Design- Based Research: New Research Paradigm

Design- Based Research:Design- Based Research: A New Research Paradigm A New Research Paradigm

forfor Open and Distance LearningOpen and Distance Learning

Feb, 2007Feb, 2007

Terry Anderson, Ph.D.Terry Anderson, Ph.D.

Canada Research Chair Canada Research Chair

in Distance Educationin Distance Education

Presentation OverviewPresentation Overview

Traditional opening jokeTraditional opening joke Need for distance education researchNeed for distance education research Sorry state of current researchSorry state of current research Methodological OrientationsMethodological Orientations

QuantitativeQuantitative QualitativeQualitative CriticalCritical Design-basedDesign-based

Dissemination and building a research Dissemination and building a research cultureculture

Why is Distance Why is Distance Education Education

Better Than Sex?Better Than Sex?• If you get tired, you can stop, save your place If you get tired, you can stop, save your place

and and pick up where you left off.pick up where you left off.• You can finish early without feeling guilty. You can finish early without feeling guilty. • You can get rid of any viruses you catch with a You can get rid of any viruses you catch with a

$50 $50 program from McAfeeprogram from McAfee• With a little coffee you can do it all night.With a little coffee you can do it all night.• You don’t usually get divorced if your spouse You don’t usually get divorced if your spouse

interrupts you in the middle interrupts you in the middle of it.of it.

• And If you're not sure what you are doing, you And If you're not sure what you are doing, you can can always ask your tutor.always ask your tutor.

Athabasca University, Athabasca University, Alberta, CanadaAlberta, Canada

* Athabasca University

Fastest growing university in Canada

34,000 students

700 courses

Graduate and Undergraduate programs

Largest Master of Distance Education program

Only USA Accredited University in Canada

Athabasca University

FoundeFoundedd

PopulatiPopulationon

Area Area (sq.km(sq.kms)s)

DegreeDegreess

PacingPacing

AthabasAthabascaca

UniversUniversityity

19721972 AlbertaAlberta

3.2 3.2 mm

CanadaCanada

32.8 32.8 mm

661,00661,0000

9.980,09.980,00000

Full Full Arts Arts and and SciencSciencee

MBA MBA MDEMDE

UGrad UGrad

Contin-Contin-uous uous entryentry

Open Open UniversUniversityity

IsraelIsrael

19711971 IsraelIsrael

6.2 6.2 mm

22,14422,144 Full Full Arts & Arts & Sc.Sc.

MBA, MBA, MA, MA, MScMSc

PacedPaced

0

5000

10000

15000

20000

25000

30000

35000

40000

45000

1987 1997 2002 2006

AthabascaOUI

Distance Education Distance Education ResearchResearch

Can you think of at least one major Can you think of at least one major contribution to practice made by contribution to practice made by distance education research in the distance education research in the last decade?last decade?

Why does this particular research Why does this particular research result make a difference?result make a difference? Question ; Question ; context; context; methodology; methodology; clarity of presentation?clarity of presentation?

Typical DE ResearchTypical DE Research

““Here is what we are doing at my Here is what we are doing at my university. Isn’t it wonderful !!”university. Isn’t it wonderful !!”

““Here is what we are doing , why Here is what we are doing , why don’t you come and research it?”don’t you come and research it?”

Variable quality by journal, by Variable quality by journal, by conference, by region, by practice.conference, by region, by practice.

Defining ResearchDefining Research

““the systematic study of materials and the systematic study of materials and sources in order to establish facts and reach sources in order to establish facts and reach new conclusions” (new conclusions” (Oxford Compact Dictionary, 1991Oxford Compact Dictionary, 1991). ).

adjectives describing research as adjectives describing research as disciplined, disciplined, organized,organized, transparent, transparent, problem orientated,problem orientated, public, public, creative, creative, scientific, scientific, systematic,systematic, diligent, diligent, labourouslabourous and accessibleand accessible

Why Do Research in Why Do Research in Distance Education?Distance Education?

