Educational Design Research: appropriate to address problems in educational practice Tjeerd Plomp Professor Emeritus University of Twente Enschede, The Netherlands 140519 ICREAMS 1 Van den Akker (1999; director of Netherlands Institute for Curriculum Development) about research in domain of curriculum development and implementation: many ‘traditional’ research approaches such as experiments, surveys, correlational analyses, with their emphasis on description hardly provide prescriptions that are useful for design and development problems in education 140519 ICREAMS 2 In this presentation: • • • • • • Research functions and research designs What is design research Research question Quality criteria for interventions Generalizability in design research New book on design research 140519 ICREAMS 3 Focus of research project Dependent on research question/goal research may address a need – – – – – to describe to explain, understand, predict to compare to evaluate to design/develop Called: research functions 140519 ICREAMS 4 Research approaches/designs to realize research functions e.g.: • • • • • Survey: to describe, compare, evaluate Case studies: to describe, to explain Experiments: to explain, to compare Ethnography: to describe, to understand Correlational research: e.g. to describe, to explain • Evaluation research: e.g. to determine the effectiveness of a program 140519 ICREAMS 5 Research designs, e.g.: Design research: to design/develop an intervention (e.g. program, T/L strategy, process, product, system, etc) with the purpose – to improve practice and contribute to body of knowledge OR – to develop a theory (and possibly: to inform decision making and policy development) Note: intervention is container term 140519 ICREAMS 6 What is Educational Design Research (EDR)? Distinction between: • • Development studies aimed at research-based solutions for complex problems in educational practice Validation studies aimed at development or validation of a theory Research on interventions versus research through interventions (McKenney & Reeves, 2012) Often both angles in one study! 140519 ICREAMS 7 What is Educational Design Research (EDR)? Educational design research – type development studies - is the systematic analysis, design, development and evaluation of educational interventions with the dual aim of • generating research-based solutions for complex problems in educational practice, and • advancing our knowledge about the characteristics of these interventions and the process of designing and developing them. 140519 ICREAMS 8 What is Educational Design Research (EDR)? Educational design research – type validation studies - is the study of educational interventions – such as learning processes, learning environments and the like – with the purpose to develop and validate theories about such processes and how these can be designed. 140519 ICREAMS 9 Educational Design Research encompasses systematic educational design processes. The reverse is not true: Not all systematic educational design can be called research 140519 ICREAMS 10 Iterations of systematic design cycles PROBLEM analysis Revision: yes? No? STOP design & develop prototype evaluation 11 Design research methodology can be expressed as follows: Development of prototype solutions ID of problems with practitioners Revision Reflection to produce design principles Testing solutions in context (adapted from Reeves, UoGeorgia, Athens, USA) 140519 ICREAMS 12 Susan McKenney, Univ of Twente: 140519 ICREAMS 13 Phases in Design Research • Preliminary phase: needs and content analysis, review of state-of-art of literature => conceptualisation & design specifications • Development or Prototyping phase (iterative design phase + formative evaluation) <=> micro-cycles of research • Assessment phase (semi-summative evaluation) ALL Phases: systematic reflection and documentation (resulting in design principles) 140519 ICREAMS 14 On terminology: (Educational) Design Research stands for a ‘family’ of related research approaches • • • • • • Design studies, design experiments Design-based (implementation) research Development research Participative action research Formative research Engineering research (e.g. Van den Akker et al., 2006): But a number of characteristics in common! 140519 ICREAMS 15 Common characteristics • • • • Interventionist Iterative Process oriented Utility oriented: merit of design measured • Theory oriented: based upon & contributing to • Involvement of practitioners 140519 ICREAMS 16 A closer look: Context Z: Intervention X Outcomes Input => Process Y1, Y2, …, Yn In general: Research goal may vary, but always: (i) design/development of intervention (ii) design principles or theory validation 140519 ICREAMS 17 Twofold yield in design research Development studies (i) developing a research based intervention as solution to complex problem, and (ii) constructing (re-usable) design principles Validation (i) designing learning environments with the purpose studies (ii) to develop and validate theories about learning, learning environments, or to validate design principles Implemen (i) implementing a particular program and (ii) -tation strategy and conditions under which implementation can happen (design studies 140519 ICREAMS 18 principles). Research question in design research If research goal is development of intervention: What are the characteristics of an <intervention X> to realize outcomes Y in context Z OR in case of developing/validating a theory (tentatively): What is an adequate learning and teaching strategy for <topic B> in context C in order to cope with the main difficulties in the learning of this topic 140519 ICREAMS 19 Examples of research questions #1 what are the characteristics of an effective in-service programme for mathematics