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Professor Anthony Kelly from Southampton Education School at the University of Southampton answers the following questions: Is design based research a method on its own? Is design based research only for formative research or can it also be summative? How is design-based research different from mixed-methods? He says that design-based research is not a method like "qualitative", "quantitative" or "mixed". Rather, it is a research "genre" or "paradigm" which can use different methods when necessary. In fact, at most of the time, researchers collect quantitative and qualitative data in DBR.

I liked Table1 - Design-based research variants and methods and Table-2 Characteristics of design-based research. Thanks.

"Design-based research and TELE (Technology-enhanced learning environments) designs are reciprocal and, thus, need to be interdependent. In order to stimulate contextually-sensitive practices of learning and instruction in the design and implementation of TELEs, practical, detailed, and contextual advice is necessary. Design-based research, as a pragmatic methodology, can guide TELE designers while generating practical knowledge to be shared among a broad design community. Conversely, TELE design theories, models, and procedures need to ensure that design-based research methodologies can be made operational, formalized, and systematized."

The article underlines the emerging of design-based research by making connections with learning sciences. Differences between experimentation and design-based research are offered and terminologies that are similar to design-based research are dicussed with similarities and differences.

I especially liked the table, comparion experimentation and design based research. It made me clear about some issues, thanks :)

Suppose you are part of a thriving business and need to branch out and find that next big thing. Or say you want to change a behavior, like getting people...a lot of people...to use less energy in their homes. How would you go about it? Design thinking is a powerful tool to tackle the unknown. It's a means of going on an expedition, without a map, without even knowing the destination, but with the confidence that you'll end up somewhere great. Let's make it tangible with an example that captures the five key elements of design thinking. Daylight was given the challenge of getting kids in America to move more to help fight childhood obesity. The project started with an idea--provide kids with a digital music player that has a motion sensor, then give them rewards based on their activity. But the big question was, would kids really use it? What could make the experience so compelling that they would use it long enough to see the health benefits.

Very nice video on design thinking. We can clearly see how they continuously modify the end product after collecting data of its users. First they talk to target group to have an idea about how an activity meter can be. Based on their ideas, they try to find patterns which will later evolve to design principles. Based on those principles, they develop a real product-an activity meter. Then they use it iteratively with children and make modifications in order to make it better and better. It is a clear video of how to do a design study.

Adopting a design-based research methodology, this study used digital video technology to support reflective tasks for language learning in multimedia environments. The emphasis was on the improvement of oral communication skills. The reflective tasks used in this study were exposed to iterative design process and the whole research process was driven by two underlying learning theories. This iterative and theory driven design reflects the nature of DBR well.

Is there ant iteration in the design here? Or is it the implementation of three different courses?

Hocam, students' reflective practice happened in different formats each year. To be more specific, task-completion tools and task-completion formats were exposed to an iterative design. Each year a different tool and a format were implemented and the reflection by the students progressed in an iterative way though it was conducted with different classes. For example, in 2006, students of Class 1 reviewed their presentations in a multimedia player and reflected on it via a word-processing program. In 2008, YouTube was used for their presentations and they had a collaborative reflective task after being paired with each other. So, a different design was applied for each year but in an iterative fashion.

Based on Reeves' design-based research model, this study did the research following 6 stages. In stage 1, a needs analysis was conducted with K-12 teachers in four 2-hour workshops in which teachers created WebQuests. Researchers came up with some design principles. In the second stage, based on needs analysis and literature review, a prototype Electronic Performance Support System (EPSS) was developed. In the following phase, the prototype EPSS was tested and evaluated as well as continuing needs analysis and refining design principles. In stage 4, the web-based EPSS prototype was developed through expert evaluation and some modifications were made. Stage 5 was characterized with continuous evaluation and testing with the practitioners in a similar workshop. Like in the first stage, data was collected through interviews, questionnaires, filed notes etc. Deriving from the findings gathered in stage 5, the design principles were developed and refined. As seen in the example, practitioners were involved in the process, both qualitative and quantitative data collection tools were utilized and EPSS was jointly developed by continuous evaluation and testing. I think the example is quite good to understand DBR.

*What is Design-based Research (DBR)? *How does DBR differ from other approaches? *How did DBR get started? *What are the benefits of DBR? *What are some critical perspective?

Especially I recommend the part in which differences between DBR and laboratory experimental research, design, action research, and formative evaluation are told. DBR research is told to be different from laboratory experiments in that research takes place in which there are lots interactions and dependent variables. In laboratory research however, dependent variables are set and other variables are hold constant. However, when they are not hold constant, they may effect the dependent variable. DBR differs from action research in that research is started with researchers whereas in action research, teachers start the work. In addition, in formative evaluation and action research, there is no theory refinement like in DBR.

