Principles Of Design-based Research Research Articles

Leading under pressure: a contextualised development approach

PurposeThe study’s aim was to design and test a leadership development approach using blended learning, to equip leaders for strengthening their own resilience and that of their teams.Design/methodology/approachA contextualised leadership development intervention was produced and evaluated following the principles of design-based research. Participants were from three organisations that work internationally to address the impact of economic disadvantage. Initial research used the behavioural event interview technique. Online assessment incorporated measures of situational judgement, emotion recognition and attributional style. Validity measures were multi-rater feedback (criterion), and NEO-PI 3 (construct). Individual feedback and a simulation-based peer workshop were followed by a four-to-six month period of experience-driven development and a final peer workshop for consolidating and evaluating learning outcomes.FindingsThe online assessment was a valid measure of leaders’ personal resilience resources and their resilience-building capability. Overall, the intervention improved participants’ understanding of, and engagement with, the processes of strengthening individual and collective (team) resilience.Research limitations/implicationsThe target sample size for the study was relatively small, to ensure it would be practical to replicate the approach when designing similar interventions for a senior leadership population in other contexts. Significant results provided robust evidence for the validity of the assessment approach. Findings for the workshops and experience-driven development phase were more tentative, but the value of the design iterations was clearly demonstrated.Practical implicationsThe leadership development approach is suitable for application in other organisations, if similar principles are followed to produce and evaluate materials relevant to each broad sector context. Roll-out is cost-effective, with relatively few hours of blended or virtual delivery supporting experience-driven learning.Social implicationsThe impact leaders have on the wellbeing of those who report to them is well established, but less has been done to develop and formally evaluate practical, cost-effective interventions to improve this impact. The approach validated in this study can be applied more widely to benefit employee wellbeing as well as performance.Originality/valueThe study developed and evaluated a new approach to preparing leaders for the challenge of building team resilience, an aspect of leadership capability that has been given relatively little attention to date.

Development and Acceptability of a Kidney Therapy Decision Aid for Patients Aged 75 Years and Older: A Design-Based Research Involving Patients, Caregivers, and a Multidisciplinary Team

Many older adults prefer quality of life over longevity, and some prefer conservative kidney management (CKM) over dialysis. There is a lack of patient-decision aids for adults aged 75 years or older facing kidney therapy decisions, which not only include information on dialysis and CKM but also encourage end-of-life planning. We iteratively developed a paper-based patient-decision aid for older people with low literacy and conducted surveys to assess its acceptability. Design-based research. Informed by design-based research principles and theory of behavioral activation, a multidisciplinary team of experts created a first version of the patient-decision aid containing 2 components: (1) educational material about kidney therapy options such as CKM, and (2) a question prompt list relevant to kidney therapy and end-of-life decision making. On the basis of the acceptability input of patients and caregivers, separate qualitative interviews of 35 people receiving maintenance dialysis, and with the independent feedback of educated layperson, we further modified the patient-decision aid to create a second version. We used descriptive statistics to present the results of acceptability surveys and thematic content analyses for patients' qualitative interviews. The mean age of patients (n=21) who tested the patient-decision aid was 80 years and the mean age of caregivers (n=9) was 70 years. All respondents held positive views about the educational component and would recommend the educational component to others (100% patients and caregivers). Most of the patients reported that the question prompt list helped them put concerns into words (80% patients and 88% caregivers) and would recommend the question prompt list to others (95% patients and 100% caregivers). Single-center study. Both components of the patient-decision aid received high acceptability ratings. We plan to launch a larger effectiveness study to test the outcomes of a decision-supporting intervention combining the patient-decision aid with palliative care-based decision coaching.

Learning Scenario to Promote Comprehension of the Meaning of Subtraction

The integration of virtual manipulatives in classroom practices facilitates student learning processes. For this, the teacher must understand how to support students in establishing mathematical connections between the manipulation and their interpretations of the representations. We present a learning scenario that integrates the use of virtual manipulatives in mathematical modelling tasks. It was designed and implemented during initial teacher training, with the aim of helping a group of first-year elementary school students to overcome difficulties identified in their comprehension of the meaning of subtraction. The research, following the principles of design-based research, included three distinct moments: an individual written pre-test, an intervention phase with six micro-cycles, and an individual written post-test. The analysis of the collected data—audio, screen recordings, and written productions—allowed us to identify the most influential structural characteristics of the learning scenario: mathematical communication, collaborative learning, self-regulation, and co-regulation of learning. Our results suggest that differentiated instruction, minimal guidance, and scaffolding played an important role in the support provided by the pre-service teacher to students in the mathematical modelling activities that integrated virtual manipulatives.

