Improvement of Spanish Oral Expression in Ethno-Education in Colombia Through Design-Based Research

Emerging in the learning sciences field in the early 1990s, qualitative design-based research (DBR) is a relatively new methodological approach to social science and education research. As its name implies, DBR is focused on the design of educational innovations, and the testing of these innovations in the complex and interconnected venue of naturalistic settings. As such, DBR is an explicitly interventionist approach to conducting research, situating the researcher as a part of the complex ecology in which learning and educational innovation takes place. With this in mind, DBR is distinct from more traditional methodologies, including laboratory experiments, ethnographic research, and large-scale implementation. Rather, the goal of DBR is not to prove the merits of any particular intervention, or to reflect passively on a context in which learning occurs, but to examine the practical application of theories of learning themselves in specific, situated contexts. By designing purposeful, naturalistic, and sustainable educational ecologies, researchers can test, extend, or modify their theories and innovations based on their pragmatic viability. This process offers the prospect of generating theory-developing, contextualized knowledge claims that can complement the claims produced by other forms of research. Because of this interventionist, naturalistic stance, DBR has also been the subject of ongoing debate concerning the rigor of its methodology. In many ways, these debates obscure the varied ways DBR has been practiced, the varied types of questions being asked, and the theoretical breadth of researchers who practice DBR. With this in mind, DBR research may involve a diverse range of methods as researchers from a variety of intellectual traditions within the learning sciences and education research design pragmatic innovations based on their theories of learning, and document these complex ecologies using the methodologies and tools most applicable to their questions, focuses, and academic communities. DBR has gained increasing interest in recent years. While it remains a popular methodology for developmental and cognitive learning scientists seeking to explore theory in naturalistic settings, it has also grown in importance to cultural psychology and cultural studies researchers as a methodological approach that aligns in important ways with the participatory commitments of liberatory research. As such, internal tension within the DBR field has also emerged. Yet, though approaches vary, and have distinct genealogies and commitments, DBR might be seen as the broad methodological genre in which Change Laboratory, design-based implementation research (DBIR), social design-based experiments (SDBE), participatory design research (PDR), and research-practice partnerships might be categorized. These critically oriented iterations of DBR have important implications for educational research and educational innovation in historically marginalized settings and the Global South.

This study aimed to explore the appropriateness of using a design-based research approach in inducing change by exploring the research question: How can implementing new learning tools in hospital practice lead to sustainable change? Although design-based research is conducted with the idea of bridging the theory/practice gap, we perceived a gap between design, enactment and sustainable change. We assume that context-particularly routines-plays a decisive role in this gap. Qualitative design-based educational research METHODS: Discussion of the design-based research approach based on a case study. The results of the case study are interpreted with a theoretical explanatory model. We explored theories about practice, routines and routine dynamics. The identified elements of routine dynamics could be related to our context, findings and experiences. From the case data, an eye-opening insight emerged. Context, especially the prevailing routines and new routines to be developed in this context, are significant constituents in all phases of design-based research. Furthermore, elements of routine dynamics can explain the variance in enactment and the difficulties involved in establishing a new educational routine in nursing clinical practice. The inclusion of routine dynamics in the DBR research protocol is a necessary addition to ensure the successful design and implementation of a new educational tool in clinical practice.

Developing a mathematical mindset involves understanding the underlying cognitive processes. Mathematization, a key in realistic mathematics education (RME), is an activity of organizing a subject from reality or a mathematical subject. This literature-based paper intends to provide guiding principles for conducting design research in mathematics classrooms as guided by RME. Guided re-invention of mathematics and didactical phenomenology are two key philosophical underpinnings of RME. The activity, reality, level, intertwinement, interactivity, and guidance principles are central to how RME fosters mathematical understanding and problem-solving skills. The innovative plans in design-based research are developed by using design heuristics that follow the framework of the theory of realistic mathematics education. The main methodological intention of design-based research (DBR) is to actively influence and improve educational situations through designed interventions. Interventionist, theory-generative, prospective, and reflective analysis, iterative, and ecologically valid and practice-oriented are the key five characteristics of DBR. DBR is a process-oriented investigation focusing on how learning occurs, consisting of three successive, flexible, and iterative phases: Preliminary design, the teaching experiment, and retrospective analysis. Designing an innovation in mathematics education and finalizing for better learning can follow the sequence of RME principles to DBR phases.