The chapter focuses on "Implementing Understanding By Design" based on Three Questions: How does Understanding by Design provide a framework and a language to help educators promote all students' understanding? How has Understanding by Design evolved since its initial publication? What are the major changes and trends associated with its evolution? To what extent can educators abstract lessons learned about successful implementation of Understanding by Design and then apply those lessons to the process of strategic planning and continuous improvement?

"This article describes how design-based research allowed the deliberate evolution of a set of tools and practices to help students collaborate effectively. The SpeakEasy, one of the earliest Web-based discussion boards, was evolved from prior discussion tools, adapted to an Internet-based science learning environment, and evolved to work with both online and offline classroom projects and practices"

"If a decision were to be made by the minister of education or the government to move in a new direction, then the orientations, the value system and the commitment of design-based researchers would be a natural way because it is an engineering field approach applied in education,"

Hocam, it would be nice to build a DBR team, we desperately need such an innovation in our field. Maybe, there can be DBR schools where researchers can work with voluntary teachers. If some incentives are provided for the teachers by MONE, they will work eagerly in the projects. Just an example: nowadays, lots of English teachers are doing really good Comenius projects and the motive behind their hard work is going abroad:)

+1 for DBR team & DBR Schools. I can try to find some support from MONE side.

How can people engaged in design-based research do so in a socially responsible manner? Dr. Tom Reeves discusses issues of ethics surrounding data collection, theory generalization, and tool generation to help design-based researchers conduct socially responsible research.

As the issues and problems that define contemporary education become increasingly complex, our collective need for new knowledge and innovative solutions for practice in diverse educational contexts increases. Yet classroom teachers and school leaders often struggle to see any meaningful connection between educational research conducted in universities and their real-world, complex and contextually rich experiences of teaching, learning and leading in schools.

As the issues and problems that define contemporary education become increasingly complex, our collective need for new knowledge and innovative solutions for practice in diverse educational contexts increases. Yet classroom teachers and school leaders often struggle to see any meaningful connection between educational research conducted in universities and their real-world, complex and contextually rich experiences of teaching, learning and leading in schools.

In this video kids build their designs and exhibit them, hence their parents could see what their children do, how they learn etc.

In that video, there is a project called Kids Build. Children built cities based on given maps of Boston. They construct the city environment by different materials. Although, it seems really fun, I did not understand what teachers target to teach students? Is it for only creativity? Since children are not so grown up, concrete thinking was targeted I think. Still, what was the "content" is still blur for me. edit: Opps, duplicate :).

Here's a previously-shared example of learning by design by "Kids Build!" project. I think just getting the hands of the kids dirty is an outcome by itself. Although they do not possess abstract thinking skills at such a young age, I still think these are the ages when an interest sparks in the child, which could then turn into a passion.

Dr. Susan McKenney discusses the balancing act that design-based researchers have as they take on multiple roles as researchers, designers, and practitioners. She also discusses the collaborative environment created by conducting research with multiple people on the research team.

It's a really informative video which explains project based learning. I liked its clear guiding questions to make students reach the solution just like experts.

The paper explains Learning by Design based on the guidelines case-based reasoning and problem-based learning with many implications to pedagogical tools and practices.

This is the article which defines critical characteristics of situated learning enviroment. The authors used a lot of literature in the analysis part of the study. The purpose of this study was firstly, to identify critical characteristics of a situated learning environment from the extensive literature base on the subject; secondly, to operationalise the critical characteristics of a situated learning environment by designing a multimedia program which incorporated the identified characteristics; and thirdly, to investigate students' perceptions of their experiences using an multimedia package based on a situated learning framework. I think it will helpful us while we are searching for more articles on situated learning, because it has an extensive reference list.

Designing the instruction to make use of authenticity is very important as we discussed in the posts. Thank you Hatice for sharing this : )

Dr. Tom Reeves discusses issues of ethics surrounding data collection, theory generalization, and tool generation to help design-based researchers conduct socially responsible research

1. The purpose of this paper is to share reflections of the three authors on the process of instructional design and implementation of blended learning for teachers' professional development (PD) in rural western Kenya. 2. There are for different reserach questions but one of them is caught my attention as we have the same problem in our country I think; How appropriate is blended learning for teachers in a rural setting? 3. The design-based research methodology in the study comprised a number of research methods. The methods included ethnographic observations, qualitative interviews, narratives and documentation of design artifacts

The reserach focuses on the relationship between individual needs(with disability) and product functions. To fill the gap and develop physical concepts, it presents some product designs. The research builds on general functions based on product design methods, formal human activity classification and ICF(It provides a systematic organizing scheme and coding rules for human functional ability and limitation) and data mining.Then they explore the applicability of a data mining technique, specifically association rule mining, as embodied in the Apriori algorithm to create knowledge in the form of quantitatively characterized heuristics for universal design.