A Model for Implementing Problem-Based Language Learning: Experiences from a Seven-Year Journey

The purpose of this paper is twofold. First, it aims to identify the challenges and barriers experienced in implementing problem-based Learning (PBL) in a language program at Sultan Qaboos University in the Sultanate of Oman. Second, it proposes a working model for integrating PBL into an existing program. The research was conducted using a case study approach underpinned by design-based research principles. The proposed model came as a result of tracing the development of the program over a period of seven years with a total of 14 instructors and 2800 students. The model consists of a number of elements which include the use of hybridizing courses, the careful scaffolding of teachers and students, and the development of a PBL culture of collaboration and interdependence. Each of these elements is described from a process perspective, detailing how we attempted to implement them and how they reacted to challenges along the way. Even though the model was designed for a specific language learning and teaching context, it can be adapted to suit local needs. The model is unique in that it creatively integrates the relevant PBL and linguistic aspects that are often missing in PBL designs but are essential for a successful implementation. The skills training and the scaffolding that the model proposes can offer one means of working around rigid institutional and curricula requirements that often face PBL adoption. It is hoped that the model may support future implementations of successful PBL.

Designing Online Learning Environments for Flipped Approaches in Professional Mathematics Teacher Development

Aim/Purpose: Our research aims to explore which design elements and aspects of online learning environments are relevant for teachers when introduced to educational innovations such as flipped learning and, thereby, to enable facilitating the dissemination of these innovations. Background: Integrating educational innovations from academic discourses or professional teacher development into teachers’ classroom practices is challenging. Sustaining and reinforcing their effects on professional development is also difficult especially because of the lack of continuous support and inspiration for long term pedagogical changes. Online learning environments could facilitate such assistance, inspiration, and assist in developing supportive teacher communities. The current coronavirus pandemic and the associated homeschooling illustrate that supportive off- and online teacher communities and mutual support and inspiration of teachers will become increasingly significant, especially in virtual learning environments. Methodology: To discover key elements and aspects of such learning environments, an online learning environment for flipped mathematics education was developed, and its application was investigated following design-based research principles. Contribution: In this paper, specifications of design elements and aspects of our online learning environments for teachers embedded into flipped education and other educational innovations will be introduced. Findings: The evaluation of the research data using grounded theory principles indicated that if online learning environments was to promote flipped approaches in mathematics education for teachers in our study the following categories were essential: (a) teachers want to be able to make decisions concerning online learning, (b) online learning environments should illustrate advantages of approaches/technologies as well as their practical relevance, (c) online learning environments should not lead to additional work for teachers, and (d) privacy and security of online learning environments. Recommendations for Practitioners: Following results of our study, teachers should be provided with a variety of high-quality learning materials and opportunities for teachers to share their own learning materials through online learning environments in professional teacher development. However, when providing a variety of learning materials, course leaders should ensure not to overburden participants of professional teacher development. Recommendation for Researchers: For researchers, it is necessary to verify results of our qualitative study quantitatively and to apply our results in other fields of online learning as well. Focusing on the contradictions between the visibility and dissemination of innovation through OLE and teachers’ request for closed OLE could be fruitful. Impact on Society: Results of our study could also have an impact on working lives as a whole, and not just schools or professional teacher development. The corona pandemic has increased the relevance of online working and related online learning for a growing part of our society. High-quality online learning environments could play important roles in this professional transformation. Future Research: Our consecutive research step will be, on the one hand, to explore how online learning environments and their elements could support teachers in their everyday professional lives and thus shifting our research focus from professional teacher development to teaching and learning mathematics in schools. On the other hand, our future research will focus on developing quality standards for learning materials for online learning environments. Furthermore, research should also be continued in regions and subjects with less favorable conditions. This enhancement of research setting should improve the generalizability of our results.

