VirtualMV/Research in IT/Methodologies/Design
By the end of this section you will be able to:
We propose that good design-based research exhibits the following ﬁve characteristics:
- First, the central goals of designing learning environments and developing theories or “prototheories” of learning are intertwined.
- Second, development and research take place through continuous cycles of design, enactment, analysis, and redesign (Cobb, 2001; Collins, 1992).
- Third, research on designs must lead to sharable theories that help communicate relevant implications to practitioners and other educational designers (cf. Brophy, 2002).
- Fourth, research must account for how designs function in authentic settings. It must not only document success or failure but also focus on interactions that reﬁne our understanding of the learning issues involved.
- Fifth, the development of such accounts relies on methods that can document and connect processes of enactment to outcomes of interest.
Design-Based Research Collective. (2003
- Wang, F., & Hannafin, M.J. (2005). Design-based Research and Technology-Enhanced Learning Environments. Educational Technology Research & Development, 53(4), 5-23.
- Design-Based Research Collective. (2003). Design-based research: An emerging paradigm for educational inquiry. Educational Researcher, 32(1), 5-8, 35-37. http://www.designbasedresearch.org/reppubs/DBRC2003.pdf