Many unresolved questions of traditional distance Many unresolved questions of traditional distance educationeducation - attrition; F2F tutorial value, paced vs unpaced; - attrition; F2F tutorial value, paced vs unpaced;

new forms of distance education provision. new forms of distance education provision. what combinations of group based learning are worth what combinations of group based learning are worth

the cost and inconvenience? the cost and inconvenience? Do face to face tutorials really make a difference or is Do face to face tutorials really make a difference or is

real time video or audio conferencing just as effective? real time video or audio conferencing just as effective? How much does expensive multimedia really enhance How much does expensive multimedia really enhance

student learning?student learning? how important are real time interactions compared to how important are real time interactions compared to

asynchronous ones ? asynchronous ones ? Do Web 2.0 and social software tools really encourage Do Web 2.0 and social software tools really encourage

new forms of communities of inquiry?new forms of communities of inquiry?

Why Educational Why Educational ResearchResearch

‘Just Don’t Get No ‘Just Don’t Get No Respect’Respect’

Most research is not valued by funders, Most research is not valued by funders, other academics or worse by practitionersother academics or worse by practitioners

Not funded financiallyNot funded financially Education Education 0.01 % of expenditures0.01 % of expenditures Health Health 3.0 %3.0 % High tech companies High tech companies 10.0 - 15.0 % 10.0 - 15.0 % Overall (Canada, 2002)Overall (Canada, 2002) 1.88%1.88%

Rodney Dangerfield

Assessment of DE Assessment of DE ResearchResearch

Many experimental research projects do Many experimental research projects do not display rigour in their design not display rigour in their design

Many generalize inappropriatelyMany generalize inappropriately Cultural, linguistic and environmental Cultural, linguistic and environmental

factors often not taken into considerationfactors often not taken into consideration Few concerned with teacher and tutor Few concerned with teacher and tutor

supportsupport Few studies based on current learning, Few studies based on current learning,

pedagogical or psychological theoriespedagogical or psychological theories Olugbemiro Jegede (1999)Olugbemiro Jegede (1999)

A practitioner's perception A practitioner's perception of educational researchof educational research

““answers are too narrow to be meaningful, too superficial to be instrumental, too artificial to be relevant, and, on top of that, they usually come too late to be of any use.” van den Akker 1999

Barriers to Educational Barriers to Educational ResearchResearch

It’s nobody’s jobIt’s nobody’s job How many in this room have at least 50% of their How many in this room have at least 50% of their

job requirement to do research?job requirement to do research? Negligible industry supportNegligible industry support No large scale focus on particular problemsNo large scale focus on particular problems Nobody keeping score in meaningful termsNobody keeping score in meaningful terms Pervasive lack of trust in research efficacyPervasive lack of trust in research efficacy In sum, lack of an effective research cultureIn sum, lack of an effective research culture

(Burkhardt and Schoenfeld, 2003). (Burkhardt and Schoenfeld, 2003).

Who Should Do Who Should Do Research?Research?

Action ResearchAction Research Focused on an authentic problemFocused on an authentic problem Designed and implemented by participantsDesigned and implemented by participants Includes reflection ands with disseminationIncludes reflection ands with dissemination

Students as researchersStudents as researchers Why are students excluded from this rich Why are students excluded from this rich

learning experience?learning experience? Professional researchersProfessional researchers

DE or educational technology researchersDE or educational technology researchers Faculty teaching DE within a different Faculty teaching DE within a different

academic perspectiveacademic perspective

How do we Build a Culture How do we Build a Culture of Research in Distance of Research in Distance

Education?Education?

Research ParadigmsResearch Paradigms QuantitativeQuantitative ~ ~ discovery of the laws that discovery of the laws that

govern behaviorgovern behavior

Qualitative ~Qualitative ~ understandings from an understandings from an

insider perspectiveinsider perspective

CriticalCritical ~~ Investigate and expose the Investigate and expose the

power relationshipspower relationships

Design-based ~Design-based ~ interventions, interventions,

interactions and their effect in multiple interactions and their effect in multiple

contextscontexts

Quantitative ParadigmQuantitative Paradigm Key words like “evidence based” “systematic Key words like “evidence based” “systematic

review” “scientific research”review” “scientific research” employs a scientific discourse derived from the epistemologies of employs a scientific discourse derived from the epistemologies of

positivism and realismpositivism and realism Long tradition borrowed from the natural Long tradition borrowed from the natural

sciencessciences Since context is so pivotal in education, a great Since context is so pivotal in education, a great

number of studies must be done to eliminate number of studies must be done to eliminate contextual variance and combined using meta contextual variance and combined using meta analysis.analysis.