Background: The lack of commonly accepted models of educational Design-based Research (DBR) hinders the effectiveness of knowledge transfer and theory development in this field. Such models are well established in information systems (IS) research. The structured approaches to DBR in IS research have the potential to inform educational research practice for facilitating the interplay between theoretical and practical advancements. Method: We compare existing approaches to identify compatibility in terms of objectives and structured process designs in the two fields based on a literature review. Having established common ground, we examine the role of theory as a result of DBR and identify potential for synthesis of existing concepts. Finally, we transfer an DBR contribution types model from IS and evaluate its applicability by reflecting it against outcomes in educational DBR. Findings: We show a compatibility of the goals and characteristics of DBR in both disciplines and identify a common underlying understanding that enables a transfer of concepts and models. The nature of DBR outcomes in educational research is found to be ambiguous, in particular with respect to the role of theory. This hampers the development of generalizable and transferable findings. DBR in IS provides more coherent models of the role of theory and the processes that lead to its development and validation. We show that these models can inform the implementation of educational DBR. Contribution: The paper contributes to the advancement of educational DBR by transferring models from IS research after thoroughly examining the compatibility of DBR in both fields. The more structured approach to examine and assess DBR outcomes enables to improve the generalizability and transferability of findings in educational research.

Design-Based Research presents a pragmatic approach to addressing both pedagogical problems and innovations within a rigorous framework that aims to build transferable practice. This panel discussion will explore four examples of implementing DBR in various higher education contexts and draw participants into a discussion of how they might apply DBR to address identified pedagogical problems or innovations in their own contexts. Why DBR? This panel discussion is a focal point for exploring how design-based research (DBR) in higher education in 2024, can address pedagogical problems brought about by the global pandemic and the explosion of generative artificial intelligence use in assessment and learning (For examples). In a period of continuous disruption in higher education, flexible and ethical research strategies that embrace unexpected influences in teaching and learning is paramount (Cochrane et al., 2023), leading to a new generation of educational researchers embracing DBR. Furthermore, practical examples demonstrating students as partners in curriculum design to inform ‘what works’ in practice are essential for researchers to gain confidence in adopting research-teaching-practice methods of inquiry (Bakker, 2018; Cochrane & Munn, 2020). Understanding how the processes and outputs of DBR can meet these needs is crucial to alleviating both business and educational tensions about timing, funding, resources, and workload planning (Cochrane, 2022; McKenney & Reeves, 2019; Reeves & Lin, 2020). At the core of DBR is the opportunity to explore pedagogical problems or innovation through four phases: problem analysis, develop solutions to the identified problem, explore and evaluate the impact of the design in iterative interventions in real learning situations, leading to the development of transferable design principles and theory building (McKenney & Reeves, 2019) Various research methods can be applied to progressively ask participant perspectives, including students, teachers and learning designers, on appropriate approaches or technologies to solve an identified problem (McKenney & Reeves, 2019). The intended outcome of this panel discussion is to collaborate with participants in implementing DBR in higher education in response to specific pedagogical problems identified by the participants. Beginning with a brief background to DBR followed by four examples to stimulate discussion on its application in broader contexts to address identified problems in curriculum design. Relevance to Higher Education The relevance of debating the role of design-based research in higher education in 2024 is to stimulate discussion for how this pragmatic research approach informs ‘what works’ in situated learning contexts to develop cutting edge design principles and theory that can be transferrable (Galvin & Cochrane, 2023). The methodological framework of DBR invites students, teachers, and learning designers to collaborate from the conception of a design artefact or educational approach to solve a learning problem through to iterative stages of delivery. Following a new normal in higher education where change is inevitable, and fast-paced, research design that does not shy away from the progressive and ‘messy’ elements of educational settings to improve real time learning is essential. Finding a balance between naturalistic and interventionist research methods to explore this complexity is a way forward that DBR can provide. It is acknowledged that greater understanding for the value of DBR and how to plan practical stages with multiple participants is needed for teachers, researchers, and leaders in higher education to confidently adopt this approach (Haagen-Schützenhöfer et al., 2024). Opening discussion with peers models the collaborative ethos of DBR and opens potential connections and networking avenues to establish and generate knowledge for DBR in higher education. The Panel Members The panel will be comprised of project leaders from four DBR projects: Clinical reasoning development, interdisciplinary engineering education, biomechanics, performance anxiety. These projects were introduced in a concise paper for the ASCILITE 2023 conference (Cochrane et al., 2023) and the authors are in the process of collaborating on a full journal article analysing these DBR projects (Cochrane et al., 2024) that should be published in time for the ASCILITE 2024 conference.

