DBR in the m-learning context (A. Palalas), March 2013
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Transcript of DBR in the m-learning context (A. Palalas), March 2013
Using design-based research (DBR) in the mobile learning
context
Agnieszka (Aga) Palalas, Ed.D.
1March 2013
1. DBR overview
2. MELLES case study
3. DBR implications, limitations and recommendations
4. Conclusions
5. Discussion
Agenda
2
3
DBR methodology
“Design experiments” > design-based research = design research = DBR = EDR = researching innovative educational designs in their naturalistic settings
(Brown, 1992; Collins, 1992)
A systematic but flexible methodology aimed to improve educational practices through iterative analysis, design, development, and implementation, based on collaboration among researchers and practitioners in real-world settings, and leading to contextually-sensitive design principles and theories.
(Wang & Hannafin, 1999, p. 7)
4
ILDF model: Integrative Learning Design Framework (Bannan, 2009)
Informed Exploration
Enactment Evaluation:
Local ImpactEvaluation:
Broader Impact
Substantive knowledge + procedural knowledge
5
Design principles
If you want to design intervention X for the purpose/function Y in context Z,
then you are best advised to give that intervention the characteristics A, B, and C [substantive emphasis], and
to do that via procedures K, L, and M [procedural emphasis], because of arguments P, Q, and R.*
(Van den Akker, 1999, p. 9)
Multi-cycle process of DBR ⇨ design principles
What are the characteristics of an effective,
pedagogically-sound MELLES for students’ mobile
devices, through which adult ESP students in a community
college enhance listening skills, while expanding their
learning outside the classroom?
6
Research question
What are the characteristics of an <intervention X> for the purpose/outcome Y
(Y1, Y2, …, Yn) in context Z*
(Plomp, 2009, p. 19)
Practice research
Drawing on engineering and technological research
Focusing on design, construction, implementation and adoption of learning solutions
Process focused and iterative
Interventionist: applied solutions to real educational problems
Contextual: real people, context, and cultural background, in-situ investigation/evaluation
“Action Research on steroids”
DBR
Applied
Participatory
Collaborative
Utility oriented
Theory driven
Unifying theory and practice
Evolving
Systemic
DBR
Rich feedback Responsive Flexible
Agile
BUT
Multileveled and multifaceted
Complex
Messy
DBR
Co-developing theory and design in-situ
Testing in real-world learning situations involving all actors/end users
With people for people
End-users as partners (active co-creators)
Combination of motivation and efforts
Students as researchers
Diverse evaluation perspectives
Participatory 1/2
“We are moving away from a passive information age towards an active participation age” (Farmer & Gruba, 2006, p. 149)
Diverse expertise of practitioners and researchers
Collaboration and support
Network of colleagues
◦ Flexible dialogue from whenever
◦ Online platform and tools (e.g., Wiggio, Collaborate)
Dynamic feedback from actors
◦ at milestones and agile
Participatory 2/2
Context is king
Evolution of theory
Evolution of practice
Benefits of DBR (m-learning)
Build foundational understanding of m-learning trends and needs
Gain insight into learner m-learning behaviours
Generate inspiration and ideas for appropriate design
Define what functionality is most critical
Improve the usability of infrastructure
Inform future design solutions
Provide professional development
Raise awareness and understanding of m-learning
More benefits of DBR (m-learning)
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Mobile-Enabled Language Learning Eco-system (MELLES)
What are the characteristics of an effective, pedagogically-sound MELLES for students’
mobile devices, through which adult ESP students in a community college enhance
listening skills, while expanding their learning outside the classroom?
Evolution of theory• MELLES design principles• Ecological Constructivism
Evolution of practice• MELLES prototype• Model for replication
DBR application for educational context(Palalas, 2012)
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Statement of the problem - Evolution
Benchmarking Study (2005-2007)
M-learning Exploratory Study (2007-2009)
MALL Design Pilot (Jun-Aug 2009)
DBR Pilot (Sep 2009–Jan 2010)
MELLES DBR Study (Jun 2010–Dec 2011)
2005
2007
2011
Social Constructivism --> SCT -->
Ecological
Constructivism
2009
2010
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Inadequate aural skills instruction - college ESP students
Purpose: MELL educational intervention to enhance effectiveness and appeal of ESP◦ augment in-class learning◦ out-of-class language practice◦ students’ own mobile devices◦ replicable and reusable design principles
Statement of the problem - Final
What are the characteristics of an effective,
pedagogically-sound learning object MELLES for
students’ mobile devices, through which adult ESP
students in a community college enhance listening
skills, while expanding their learning outside the
classroom?