Inordinate support and faith in randomized Inordinate support and faith in randomized controlled studiescontrolled studies

“those who are seeking the strict way of truth should not trouble themselves about any object concerning which they cannot have a certainty equal to arithmetic or geometrical demonstration” (Rene Descartes,). 1496-1650 96-1650

The challenge of meeting The challenge of meeting criteria for quantitative criteria for quantitative

studystudy Control group assignment rarely possibleControl group assignment rarely possible Blind assessment not practicalBlind assessment not practical Contextual variables in natural contexts Contextual variables in natural contexts

negate transfer and replicabilitynegate transfer and replicability ‘‘What works’ in one context, at one time does What works’ in one context, at one time does

not guarantee it will work againnot guarantee it will work again Interventions are never controlled nor Interventions are never controlled nor

identicalidentical Educational results must always be Educational results must always be

interpretedinterpreted

Is meta analysis the gold Is meta analysis the gold standard?standard?

Canadian example:

Quantitative Ex. – Meta-Quantitative Ex. – Meta-Analysis Analysis

Ungerleider and Burns (2003)Ungerleider and Burns (2003) Systematic review of effectiveness and Systematic review of effectiveness and

efficiency of ICTefficiency of ICT The type of interventions studied were

extraordinary diverse –only criteria was a comparison group and use of ICT

“Only 10 of the 25 studies included in the in-depth review were not seriously flawed, a sobering statistic given the constraints that went into selecting them for the review.”

Ungerleider, C., & Burns, T. (2003) . A systematic review of the effectiveness and efficiency of networked ICT in education . P.38 Ottawa: Industry Canada. Retireved Jan. 24, 2004 from http://www.lnt.ca/technology/ict/SystematicReview.pdf

USA Department of Education (2003) USA Department of Education (2003) guidelines for guidelines for Identifying and Implementing Identifying and Implementing

Educational Practices Supported By Rigorous Educational Practices Supported By Rigorous Evidence:Evidence:

Quantitative SummaryQuantitative Summary

Can be useful especially when testing well Can be useful especially when testing well established and consistent practice.established and consistent practice.

The need to “control” context often makes The need to “control” context often makes results of little value to practicing results of little value to practicing professionalsprofessionals

In times of rapid change too early In times of rapid change too early quantitative testing may mask beneficial quantitative testing may mask beneficial positive capacitypositive capacity

Will we ever be able to afford blind Will we ever be able to afford blind reviewed, random assignment studies?reviewed, random assignment studies?

Qualitative ParadigmQualitative Paradigm

Many different varietiesMany different varieties Generally answer the question ‘why’ Generally answer the question ‘why’

rather then ‘what’ or ‘how much’?rather then ‘what’ or ‘how much’? Presents special challenges in DE Presents special challenges in DE

due to distance between participants due to distance between participants and researchersand researchers

Currently most common type of DE Currently most common type of DE research (Rourke and Szabo, 2002) research (Rourke and Szabo, 2002)

11stst Qualitative Example Qualitative Example

Dearnley (2003) Dearnley (2003) Student support in Student support in open learning: Sustaining the Processopen learning: Sustaining the Process

Practicing Nurses, weekly F2F Practicing Nurses, weekly F2F tutorial sessionstutorial sessions

Phenomenological study using Phenomenological study using grounded theory discoursegrounded theory discourse

Dearnley (2003)Dearnley (2003)

““Support structures to facilitate Support structures to facilitate personal and professional personal and professional development within this context development within this context need to be in place and attention need to be in place and attention must be given to the provision of must be given to the provision of effective learner support.” (Dearnley, effective learner support.” (Dearnley, 2003)2003)””

Johnson H. (2007). Dialogue and the Johnson H. (2007). Dialogue and the Construction of Knowledge in E-Learning: Construction of Knowledge in E-Learning: Exploring Students' Perceptions of Their Exploring Students' Perceptions of Their Learning While Using Blackboard's Learning While Using Blackboard's Asynchronous Discussion Board. EURODLAsynchronous Discussion Board. EURODL

Four different ways of perceiving Four different ways of perceiving online learning were identified online learning were identified Practical experience (Rosemary) Practical experience (Rosemary) Interconnections (Sarah, Katherine, Interconnections (Sarah, Katherine,

Cindy) Cindy) Expressing own thoughts (Anthony, Expressing own thoughts (Anthony,

David) David) Flexible learning (Larry) Flexible learning (Larry)

Qualitative SummaryQualitative Summary

Measure of quality is “critical appraisal Measure of quality is “critical appraisal concerning plausibility, internal concerning plausibility, internal consistency and fit to prevailing wisdom”consistency and fit to prevailing wisdom” Burkhardt & Schoenfeld (2003)Burkhardt & Schoenfeld (2003)

But what if the only producers and But what if the only producers and consumers are researchers not consumers are researchers not practitioners?practitioners?