The Utrecht Virtual Learning Environment Project: Improving Educational Partnerships in Multicultural Preschools

The increasing cultural and linguistic diversity in European countries leads to new challenges for current education systems. One important challenge is establishing trustful educational partnerships with parents from diverse backgrounds. This holds especially true for Early Childhood Education and Care centres (ECEC), where parents are introduced to the education system for the first time. The Utrecht Virtual Learning Environment (U-VLO) project is a small-scale project that explores whether an educational digital tool can help to improve the educational partnerships between parents and a preschool in a multicultural environment in the Netherlands. The digital tool in the current study aims at (a) improving the engagement of parents by incorporating parents as important resources for (b) enriching the preschool practices with a cultural and multilingual focus. The current project follows the principles of Design-Based Research and describes the iterative process of designing and implementing the digital tool, together with the preschool (two preschool teachers working in four classrooms) and parents, to collaboratively create intercultural content via the digital tool. These bottom-up implementations, combined with the results of observations and evaluations amongst teachers and parents, show that it is possible to implement a digital tool in the specific local context. However, many factors and prerequisites, both social and technical, need to be taken into account before the tool can impact the existing partnerships. Clear implications for theory and practice focusing on improving educational partnerships in multicultural and multilingual settings for young children, and the use of innovative digital tools herein, are provided.

Design-based research for the development of a flexible learning environment.

BackgroundStudents enrolled for the Bachelor of Radiography degree at the Central University of Technology Free State in Bloemfontein, South Africa, spent many weeks off campus at hospitals during workplace learning. A design-based research approach was applied to analyse an educational problem, namely that students apparently fail to apply the theory of radiation safety regulations to protect themselves and patients.AimsThe purpose of the study was to develop authentic activities and assessment for radiation safety requirements, to provide flexible learning in a blended environment to students off campus.SettingThe second-year radiography students of 2016 and 2017 responded off campus to the QuestionPro survey.MethodAuthentic learning and assessment opportunities were contextualised and compiled to align with learning outcomes of the safety regulations as confirmed during a Delphi process. Flexible learning opportunities were delivered via electronic mail (email) and WhatsApp. Assessment responses from the students were received via mobile phones with a Web-based software tool, QuestionPro.ResultsOf the 117 students, 92.3% responded to the QuestionPro survey. From the incorrect responses, learning areas that needed revision were identified, as well as the areas in the X-ray departments of the hospitals showing non-compliance with the requirements for radiation safety.ConclusionThe three outcomes of this design-based research included the formulation of design principles, a designed product in the form of a Website and professional development of the researcher. The design-based research principles that were tested involved the use of knowledge in real life and measuring if students were effective performers with acquired knowledge.

Design-based research principles for successful peer tutoring on social media

ABSTRACTSocial media platforms such as WhatsApp are increasingly used in formal education settings. However, there is little research to guide educators on how to set up effective peer tutoring groups on social media platforms, particularly between tutors and tutees who rarely meet face-to-face. In the context of a WhatsApp mathematics tutoring project, we present evidence-based principles to guide the establishment and operation of peer tutoring groups on a social media platform. The development of the principles followed a design-based research framework, based on theories about peer learning, participation barriers to social media use in a low socio-economic setting, and input from participants, who were high school students and university students in Cape Town, South Africa. The refined principles provide guidance for others in similar settings who aim to use tutoring groups on a social media platform to achieve education goals.

A Framework for Thinking About Transferring Teaching Innovations into New Settings

As a result of health science educators’ shift to more active formats of teaching and learning, many educators are implementing innovative teaching strategies that were designed in other educational contexts. In some cases, this transfer from one context to another is smooth and unproblematic, but in others, educators must make informed decisions about how to adjust the innovation or incoming context to fit their needs. This paper presents a framework that draws on principles of design-based research to guide educators in analyzing and adapting teaching tools to fit new contexts.

