2. 1. DBR overview
2. MELLES case study
3. DBR implications, limitations and
recommendations
4. Conclusions
5. Discussion
2
3. “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)
3
7. 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”
8. Applied
Participatory
Collaborative
Utility oriented
Theory driven
Unifying theory and practice
Evolving
Systemic
9. Rich feedback
Responsive
Flexible
Agile
BUT
Multileveled and multifaceted
Complex
Messy
10. 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
“We are moving away from a passive information age towards an
active participation age” (Farmer & Gruba, 2006, p. 149)
11. 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
13. 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
14. 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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16. 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
16
17. 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?
17
18. • 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)
18
20. 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
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21. 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)
21
25. (Palalas & Hoven, 2013)
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)
26. 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
26
27. 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)
30. 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.
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