Often the only answer that makes it to Often the only answer that makes it to the practice is “it depends”!the practice is “it depends”!

Critical Example Critical Example Friesen, N. (submitted). The Experience of Friesen, N. (submitted). The Experience of Computer Use: Expert Knowledge and User Computer Use: Expert Knowledge and User Know-How. GLIMPSE: Phenomenology and Know-How. GLIMPSE: Phenomenology and

Media. Media. ““I will also show how the actual experience of I will also show how the actual experience of

computer use casts into doubt the educational computer use casts into doubt the educational efficacy of computers understood as efficacy of computers understood as instruments of cognitive amplification, or simply instruments of cognitive amplification, or simply ‘mindtools.’ ”‘mindtools.’ ”

Did my failure to save my work or to properly Did my failure to save my work or to properly address my email message arise from a address my email message arise from a mismatch in "system" and "user" models?mismatch in "system" and "user" models?

““user knowledge of the system appears as user knowledge of the system appears as embodied, performative and emphatically embodied, performative and emphatically provisional in nature.”provisional in nature.” http://http://learningspaces.org/n/papers/Computer_Use.doclearningspaces.org/n/papers/Computer_Use.doc

Do These Research Do These Research ParadigmsParadigms

Meet the Real Needs Meet the Real Needs of Practicing Distance of Practicing Distance

Educators?Educators?

But what type of But what type of research has most effect research has most effect

on practice?on practice? Kennedy (1999) - teachers rate Kennedy (1999) - teachers rate relevance and value of results from each relevance and value of results from each of major paradigms.of major paradigms.

No consistent results – teachers are not No consistent results – teachers are not a homogeneous group of consumers but a homogeneous group of consumers but they do find research of valuethey do find research of value

““The studies that teachers found to be The studies that teachers found to be most persuasive, most relevant, and most persuasive, most relevant, and most influential to their thinking were all most influential to their thinking were all studies that addressed the relationship studies that addressed the relationship between teaching and learning.”between teaching and learning.”

But what type of But what type of research has most effect research has most effect

on Practice?on Practice? ““The findings from this study cast doubt The findings from this study cast doubt

on virtually every argument for the on virtually every argument for the superiority of any particular research superiority of any particular research genre, whether the criterion for genre, whether the criterion for superiority is persuasiveness, relevance, superiority is persuasiveness, relevance, or ability to influence practitioners’ or ability to influence practitioners’ thinking.” Kennedy, (1999)thinking.” Kennedy, (1999)

““In any dispute the intensity of feeling

is inversely proportional to the valueof the stakes at issue -- that is why

academic politics are so bitter.”

Wallace S. Sayre, 1905-1972 quoted in,

"Issawi's Laws of Social Motion" (1973)

44thth Paradigm ParadigmDesign-Based ResearchDesign-Based Research

Related to engineering and architectural Related to engineering and architectural researchresearch

Focuses on the design, construction, Focuses on the design, construction, implementation and adoption of a learning implementation and adoption of a learning initiativeinitiative

Related to ‘Development Research’Related to ‘Development Research’ Closest educators have to a “home grown” Closest educators have to a “home grown”

research methodologyresearch methodology Interventionist within a real educational Interventionist within a real educational

contextcontext Action Research on Steroids!Action Research on Steroids!