Evaluating design-based formative assessment practices in outdoor science teaching

Background and purpose: Research in formative assessment often pays close attention to the strategies which can be used by teachers. However, less emphasis in the literature seems to have been paid to study the application of formative assessment designs in practice. In this paper, we argue that a formative assessment design that we call Eva-Mapping, which is developed on the principles of design-based research, can be a productive starting point for disseminating and further developing formative assessment practices in outdoor science teaching.Sample, design and methods: We conducted an evaluation of the design, based on video-elicited focus group interviews with two groups of experienced science teachers. Both groups consisted of teachers who taught science outside the classroom on a regular basis. These groups watched identical video sequences which were recorded during lessons in which teachers applied the formative assessment design. These sequences focused on formative assessment in pairs, in small groups, or in whole class sessions. Afterwards, the teachers discussed each sequence. These discussions were audio recorded and later transcribed. The transcriptions were analysed using content analysis.Findings: By analysing the interview data, we identified two categories of context-determining factors that influenced the formative assessment design (namely, Resources or Lack of Resources and The Outdoors) and three mechanisms that influenced the assessment process (namely, Teacher Involvement, Structure in Peer Assessment and Knowledge Sharing). Finally, we identified four perceived outcomes of the formative assessment design: Enthusiasm, Knowledge Application, Acquirements and Insight into the Learning Processes.Conclusion: We suggest that knowledge within the identified categories can provide useful guidelines for the future development of formative assessment in science teaching that integrates the outdoors. This is because such knowledge forms part of teachers’ perceptions regarding the acceptability and utility of the formative assessment design. In addition, our study contributes to evidence within an underexplored aspect of formal outdoor science education.

Investigación-acción como metodología para el diseño de un serious game

There has been significant development in educational games, especially with serious games and digital game-based learning in the past decade. Of particular interest is the potential that serious games have for engaging learning experiences. Recent advances include theoretical developments, the creation of game-based learning environments for a broad range of curricula, and the emergence of technically advanced game-based learning environments for both education and training. But still we need more principles of design-based research and design-experiment methodologies. In this paper we present an experience of co-creation carried out by a multidisciplinary group of researchers in collaboration with primary teachers from Barcelona (Spain) to develop a digital game to work on primary education-oriented competencies. We designed a co-creation design game based on action research methodology. The serious game called Ferran Alsina was created as a facilitator for a new teaching methodology and is focused on to work with basic, methodological and specific skills for elementary students, 8-11 year-old children.

Design in four diagnostic language assessments

The studies documented in the four articles in this special issue uniquely exemplify principles of design-based research as follows: by taking innovative approaches to significant problems in the contexts of real educational practices; by addressing fundamental pedagogical and policy issues related to language, learning, and teaching; and, in the process, by refining their claims and assessment systems. I analyze and compare the four studies in view of Anderson and Shattuck’s (2012) guiding principles of design-based research: real educational contexts, design and testing of a significant intervention, mixed research methods, multiple iterations, collaborative partnerships, and practical impact on educational practices. The four studies differ in numerous respects but are mutually informative about conducting systematic inquiry into diagnostic language assessments. The focus of their analyses on distinct aspects of language and communication relevant to particular educational programs and populations suggest that diagnostic language assessments tend more toward specific purposes assessment rather than general language proficiency testing.

Abstract P5-12-01: ARE WEB-BASED RESOURCES THE BREAST?: AN EVALUATION OF THE QUALITY OF ONLINE RESOURCES FOR BREAST CANCER PATIENTS

Abstract Background: Cancer patients are increasingly using the internet to seek disease specific information. Our prior studies indicate that a majority of breast cancer patients use the internet to aid decision making and to inform themselves about their disease. Although there is a substantial amount of information available on the internet regarding breast cancer, there are no comprehensive studies evaluating the quality of this information and whether it is adequate to support patients' decision making. The purpose of this study was to apply a validated evaluation tool to evaluate the quality of online breast cancer patient information. Methods: Using the principles of design-based research, an evaluation tool was developed and validated for the purposes of evaluation of web-based patient information. To review the quality of breast cancer information, a list of the top 100 breast cancer websites was systematically compiled using the meta-search engines Yippy and Dogpile, and the search engine Google. The websites were assessed for administration, accountability, authorship, organization, readability, and content. Inter-rater reliability was evaluated. Results were analyzed using descriptive statistics. Results: Over 2000 hits were initially obtained using the search term “breast cancer” (the most common search term according to our previous studies) in the three search engines. After applying the pre-specified inclusion and exclusion criteria the “top 100” breast cancer sites were evaluated. The majority of breast cancer websites were administered by commercial businesses (47%) and non-profit organizations (33%). 86% of the websites disclosed ownership, sponsorship, and/or advertising. Only 34% of websites identified the author and 39% cited sources. The average readability of websites was a grade 9 level. The majority of the information was out of date and only 27% of websites had updated their content within the last two years. While 88% of the websites sufficiently covered breast cancer, only 18% addressed prognosis. Conclusions: While a majority of breast cancer patients use the internet to obtain information on their diagnosis and treatment options, this study demonstrates that web-based information is variable and there are distressing gaps in the information available. Although the assessed websites were mostly accurate, there were significant deficits in authorship, attribution, and currency. Of concern, our research has previously demonstrated that patients use authorship and attribution to determine the reliability of web-based information. Additionally, very few websites provided information regarding prognosis, an area research has identified as an important topic sought by breast cancer patients. The results of this study can be used to counsel patients on the strengths and weaknesses of web-based breast cancer information and to empower patients to choose sites likely to enhance their personal knowledge. Citation Information: Cancer Res 2012;72(24 Suppl):Abstract nr P5-12-01.