teachers through which they develop the ability to apply student-centred pedagogical methods (Tecle, 2003) 140519 ICREAMS 20 Examples of research questions #2 What is an adequate learning and teaching strategy for genetics in upper secondary biology education in order to cope with the main difficulties in learning and teaching genetics, and to promote the acquisition of a meaningful and coherent understanding of hereditary phenomena? ( Knippels, 2002) 140519 ICREAMS 21 Quality criteria for interventions: 1. Relevance or Content Validity: • need for the intervention • based on contemporary scientific insights 2. Consistency or Construct Validity 3. Practicality - can be used in settings for which developed 4. Effectiveness: - yields desired results - cost-benefit ratio #3&4: Expected versus Actual 140519 ICREAMS 22 Shift in emphasis on criteria Stage Criteria Emphasis mainly on relevance and consistency (i.e. validity), less on practicality Development initially: consistency and practicality; or increasingly practicality and Prototyping gradually effectiveness Preliminary research phase Assessment phase 140519 practicality and effectiveness ICREAMS 23 Formative evaluation e.g.: Design specs Global design Relevance • Screening • Focus grp • Screening • Screening • Focus group • Focus group • Focus group • Micro-eva Consistency • Screening • Focus grp • Screening • Focus grp Practicality • Screening • Screening • Focus group • Focus grp • Walkthrgh • Focus grp • Micro-eva • Walkthrgh • Focus grp • Micro-eva • Try-out Effectiveness • Screening • Screening • Focus grp • Focus group • Focus group • Micro-eva • Focus grp • Micro-eva • Try-out24 140519 ICREAMS Partly developed Completely developed • Screening • Focus group • Focus group • Micro-eva Generalizability in Design Research: Yin (2003) about case study research: striving to generalize findings to some broader theory: Context Z: Intervention X Input => Process Outcomes Y1, Y2, …, Yn design principles as intervention theory local instruction theory 25 Generalizability in Design Research: Yin (2003) about case study research: striving to generalize findings to some broader theory A theory (design principles or local theories) must be tested through replications of findings in a 2nd, 3rd or more cases: if same results in various cases, then …. the theory (= design principles or local theories) might be accepted for a much larger number of contexts. This replication logic is the same that underlies design research! Analytical generalization. (compare with ‘transferability’ in qualitative research) 140519 ICREAMS 26 Edited by Tjeerd Plomp & Nienke Nieveen Published by: SLO – Netherlands Institute for Curriculum Development. Enschede; 2013 Part A: an Introduction Part B: Illustrative cases Free available from: http://international.slo.nl/e dr 140519 ICREAMS 27 Part B: 51 Cases of Design Research Case Selection Tool: • • • • • • Countries Educational Sectors Educational domains (>1) Main aim Educational focus Type of intervention (>1) See: http://international.slo.nl/edr 140519 ICREAMS 28 Part B: 51 Cases of Design Research Case Selection Tool: • 22 countries: CHI, SIN, IND, KOR – USA (14), NET (11) • Educational Sectors: all • Educ domains (>1): curriculum (16), learning & instruction (29), subject-related pedagogy (34), school organization (3), instructional technology (7), ICT in education (11) • Main aim: development studies (36); validation studies (14); implemtation studies (1) • Educational focus • Type of intervention (>1) 140519 ICREAMS 29 Part B: 51 Cases of Design Research Case Selection Tool: • • • • • • Countries Educational Sectors Educ domains (>1) Main aim Educational focus: teaching-learning methods; curriculum planning; ICT in education; school management & leadership; monitoring quality of educ; professional development; workplace learning Type of intervention: curr unit/course (34), educ programme (12), learning task (9), monitoring system (4), assessment task (2), other (4) 140519 ICREAMS 30 Thank you! (t.plomp@utwente.nl) 140519 ICREAMS 31 Quotes illustrate that many researchers in various ‘corners’ of our field belief that there is a need for an alternative research approach that is directly relevant for problems in educational practice. 140519 ICREAMS 32 NOTE: One resq => more than one res function Example: if aim of research is to design and develop a teaching-learning strategy for acquiring the competency of mathematical modelling (in grade 11 & 12), then researchers may first want to understand and carefully describe what barriers students experience with mathematical modelling. But: there is primary research function 140519 ICREAMS 33 Why embark on Design Research? Various reasons – e.g.: 1. Need to solve a complex problem in education practice for which no how-todo guidelines are available 2. Need to elaborate and/or validate a theory (e.g. whether the theory of Realistic Mathematics Education is valid in a certain context) 140519 ICREAMS 34 Problems may exist at all levels - for example: System level: Need for system for e-learning to serve specific group of students Institutional level: What are effective methods for collaborative learning 140519 ICREAMS 35 When is Design Research Appropriate? Eamonn Kelly (2009): • Initial state(s) unknown or unclear • Goal state(s) unknown or unclear • Operators to move from initial states to goal states are unknown or how to apply the operators is unclear 140519 ICREAMS 36 Generalizability in Design Research: So: design principles must be seen as ‘heuristic’ statements providing guidance and direction, but do not give ‘certainties’. When we give proper weight to local conditions, any generalization is a working hypothesis, not a conclusion! (Lee Cronbach, 1975, cited by Tom Reeves) 140519 ICREAMS 37