The Contextual TurnThe Contextual Turn

Postmodern assertion of variability pervasively Postmodern assertion of variability pervasively induced by uniqueness of any particular context induced by uniqueness of any particular context

Context of:Context of: Place – virtual, home, classroom, institution etc.Place – virtual, home, classroom, institution etc. Actors – many individual differences, temporary and Actors – many individual differences, temporary and

long lastinglong lasting Culture – including intra cultural heterogeneityCulture – including intra cultural heterogeneity

““Learning, Cognition, Knowing and Context are Learning, Cognition, Knowing and Context are irreducibly co-constituted and cannot be irreducibly co-constituted and cannot be treated as isolated entities or processes” (Barab treated as isolated entities or processes” (Barab & Squire, 2004)& Squire, 2004)

Context creates Context creates Content creates ContextContent creates Context

deFigueiredo (2005) Learning Contexts a Blueprint for Research,

The Complexity TurnThe Complexity Turn Increased interest in viewing educational Increased interest in viewing educational

contexts as complex environments:contexts as complex environments: Not possible to precisely forecast or predict Not possible to precisely forecast or predict

behaviour – explain and promote - but not predictbehaviour – explain and promote - but not predict Interventions from the outside (teacher Interventions from the outside (teacher

interventions) are conditioned and recursively interventions) are conditioned and recursively amplified or extinguished by contextual variablesamplified or extinguished by contextual variables

Resulting in emergent behaviours of organismsResulting in emergent behaviours of organisms Complexity “at the edge of chaos” provides Complexity “at the edge of chaos” provides

opportunity for creativity and necessary changeopportunity for creativity and necessary change See See Underwood (2000) complexity theoryUnderwood (2000) complexity theory;;

Pascale et. al (2000) Surfing the Edge of Chaos, Pascale et. al (2000) Surfing the Edge of Chaos, Bennet, (2004) Organizational SurvivalBennet, (2004) Organizational Survival

Design

ContextEvaluation &

Assessment

Design

Intervention

(Bannan-Ritland, 2003)(Bannan-Ritland, 2003)

4th Paradigm Design 4th Paradigm Design StudiesStudies

iterative, iterative, process focused, process focused, interventionist, interventionist, collaborative, collaborative, multileveled, multileveled, utility oriented, utility oriented, theory driven and generativetheory driven and generative

(Shavelson et al, 2003)(Shavelson et al, 2003)

Design Based Example 1 - Design Based Example 1 - AthabascaAthabasca

Tutor ModelTutor Model On call 2 hours/weekOn call 2 hours/week Part time, problem Part time, problem

with knowledge of with knowledge of institutioninstitution

knowledge of a knowledge of a single coursesingle course

Personal relationshipPersonal relationship Subject matter Subject matter

expertiseexpertise Personal knowledge Personal knowledge

basebase

Call Centre ModelCall Centre Model Advisor on call 40 Advisor on call 40

hours/weekhours/week Full time, steeped in Full time, steeped in

university university environmentenvironment

All business All business curriculumcurriculum

Customer Customer relationshiprelationship

Refers to academics Refers to academics for subject matter for subject matter expertiseexpertise

Formal FAQ and data Formal FAQ and data collectioncollection

Call Centres:

Answer 80% of student inquiries

Saves over $100,000 /year

Stage 1: Stage 1: Informed Informed ExplorationExploration

Literature review, theoretical Literature review, theoretical extrapolation and expert and extrapolation and expert and participant input participant input

Often an ideal provides a vision and Often an ideal provides a vision and a guide as well as significant a guide as well as significant component of the measuring stick by component of the measuring stick by which the ideal, as instantiated in which the ideal, as instantiated in actions within a real context, is actions within a real context, is measured. measured.


Review of call centre literature Interviews with current tutors and

managers Data collection on current processes

and costs Visit to other call centres, especially

those in related but uncompetitive contexts

Stage 2: EnactmentStage 2: Enactment

Production phase – highly visibleProduction phase – highly visible Need for project management, Need for project management,

tracking and documentationtracking and documentation Prototype articulation, design and Prototype articulation, design and

constructionconstruction Designs should be widely circulated Designs should be widely circulated

and critiquedand critiqued


Design and coded using Lotus NotesDesign and coded using Lotus Notes Project management, data collection Project management, data collection

on development problems and costs,on development problems and costs, Pilot testingPilot testing Multiple iterationsMultiple iterations

Stage 3 Local EvaluationStage 3 Local Evaluation

Interviews, focus groups with call Interviews, focus groups with call centre staffcentre staff

Student satisfaction surveysStudent satisfaction surveys Student interviewsStudent interviews Analysis of transaction logs and FAQ Analysis of transaction logs and FAQ Cost analysisCost analysis Interviews with tutors, unionInterviews with tutors, union