Design-based research principles for student orientation to online study: Capturing the lessons learnt

<span>Few institutions have reported research on students' </span><em>use</em><span> of orientation programs designed for mature students returning to study in contemporary learning environments now regularly amalgamating distance and online strategies. We report within a design-based research framework the student experience of</span><em>GetLearning</em><span>, the third stage of an innovative online orientation program. Integral to the design is active student engagement with activities to extend their skills whilst still supported in a risk free environment. Analysis included observations of the patterns of student activity, students' responses in evaluation instruments, our reflections, and identification of the limitations to deployment of such orientation programs. We also provide a set of design principles to guide further development work and research.</span>

Using Evidence Based Practice in LIS Education: Results of a Test of a Communities of Practice Model

Objective - This study investigated the use of a communities of practice (CoP) model for blended learning in library and information science (LIS) graduate courses. The purposes were to: (1) test the model’s efficacy in supporting student growth related to core LIS concepts, practices, professional identity, and leadership skills, and (2) develop methods for formative and summative assessment using the model.
 
 Methods - Using design-based research principles to guide the formative and summative assessments, pre-, mid-, and post-course questionnaires were constructed to test the model and administered to students in three LIS courses taught by the author. Participation was voluntary and anonymous. A total of 34 students completed the three courses; response rate for the questionnaires ranged from 47% to 95%. The pre-course questionnaire addressed attitudes toward technology and the use of technology for learning. The mid-course questionnaire addressed strengths and weaknesses of the course and suggestions for improvement. The post-course questionnaire addressed what students valued about their learning and any changes in attitude toward technology for learning. Data were analyzed on three levels. Micro-level analysis addressed technological factors related to usability and participant skills and attitudes. Meso-level analysis addressed social and pedagogical factors influencing community learning. Macro-level analysis addressed CoP learning outcomes, namely, knowledge of core concepts and practices, and the development of professional identity and leadership skills. 
 
 Results - The students can be characterized as adult learners who were neither early nor late adopters of technology. At the micro-level, responses indicate that the online tools met high standards of usability and effectively supported online communication and learning. Moreover, the increase in positive attitudes toward the use of technology for learning at the end of the course may indicate that an effective balance between face-to-face and online media was achieved. At the meso-level, students valued learning in community for developing mutual respect, confidence building, risk taking, deeper and more varied learning, learning with and from their peers, and greater enjoyment in the classes. Students found that the online environments were useful for organizing the class objectives and subject matter, “staying connected” between classes, sharing ideas, keeping track of their work, and preparing them for future work in blended environments. At the macro-level, the findings of the effects on student growth related to core LIS concepts, practices, professional identity and leadership skills were inconclusive. However, students’ expressed a high regard for the value of collaboration, and there were indications that the model supported differentiated learning of professional knowledge and skills.
 
 Conclusion - The findings strongly suggest that the use of the CoP model had positive effects on the learning process. Students’ high regard for the value of collaboration appears to be a clear effect of using the CoP model. The assessment methods were sufficient for testing the efficacy of most aspects of the model under the limited conditions of this study. Student responses led to refinements in both the model and methods. This study contributes to social constructivist learning approaches and LIS curricular development by presenting an innovative model for supporting professional growth among adult learners, as well as a conceptual framework to guide evidence -based practice. Further testing and refinement of the model in other contexts and by other educators are needed to ensure that the model is robust and broadly applicable.