Research question
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Methodology: DBR
• Bannan, B. (2009)• Barab, S., & Squire, K. (2004)• Brown, A. (1992)• Dede, C. (2004)• Herrington, J., McKenney, S., Reeves, T., &
Oliver, R. (2007)• Kelly, A. (2009)• Plomp, T. (2009)• Reeves, T. (2006)• Van den Akker et al (2006)• Wang, F., & Hannafin, M. J. (2005)
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Informed Exploration
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Critical Elements of Effective Design:
Pedagogy PEDAGOGIC PROCEDURE - How CONTENT - What CONTEXT - When and Where ACTORS - Who
Technology FUNCTIONALITY - How TECH SOLUTION – What TECH CONTEXT - When and Where
Findings: Emerging Themes
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Findings: Emerging Theoretical Framework
Ecological Constructivism
• Social Constructivism + Sociocultural Theory + Ecological Linguistics
• “the recent metaphor of ecology attempts to capture the interconnectedness of psychological, social, and environmental process in SLA” (Lam & Kramsch, 2003, p.144)
• Affordance: “ … a particular property of the environment that is relevant – for good or ill – to an active, perceiving organism in that environment” (van Lier, 2000, p. 252)
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Enactment
23
Results
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Evaluation: Local impact
DBR: Implications
The intervention “embod[ied] specific theoretical claims about teaching and learning, and reflect[ed] a commitment to understanding the relationships among theory, designed artifacts, and practice. […] research on specific interventions can contribute to theories of learning and teaching.”
(Design-Based Research Collective, 2003, p.6)
(Palalas & Hoven, 2013)
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DBR: Limitations The scope of DBR
• complexity of the system – breadth• coordination of research and design activities• no objective measure of learning• amount of data• consensus-reaching and interaction among actors • intensity
The role of the researcher• multifaceted• conflicting roles• threats to validity
Transferability of findings
DBR: Recommendations Rigorous data collection/analysis procedures Regular communication Findings documentation and reporting Sound conceptual framework Clear deadlines and deliverables “Flexible” (academic schedules) Solid project management Collaborative DBR research team
“If a researcher is intimately involved in the conceptualization, design, development, implementation, and researching of a pedagogical approach, then ensuring that researchers can make credible and trustworthy assertions is a challenge”
(Barab & Squire, 2004, p.10)
Project context
Objectives
Audience
Location
Methods
Schedule
Outcomes
Plan well
Thank you!
Q&A
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[email protected]://mobi-learning.com/ Twitter: @agaiza LinkedIn: http://www.linkedin.com/in/apalalas Presentations: http://www.slideshare.net/agaiza Publications: http://georgebrown.academia.edu/apalalas
Bannan, B. (2009). The Integrative Learning Design Framework: An illustrated example from the domain of instructional technology. In T. Plomp & N. Nieveen (Eds.), An introduction to educational design research (pp. 53-73). SLO: Netherlands Institute for Curriculum Development.
Barab, S., & Squire, K. (2004). Design-Based Research: Putting a stake in the ground. The Journal of the Learning Sciences, 13(1), 1-14. doi:10.1207/s15327809jls1301_1
Brown, A. L. (1992). Design experiments: Theoretical and methodological challenges in creating complex interventions in classroom settings. Journal of the Learning Sciences, 2(2), 141–178.
Collins, A. (1992). Towards a design science of education. In E. Scanlon and T. O’Shea (Eds.), New directions in educational technology (pp. 15–22). Berlin: Springer.
Dede, C. (2004). If Design-Based Research is the answer, what is the question? The Journal of the Instructional Sciences, 13 (1).
Design-Based Research Collective. (2003). Design-Based Research: An emerging paradigm for educational inquiry. Educational Researcher, 32(1), 5-8. Retrieved from http://www.designbasedresearch.org/reppubs/DBRC2003.pdf
Farmer, R., & Gruba, P. (2006). Towards model-driven end-user development in CALL. Computer Assisted Language Learning, 19(2 & 3), 149-191.
Palalas, A. (2012). Design guidelines for a Mobile-Enabled Language Learning system supporting the development of ESP listening skills (Doctoral dissertation, Athabasca University). Retrieved from http://hdl.handle.net/10791/17
Palalas, A., & Hoven, D. (2013). Implications of using DBR to investigate the iterative design of a mobile-enabled language learning system. CALICO
Plomp, T. (2009). Educational design research: An introduction. In T. Plomp & N. Nieveen (Eds.), An introduction to educational design research (pp. 9-36). SLO: Netherlands Institute for Curriculum Development.
Reeves, T. (2006). Design research from a technology perspective. In J. van den Akker, K. Gravemeijer, S. McKenney & N. Nieveen (Eds.), Educational design research: The design, development and evaluation of programs, processes and products (pp. 52-66). New York: Routledge.
Van den Akker, J. (1999). Principles and Methods of Development Research. In J. van den Akker, R.M. Branch, K. Gustafson, N. Nieveen, & T. Plomp (Eds.), Design approaches and tools in education and training (pp. 1-14). Boston: Kluwer Academic.
Wang, F., & Hannafin, M. J. (2005). Design-based research and technology-enhanced learning environments. Educational Technology Research and Development, 53(4), 5-23.
References
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