Multi-methodological evaluation of Multi-methodological evaluation of the interventionthe intervention

Iterative moving from formative to Iterative moving from formative to summative evaluation summative evaluation

Stage 4: Broader Impact Stage 4: Broader Impact EvaluationEvaluation

Generate and advance a particular set of theoretical Generate and advance a particular set of theoretical constructs that transcends the ..contexts in which constructs that transcends the ..contexts in which they were generated, selected or refined” (Barab & they were generated, selected or refined” (Barab & Squire, 2004)Squire, 2004)

Use of thick description and qualitative transferenceUse of thick description and qualitative transference Work to expand and develop theoryWork to expand and develop theory Tools and conceptual models to understand and Tools and conceptual models to understand and

adjust both the context and the intervention adjust both the context and the intervention Value of an intervention lies in its capacity to effect Value of an intervention lies in its capacity to effect

positive change – not in the scientific significance of positive change – not in the scientific significance of the resultsthe results

Call for national and international clearinghouse of Call for national and international clearinghouse of phase 4 evaluations (Collins et al. 2004)phase 4 evaluations (Collins et al. 2004)

Stage Four - Trials in Stage Four - Trials in Multiple ContextMultiple Context

Currently four help desks operating at Currently four help desks operating at AthabascaAthabasca

Continuing evaluation showing NSD Continuing evaluation showing NSD between perceptions of value by students between perceptions of value by students between tutor and call centre modelbetween tutor and call centre model

Increased use of web services decreasing Increased use of web services decreasing need for either tutors or call centers ie need for either tutors or call centers ie Am I ready for AU Am I ready for AU adaptive testingadaptive testing

Further research analyzing institutional Further research analyzing institutional resistance to changeresistance to change

Design-Based Study #2Design-Based Study #2

A work very much in progressA work very much in progress Social software solutions for Social software solutions for

continuous enrollment coursescontinuous enrollment courses But what type of interaction meets But what type of interaction meets

students needs, is cost effective and students needs, is cost effective and is least restrictive on freedom of is least restrictive on freedom of both learners and teachers?both learners and teachers?


Review of literature on interaction and self Review of literature on interaction and self directed studydirected study

Interviews with course developers, faculty in Interviews with course developers, faculty in regard to experience with social interventionsregard to experience with social interventions

Telephone interviews with others around the Telephone interviews with others around the world involved in continuous enrollment DE world involved in continuous enrollment DE programmingprogramming

Survey of students in classes with social Survey of students in classes with social interventionsinterventions

Anderson, Annand and Wark 2005 Having Anderson, Annand and Wark 2005 Having your Cake and eating it, 2005. Austariasia your Cake and eating it, 2005. Austariasia Journal of Educational TechnologyJournal of Educational Technology

Two Solitudes of Two Solitudes of Distance EducationDistance Education

Independent Study 1st gen. correspondence 2nd gen. telecourses

Type I

Information Technology

Collaborative, Distance education

3rd gen. video, audio and computer conf

Type C Communications Technology

AU Undergrad AU GradAU Future ??

Anderson, in press

Type S Distance EducationType S Distance Education

Independent Study 1st gen. correspondence 2nd gen. telecourses

Type I

Information Technology

Collaborative, Distance education

3rd gen. video, audio and computer conf

Type C Communications Technology

Socially Enhanced Independent Learning

Type S

Social Technology

AU Undergrad AU GradAU Future ??Anderson, 2006

Learning FreedomLearning Freedom

Paulsen’s (1993) theory of Paulsen’s (1993) theory of cooperative freedom:cooperative freedom: Freedom of spaceFreedom of space Freedom of paceFreedom of pace Freedom of timeFreedom of time Freedom of mediaFreedom of media Freedom of contentFreedom of content Freedom of access Freedom of access + Freedom of relationship (Anderson)+ Freedom of relationship (Anderson)

But these freedoms are But these freedoms are compromised by the interactive, compromised by the interactive, paced and collaborative form of 3paced and collaborative form of 3rdrd generation DE that is based on Type generation DE that is based on Type C technologiesC technologies

Is the value of the social, paced and Is the value of the social, paced and collaborative learning of sufficient collaborative learning of sufficient magnitude to justify these magnitude to justify these restrictions?restrictions?