Background: Design-based research frameworks have become more widely embraced by education researchers since 2003. Ann Brown (1992) first suggested design-based research as a means to move research about learning from the laboratory to the classroom setting. Design-based research does not imply particular methods, but rather is an epistemological approach to carrying out research projects focused on the design of an innovation. This shift in epistemological outcome shifts how researchers consider evidence gathering and analysis. So how are engineering education researchers using and reporting on design-based research? Purpose: The design of educational innovations should be situated in context and balance both theory and practice. In this paper, we summarize research in engineering education that has used a design-based research approach. We first describe design-based research from a theoretical and epistemological perspective and then present its use thus far in engineering education settings. Our goal is to suggest it as a useful model for undertaking engineering education research that advances knowledge about the design of learning environments. Scope: Our analysis is situated in significant features of design-based research (Kelly, 2004; Sandoval, 2014). Our review process began with systematically searching for articles and then coding them for the features of design-based research. We have coded a set of engineering education and design-based research articles to summarize the contexts, conjectures, and design cycles. Discussion/Conclusions: We found articles across K–12 and higher education settings. The articles focused on designing models and tools for engineering education including curriculum, tasks, and frameworks. First, design-based research in engineering education includes conjectures about engineering disciplinary practices, problem-based learning, and affective aspects of students’ learning. Second, cycles of design inform improvement and theory development. Design-based research is still emerging in engineering education but has potential for building knowledge and developing resources grounded in practice.

This chapter presents an introduction to design-based implementation research (DBIR). We describe the need for DBIR as a research approach that challenges educational researchers and practitioners to transcend traditional research/practice barriers to facilitate the design of educational interventions that are effective, sustainable, and scalable. We examine antecedents to DBIR, including evaluation research, community-based participatory research, design-based research, and implementation research. The four core principles of DBIR are explained: (1) a focus on persistent problems of practice from multiple stakeholders’ perspectives; (2) a commitment to iterative, collaborative design; (3) a concern with developing theory and knowledge related to both classroom learning and implementation through systematic inquiry; and (4) a concern with developing capacity for sustaining change in systems. We close with an overview of the chapters contained in this NSSE Yearbook on DBIR and explain how each chapter contributes to the overall development of the DBIR approach.

This chapter presents a suggestion for design-based research (DBR) as a methodology for organizational studies. Although DBR was developed for investigating classroom training, this chapter discusses the methodological issues that are involved when DBR is employed for investigating learning in the context of work. DBR seems to be suitable in this complex context as it is an authentic learning environment. The purpose of this chapter is to provide new perspectives on DBR, including suggestions for guidelines regarding how to conduct DBR for studying learning from experience in the context of work. The research question is: What is needed to utilize DBR to explore learning from experience in the context of work? The theoretical framework is based on Yrjö Engeström and John Dewey's work on learning, and the exploration of DBR is based on a literature review and findings in a seven-year DBR study on learning from experience in the context of work.

Since the first descriptions of design-based research (DBR), there have been continued calls to better define DBR and increase its rigor. Here we address four uncertainties about DBR: (a) the phases of the DBR process, (b) what distinguishes DBR from other forms of research, (c) what distinguishes DBR from design, and (d) the characteristics of DBR that make it effective for answering certain types of questions. We build on existing efforts by defining DBR as an iterative process of 6 phases: focus, understand, define, conceive, build, and test, in which other scientific processes are recursively nested. By better articulating the process of DBR, this definition helps us to better craft, improve, communicate, and teach design-based research.

This chapter examines the use of design-based research (DBR) in instructional technology in the Middle Eastern educational context, focusing on its strengths and problems. DBR tailors teaching methodologies to cultural and technical contexts, promoting active learning and creativity through iterative design, implementation, and refining. Despite its promise to improve educational practices, DBR confronts challenges such as cultural barriers, institutional limits, and inadequate teacher preparation. To address these, we must first understand the regional context and commit to continued development. Future research should concentrate on long-term DBR viability, bridging the gap between theory and practice, assuring equity and access, and creating scalable models. The chapter concludes that DBR has the potential to alter instructional technology in the Middle East if problems are solved via concerted, intentional efforts.

Design-based research (DBR) is an educational research methodology in which researchers work with practitioners (e.g., teachers) and other stakeholders (e.g., parents) to develop and to implement multiple iterations of an intervention in an authentic educational context. Although DBR lends itself to mixed methods research, it has been largely ignored by the mixed methods research community. In this article, after describing what DBR is and situating it historically, we provide results from a systematic review of Scopus-indexed articles since 1960, which yielded only 68 published works wherein the author explicitly declared their study as representing some form of a mixed methods DBR study. For all but 4 of these 68 studies, the level of integration occurred at the low end of the integration continuum, being characterized by mixed methods research designs wherein integration only occurred at the interpretation stage of the DBR process. As a result, we apply critical dialectical pluralism (i.e., CDP; Onwuegbuzie & Frels, 2013; Onwuegbuzie, Abrams, & Forzani, in press), a research philosophy, or meta-paradigm, focused on privileging the voices of marginalized people, to DBR as one way to think about how the mixed methods research community might utilize DBR in ways that provide full(er) integration and, at the same time, promote equity. As such, we hope that the meta-framework that we have presented heretofore motivates both the mixed methods research community and the DBR community to consider using a CDP approach to mixed methods DBR studies while adopting an integrative, integrated, and integral way of thinking.

