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Our group has concluded that DBR is:
-Flexible
-Practical
-Hands-on
-Collaborative
-Useful for 21st century learning and teaching
-Processing theories
-Educational practices
-Build upon existing research in the field
-Linking learning environments
-Connecting issues that arise in the classroom which is very relatable for all teachers
-Learning, training, and uncovering questions
-Preliminary
-Research prototyping
-Assessment phase

Some research questions that pertain to DBR in education:

1. What is an appropriate learning goal....?
Based on the literature and expert opinion what would be a suitable learning goal for a particular group of learnings?

2. How can this learning goal be achieved? What is a teaching-learning strategy that would help students to achieve this goal? (or help teachers to support students in achieving that goal)?

3. How well was this strategy/trajectory implemented?

4. What were the effects of this intervention?

-Sophia

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Lisa: Design Based research supports the educational system by refining theories and practice (Kennedy, 2013). According to the video DBR focuses on the basis of principle by allowing one to discover something new while completing research. The purpose of it is to teach about learning and training and uncovering questions.

Luke: I agree with you. I think that on an individual level teachers can make change in their own classrooms more easily than school-wide. I think that the uniqueness of a teacher really shines when you walk into their classroom. You can see what changes they would want to make in the way their classroom looks, sounds, feels, acts, and performs.

Janice: I do think educators can make independent change in the classroom using DBR. For example, integration of technology in the classroom. As an educator, you may want to investigate the benefits, drawbacks, concerns, myths etc.. surrounding technology and education from the perspectives of students, parents, and other educators; then design a a learning plan and conduct a trial and error that addresses issues pertaining to technology in the class (perhaps look at how social media networks can enhance students' learning and understanding of certain concepts; which social media is the most effective in achieving learning objectives and outcomes etc..); next, reflect on your experience - what went well/didn't go well/next steps; ask for student feedback; how did students approach/respond to the learning episode involving technology; finally, repeat this process with a different class/grade/school/subject.

- Luke

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Comparing Action Research and Design-Based Resear

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Comparing Action Research and Design-Based Resear

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Hi! Our group used a sample problem to compare the 2 kinds of research! Let us know what you think...
- Rileigh, Serena, Suzanne, Heather

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Booshoo to all the groups! Just want to remind you to post your name when posting a comment. Some of us are showing up as anonymous. Pls let us know if you are having trouble with this and we will try and help you figure out the problem :)

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Has anyone come across the answer to this question: Is DBR best for educational research in science/math? Most of the resources I found on-line have been DBR questions involving STEM questions.

Andrea Machel

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From my understanding design based research is the research process that differs from our traditional research method in the sense  that when using the DBR method we know what we want the outcome to be, and the goal of the research is to see which method or practice will solve the problem at hand. so rather than posing A+B=? its A+?=C, in this sense it allows the researcher to test multiple methods in the same study and in many ways can increase the efficiency of the study. as it is pointed out in the  paper "design-based research permits the use of all and any types of data to reach an operative or effective design" (Kennedy, 2015, p. 111) which is a large benefit in educational research as the issues being looked at are often complex and would benefit from multiple outlooks. A limitation of DBR would be that to carry out a proper study a lot of resources and time would be needed to proceed with the cycles of Iteration and prototyping phases, which may be in certain cases impractical. The way in which DBR is beneficial to education research is in the way in which the design is set up , rather than testing solutions in hopes of finding a favourable outcome we can approach the research in hopes of finding the outcome we know is suitable. As referenced in the article with the comparisons of the PHD studies there is a wide variety of methods that can be used while taking a DBR approach to educational study, which ultimately i feel is the main benefit of DBR in educational research.

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Question 1: Define Design-based research, highlighting its values and limitations.
Question 2: Choose another research method covered in this course and create a comparison chart.

Define: “Design-based research is an approach that supports the exploration of educational problems and refining theory and practice by defining a pedagogical outcome and then focusing on how to create a learning environment that supports the outcome” (Kennedy, 2015, p. 109). It runs by a series of approaches rather than one singular approach allowing for flexibility in the research design (p. 110).

Values:

Reliability

Trustworthiness

Validity

Contributions to local educational contexts (p. 120)

Theory Building (p. 120)

Limitations: Kennedy (2015) states that:

“design-based research and the criteria presented in this paper is that HDR students often lack the resources to conduct large scale research studies and consequently focus on micro studies which may be more manageable and achievable…the crucial determinant in a solo or team research study is that the individual or team has the expertise and skills to develop the initial design, undertake the experiment and undertake a systematic and retrospective analysis of the data” (p. 120)

Kennedy also states that “one of the issues that can arise in design-based research by a solo investigator is the occurrence of conflicting researcher roles…” (p. 118).

Reeves (2011) mentions that the “research is rarely used because it requires levels of synthesis, generalization, and theory construction beyond the level of most researchers” (p. 59).

See chart showing design based research. Retrieved from Kennedy (2015, p. 112).

http://transportergroup.com/porterking/wp-content/uploads/2012/10/armodel.gif

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-Sophia

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Hi everyone,

I would just like to say, great idea DBR team to do a Padlet! I used this a lot in teacher's college and in my classrooms and the students love it. I have included my post on Padlet and also below.

Design-Based research is an approach that utilizes and supports issues in education and processing theories as well as practices by explaining outcomes of pedagogy and focusing on developing a learning environment that will in turn support these particular outcomes (Kennedy-Clark, 2015, p.109). Something that I discovered as a benefit to design-based research was how it is practical, collaborative, and adaptable. All these concepts are very important and influential to both 21st century learners and teachers as well. I think this is research I would truly benefit from. However, one of the drawbacks I did notice is that it does take quite an extensive period of time to complete. This is because, re-design can occur, as well as revision and refinement. This will slow down the process of completing and finding the final outcomes from the research. Also, although having collaboration be a key part of this research, maintain that partnership with the practitioners might be a challenge (Kennedy-Clark, 2015, p.112).

I personally think that every type of research has its benefits and drawbacks. I would say that the benefits still outweigh the drawbacks in DBR, and it is definitely an approach I would take in my future educational research.

I look forward to learning more about DBR this week!

Sophia

References

Kennedy-Clark, S. (2015). Research by design: Design-based research and the higher degree research student. Journal of Learning Design, 8(3), 108-122. (PDF below).

Here is an image I found online.

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- Teachers and students can have a discussion about their own experiences with race and impact/understanding of identity

Janice

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What are the design characteristics of a valid and effective teaching and learning strategy to teach students about race in such a way that they develop an understanding of the need for inclusion?

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https://www.flickr.com/photos/david_jones/15250772546/