Educational Social Educational Social Technology (EST)Technology (EST)

““Networked tools that support and Networked tools that support and encourage learning through face-to-face encourage learning through face-to-face and virtualand virtual social interactions while social interactions while retaining individual control over time, retaining individual control over time, space, presence, activity, identity and space, presence, activity, identity and communitycommunity.” (Anderson, 2005).” (Anderson, 2005)

Social software are tools that support Social software are tools that support communication using the five ‘devices’ of communication using the five ‘devices’ of identity, presence, relationships, identity, presence, relationships, conversations and groups. (Butterfield, conversations and groups. (Butterfield, 2003)2003)

Stage 1 Stage 1 Research questionsResearch questions

What tools, learning activities and What tools, learning activities and incentives are needed to allow incentives are needed to allow students in learner-paced, students in learner-paced, continuous enrollment courses to continuous enrollment courses to provide social, cognitive and provide social, cognitive and teaching presence to each other?teaching presence to each other?

Survey resultsSurvey results78% of self-paced student respondents indicated that 78% of self-paced student respondents indicated that

they would interact with other students as long as they would interact with other students as long as they were able to proceed through the course at they were able to proceed through the course at their own pace. their own pace.

95% of student respondents reported a desire to 95% of student respondents reported a desire to access the work of other studentsaccess the work of other students either either currently or previously enrolled in the courses.currently or previously enrolled in the courses.

Preferred Mode of that interaction:Preferred Mode of that interaction:• 70% preferred asynchronous media like email 70% preferred asynchronous media like email

and computer conferencing, and computer conferencing, • 27% preferred a combination of synchronous 27% preferred a combination of synchronous

and asynchronous technologiesand asynchronous technologies• only 3% preferred synchronous interaction only 3% preferred synchronous interaction

alone (for example, audio conferences or face-to-alone (for example, audio conferences or face-to-face interaction). face interaction).

Stage 1 summaryStage 1 summary

Interviews and survey of studentsInterviews and survey of students Review of the interaction literatureReview of the interaction literature Investigate social software toolsInvestigate social software tools Develop research questions and Develop research questions and

methodologymethodology


Select and install an instance of elgg Select and install an instance of elgg [email protected]@athabascau.ca

Develop support strategies and Develop support strategies and documentationdocumentation

Pilot testing (faculty, undergraduate Pilot testing (faculty, undergraduate and graduate classes)and graduate classes)

Develop new instructional designsDevelop new instructional designs Successive iterationsSuccessive iterations

Stage 2: EnactmentStage 2: Enactment Social software typically supports:Social software typically supports:

Individual and group Wiki, Blog, Individual and group Wiki, Blog, Events, Tasks, Polls. Events, Tasks, Polls.

User profiles. User profiles. Friend of friendFriend of friend Interest sharing, group formation Interest sharing, group formation

and access controland access control RSSRSS Connections on and off line Connections on and off line

http://elgg.net

BloggingConnections

Real TimePacing

Social Presence

ContentAdmin

Asynchronous Int.

DisseminationKnowledge Polling

M2U.Athabascau.ca

Portal Products

Learning Objects

Elluminate Furl

Moodle

Technologies of MDE 663 Fall 2006

CMAP


Ethics clearance and resolving privacy Ethics clearance and resolving privacy issuesissues

Interviews, focus groups with Interviews, focus groups with developers and facultydevelopers and faculty

Student satisfaction surveysStudent satisfaction surveys Student interviewsStudent interviews Analysis of transaction logsAnalysis of transaction logs Cost analysis using completion rate Cost analysis using completion rate

datadata

Usefulness over 8 Educ Usefulness over 8 Educ FunctionsFunctions

0 1 2 3 4 5

Email

Blogs

Moodle Discussion

RSS

Cmap

Web Conf

Profiles

BookMarks

Usefulness

N= 9 of 13

Supporting Social and Supporting Social and Feeling ConnectedFeeling Connected

0 1 2 3 4 5 6

Email

Blogs

Discussion

RSS

Web Conf

Profiles

Usefulness

N= 9 of 13

Mastering Knowledge Mastering Knowledge ObjectivesObjectives

0 1 2 3 4 5

Blogs

Email

Discussion

RSS

Cmap

Web Conf

Profiles

BookMarks

Knowledge

N= 9 of 13

Stage 1-3 IterationsStage 1-3 Iterations

Adding functionalityAdding functionality Testing new designs and learning Testing new designs and learning

activitiesactivities Reacting to Organizational ChangeReacting to Organizational Change