Design-based research (DBR) is a programme where researchers co-operate with practitioners to work out new solutions. In DBR researchers interfere in daily life and participate in practitioners’ working processes. One open question is: What kind of knowledge can be generated in these projects? My starting point here is a DBR project in vocational education and training in Germany which is used for an investigation of the epistemological background of this kind of research enterprise. The characteristics of DBR are reflected on the basis of phenomenological and hermeneutical approaches. The basic assumptions of these concepts are introduced and applied to the DBR approach to show how DBR generally works and how, specially, features of DBR like participation in daily life, co-operation with practitioners, gathering knowledge in the field a. s. o. can be handled.
 The line of argumentation in this contribution is a radical switch between practical questions in daily work in DBR on one hand and theoretical re-assurance on the other hand. For researchers, DBR is an enterprise in a new world. The analytical paradigm does not prepare the voyagers for this journey. Therefore the non-analytic continental tradition of philosophy has to be re-discovered.

In educational research, the gap between university research and school practice is frequently pointed out. Particularly, the transfer of innovative scientific research findings into teaching practice occurs far too rarely or too late. Although theorists and teachers recognize and criticize the problem of theory-practice transfer, there are still few convincing concepts of how to sustainably address this challenge. The Design-Based Research approach offers a way to bridge the gap between theory and practice. Design-Based Research combines scientific theory, empirical research, and school practice. In this research format, scientists and teachers collaboratively develop theory-driven and practically tested teaching concepts or learning materials through iterative research cycles. Design-Based Research projects aim to find practical solutions to the challenges that have been identified in teaching. Design-Based Research not only facilitates the development of solutions for teaching practice, but it also generates contributions to subject-specific didactic theory through the research process. A significant advantage of Design-Based Research is that the results of a Design-Based Research project can be implemented in the classroom more quickly, due to the close cooperation between theorists and practitioners. The paper demonstrates the implementation of Design-Based Research in Geography Education through a case study on Africa.

Design-based research (DBR) is a new methodological framework that was developed in the context of the learning sciences; however, it has not been used very often in the field of gifted education. Compared with other methodologies, DBR is more process-oriented and context-sensitive. In this methodological brief, the authors introduce DBR and explain why it can be useful to researchers in the field of gifted education. The authors give an overview of the history and the key features of DBR, then discuss the challenges of using DBR. Based on both the literature and the authors’ experiences using DBR as a framework in their own empirical studies, suggestions are provided to help gifted education researchers who would like to use DBR.

In recent years medical education has developed dramatically, but lecturers often cite the existence of a gap between theoretical and practical knowledge. In the first decade of the present century, new research methodology named “design-based research (DBR)” was developed, which most experts and journals refer to as a fundamental way to make changes in the quality and applicability of studies and educational research as well as to enhance and improve the practice of instruction. The aim of the present study was introducing design-based research and its concepts, features, applications, and challenges. A narrative review was conducted in 2018. For this purpose, authorized English academic database including Web of Science, Science Direct, Google Scholar, international database and library in medical research filed with keywords including “design-based research, definition of DBR, DBR applications, medical education, and DBR challenges” without date limitation until 2018.11.21 were screened. Overall, 68 articles were selected and after careful reading, 21 article with related subjects were selected for material extraction. The conclusion was made that DBR that combines empirical research with design-based theories could be considered as an effective method for understanding quality, time and the cause of the phenomenon of educational innovation in practice. Usually DBR is formed by initial evaluation of a problem that occurs in a particular context, and this assessment continues throughout design and implementation. One of the characteristics of DBR is the guiding team, which includes researchers, professionals, designers, managers, teachers, trainers and others whose expertise and knowledge may in some way help. The application of DBR in web-based training programs is quite evident. The probability of non-returns in short-term projects is one of the main challenges of DBR. Medical education has developed dramatically in recent years, but it has made little progress in promoting innovative research methodologies. DBR can be used as a bridge between theories and practice and provide the basis for close communication between researchers, designers, and participants. By applying sophisticated methods and multiple sources of information, the success rate of an intervention in a particular environment is assessed, which ultimately leads to improved theories.