design Research Proposals
C.9 - Reporting Educational Design Research
Common Educational Design Research Reporting Concerns
Too Much Story to Tell
Alignment With Standardized Research Reports
Understanding Different Audiences
Commissive Space
Internal Audiences
External Education Professionals
External Research Audiences
The General Public
Writing Recommendations
Choose the Scope
Refine the Message
Seek Inspiring Examples
C.10 - Looking Forward and Looking Ahead
Looking Back: This Book in Review
Part I
Part II
Part III
Looking Ahead: The Future of Educational Design Research
Challenges to be Tackled
The Educational Design Research Community
Socially Responsible Research
Educational Design Research and Social Responsibility