Think staff development and Think staff development and redefinition of learning rolesredefinition of learning roles

Think decentralization – students Think decentralization – students developing unanticipated use of developing unanticipated use of systemsystem

Stage 4: Broader Impact Stage 4: Broader Impact Evaluation & TheorizingEvaluation & Theorizing

Publishing of resultsPublishing of results Trials in different contextsTrials in different contexts

Use in paced and unpaced coursesUse in paced and unpaced courses Use in different disciplinesUse in different disciplines

Collaboration with international ELGG Collaboration with international ELGG groupsgroups

Synthesis of application in different contextsSynthesis of application in different contexts Adoption of Innovation frameworkAdoption of Innovation framework Theorizing: Does Educational Social Theorizing: Does Educational Social

Software allow scaleable, high quality, Software allow scaleable, high quality, learning while maximizing learner learning while maximizing learner freedoms?freedoms?

Design-based Research: Design-based Research: ConclusionConclusion

Methodology developed by educators for Methodology developed by educators for educatorseducators

Developed from American pragmatism – Developed from American pragmatism – Dewey (Anderson, 2005)Dewey (Anderson, 2005)

Recent Theme Issues:Recent Theme Issues: The Journal of the Instructional Sciences, The Journal of the Instructional Sciences, ((1313, 1, , 1,

2004), 2004), Educational ResearcherEducational Researcher ( (3232, 1, 2003) and , 1, 2003) and Educational Psychologist (39, 4, 2004)Educational Psychologist (39, 4, 2004) See bibliography at See bibliography at

http://cider.athabascau.ca/CIDERSIGs/DesignBhttp://cider.athabascau.ca/CIDERSIGs/DesignBasedSIG/asedSIG/

My article at My article at www.cjlt.ca/abstracts.htmlwww.cjlt.ca/abstracts.html

Building the Research Building the Research CultureCulture

Better dissemination within a Better dissemination within a combined research/practitioner combined research/practitioner communitiescommunities

Better toolsBetter tools More funding; less fightingMore funding; less fighting

Online JournalsOnline Journals International Review of Research on International Review of Research on

Open and Distance Learning Open and Distance Learning www.irrodl.orgwww.irrodl.org

CIDER.ATHABASCAU.CACIDER.ATHABASCAU.CA

A Tale of 3 booksA Tale of 3 books

Open Access

72,000 downloads plus

indiv. chapters

400 hardcopies sold @ $50.00

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E-Learning for the 21st CenturyCommercial Pub.1200 sold @ $135.002,000 copies in Arabic Translation @ $8.

ConclusionConclusion

• DE Research is grossly under-resourced to DE Research is grossly under-resourced to meet the magnitude of opportunity and meet the magnitude of opportunity and demand.demand.

• Paradigm wars are unproductive.Paradigm wars are unproductive.• Design-based research offers a promising Design-based research offers a promising

new research design model.new research design model.• Web 2.0 enhanced interaction Web 2.0 enhanced interaction

(multiformat, synch, asynch, immersive (multiformat, synch, asynch, immersive environments) may offer key to more environments) may offer key to more effective knowledge growth and exchange. effective knowledge growth and exchange.

ConclusionConclusion

““Wisdom is fed equally from practical, Wisdom is fed equally from practical, theoretical, and ethical knowledge and theoretical, and ethical knowledge and

from a large quantity of reflected from a large quantity of reflected experience”experience”

Otto Peters, 2003 p. 137Otto Peters, 2003 p. 137

Your Comments or Your Comments or QuestionsQuestions

Most Welcomed !Most Welcomed !

Terry Anderson

[email protected]

Research “philosophy for professionals” Ulrich 2006

reflective competence is: •self-critical: the effort of systematically examining one’s own premises through self-reflection and dialogue, with a view to carefully qualifying the meaning and validity of one’s claims; •emancipatory: working actively to help others in emancipating themselves from one’s claims, as well as from theirs; and •ethically alert: making transparent to oneself and to others the value implications of one’s claims, and limiting these claims accordingly.

Design- Based Research: New Research Paradigm

Education

Transcript of Design- Based Research: New Research Paradigm