Abstract
This paper explores the role of theory in two research studies conducted through a design-based methodological lens. Rejecting the binary distinction between interpretivist and positivist positions characterised by the paradigm wars, the authors ensured both that practical interventions were guided by relevant theoretical perspectives, and that the evaluation of these interventions subsequently informed the development of theory. In the first of these cases, a series of interventions introducing video-enhanced practice to two cohorts of undergraduate students was situated against a backdrop of both social and cognitive constructivist theories of learning, leading to the development of an integrated model of video-enhanced assessment and feedback. In the second case, a broad range of theoretical developments in the fields of social-constructivist, constructionist, contextualised, experiential and place-based learning informed the design of a series of outdoor mobile learning activities intended to enhance learner engagement of children with science topic work, leading to theoretical developments around digital capital and the digital disconnect. The paper argues that through embracing a pragmatist epistemology, design-based research offers a methodological approach underpinned by a symbiotic relationship between theory and practice in technology-enhanced learning research.Keywords: theory; practice; design-based research; DBR; video; assessment; feedback; mobile learning; outdoor settings; digital disconnect; mobile capitalPart of the Special Issue Debating the status of ‘theory’ in technology enhanced learning research
Highlights
The origins of design-based research (DBR) can be found jointly in Brown’s seminal paper on the area, in which she characterises her approach through a framework of design, development, deployment and evaluation of educational innovations (1992), and in both Brown’s and Collins’ discussions of design experiments in the context of educational technology (Brown, 1992; Collins, 1992)
2.7 Discussion and Conclusions from Case 1. This investigation took a position in the field of educational video and multimedia between those held by Mayer (2001), whose stance is primarily informed by the field of cognitive psychology, and Koumi (2006), whose perspective stems from a background in broadcast production, while building on Laurillard’s (2002) theorisations around the place of dialogue in teaching and learning
In line with the aim to collaborate closely with teachers to develop and evaluate authentic activities that directly related to the National Curriculum, the initial design of an mobile learning activities (MLAs) was guided by those learning objectives highlighted by teachers as key attainment targets; a series of face-to-face and email discussions subsequently resulted in an agreed activity specification, underpinned by a range of theoretical learning approaches considered appropriate for the age group and nature of the task
Summary
The origins of design-based research (DBR) can be found jointly in Brown’s seminal paper on the area, in which she characterises her approach through a framework of design, development, deployment and evaluation of educational innovations (1992), and in both Brown’s and Collins’ discussions of design experiments in the context of educational technology (Brown, 1992; Collins, 1992). A systematic but flexible methodology aiming 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. “Research on designs must lead to sharable theories that help communicate relevant implications to practitioners and other educational designers.”
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