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Matt LeClair

Design-based research: An emerging paradigm for educational inquiry - 0 views

www.designbasedresearch.org/...DBRC2003.pdf

design-based research research theory design knowledge human capacity educational reform

shared by Matt LeClair on 09 Nov 11 - No Cached
  • Matt LeClair on 09 Nov 11
     
    The authors argue that design-based research, which blends empir- ical educational research with the theory-driven design of learning environments, is an important methodology for understanding how, when, and why educational innovations work in practice. Design- based researchers' innovations embody specific theoretical claims about teaching and learning, and help us understand the relationships among educational theory, designed artifact, and practice. Design is central in efforts to foster learning, create usable knowledge, and ad- vance theories of learning and teaching in complex settings. Design- based research also may contribute to the growth of human capacity for subsequent educational reform.
Matt LeClair

Design-based Research Collective - 0 views

www.designbasedresearch.org/publications.html

design-based research research technology learning environment outcome

shared by Matt LeClair on 09 Nov 11 - Cached
  • Matt LeClair on 09 Nov 11
     
    Design-Based Research Collective is a small group of researchers who engage in design-based research, often in technology enhanced learning environments. In our own work, we have come to recognize the need to better define the nature, methods, and outcomes of design-based research so that we may more easily share our own research and build on the work of others.
Matt LeClair

Progressive inquiry with a networked learning environment the FLE-Tools - 0 views

fle.uiah.fi/...hanni_CSCL99.html

learning tools resources education actionresearch social collaborative technology environment research inquiry FLE tool

shared by Matt LeClair on 02 Jun 12 - No Cached
  • progressive inquiry model
  • , Future Learning Environment Tools (FLE-Tools
  • analysis of 125 messages
  • ...24 more annotations...
  • design of computer supported collaborative learning (CSCL) environments
  • Participation in progressive inquiry is facilitated by asking a user who is preparing a discussion message to categorize the message by choosing a "category of inquiry scaffold" (e.g., Problem, Working theory, Summary) corresponding to the PI-Model (based on the practices of Scardamalia & Bereiter, 1993). These scaffolds are designed to encourage students to engage in expert-like processing of knowledge; they help to move beyond simple question-answer discussion and elicit practices of progressive inquiry.
  • ther important aspect of inquiry, and a critical condition of developing conceptual understanding, is generation of one’s own working theories — one’s conjectures, hypotheses, theories or interpretations — for the phenomena being investigated (Carey & Smith, 1995; Perkins, Crismond, Simmons, & Under, 1995; Scardamalia & Bereiter, 1993).
  • Through evaluating whether and how well the working theories explain the chosen problems, the learning community seeks to assess strengths and the weaknesses of different explanations and identify contradictory explanations, gaps of knowledge, and limitations of the power of intuitive explanation
  • Progressive discourse occurs, for instance, in the sciences demonstarting both accumulation and deepening of knowledge.
  • Each question opened one knowledge-buiding thread, e.g., "How does the new information and communication technology support development of students’ expertise in different contexts?" or "What kind of new pedagogical problems may emerge in networked learning environments?"
  • Specific problems addressed included the following: 1) What is the nature of KB messages produced by the participants? 2) How does the KB represent the model of progressive inquiry? 3) How did the students used the scaffolds provided by the FLE-Tools?
  • During the nine-week course the students posted 125 messages.
  • The postings to the database KB Module constitute the data analyzed in this study. The database material was analyzed with qualitative and quantitative methods in order to evaluate the process of knowledge advancement. The methods applied to analyzing the date aim at providing a richer view on the content and the progression of the discussion (see Chi, 1997).
  • ded to elicit in-depth inquiry
  • The following categories of inquiry scaffolds were also used to analyze how the students categorized their messages: Problem, Working theory, Deepening knowledge, Comment, Metacomment, and Summary (Help has been left out of the analysis because it was not used by the students)
  • To analyze the reliability of segmentation, an independent coder classified approximately 15 percent of the messages. The inter-coder reliability was .91, indicating that the reliability of segmentation was satisfactory.
  • each segment or idea was classified according to five principal "idea categories" identified in the coding process: Problem, Working theory, Scientific explanation, Metacomment, and Quote of another student’s idea. All of the propositions fitted in these five categories of ideas, which were regarded to be mutually exclusive.
  • database was considered to show remarkable connectedness (Hewitt, 1996).
  • FLE-Tools environment was used in a pilot course to facilitate progressive inquiry in university education
  • The students were asked to categorize their posting to the database by using a set of cognitive scaffolds. However, the content analysis indicated that the students' productions often did not correspond with the scaffold they chose. The students showed a bias for selecting a Category of Inquiry
  • A thematic analysis of the discussion suggested that a tutor's "just-in-time" participation could have significantly changed this pattern, judging from the evaluations and reflections of the students.
  • First, although the students were introduced the PI-Mode
  • Second, it is possible that it is not natural for the students to partition their posting in a way that corresponds to the given scaffolds; the students wrote rather long entries (often half a page) in which they set up as well as explained their problems.
  • examination of the database indicated that there was a substantial knowledge-management problem.
  • only the KB module was tested.
  • model of progressive inquiry
  • the students apparently need strong community support that would induce them to participate and guide them in doing so
  • Surpassing ourselves. An inquiry into the nature and implications of expertise. Chicago, IL
  • Matt LeClair on 02 Jun 12
     
    The design of a web-based, networked learning environment, Future Learning Environment Tools (FLE-Tools) embodies a model of progressive inquiry. In this paper, we introduce the progressive inquiry model and describe how different modules FLE-Tools are designed to facilitate participation in this kind of inquiry. Results of a pilot experiment of using FLE-Tools in higher education are presented. The study was based on an analysis of 125 messages posted by thirteen university students to the FLE-Tools database. The results indicated that the course provided positive evidence for an integration of progressive inquiry and online discussion. The pedagogical and design challenges with which we are currently struggling are discussed: the problems of creating a learning community for students collaborating at distance or managing large number of entries in FLE's database.
Matt LeClair

The World Cafe - 0 views

www.theworldcafe.com/about.html

learning reports tools sharing social strategy collaboration employee research assessment ideas

shared by Matt LeClair on 19 Mar 12 - No Cached
  • Matt LeClair on 19 Mar 12
     
    "Using seven design principles and a simple method, the World Café is a powerful social technology for engaging people in conversations that matter, offering an effective antidote to the fast-paced fragmentation and lack of connection in today's world. Based on the understanding that conversation is the core process that drives personal, business, and organizational life, the World Café is more than a method, a process, or technique - it's a way of thinking and being together sourced in a philosophy of conversational leadership."
Matt LeClair

Gallup_Building a Team With Talent - 0 views

gmj.gallup.com/...building-team-talent.aspx

resources research survey relationship working values design employee manager motivation personality intelligence talent team

shared by Matt LeClair on 09 May 12 - No Cached
  • Team members who understand one another's abilities not only trust one another, they can easily distinguish the areas in which their time and talents are most effectively applied from those better left in the hands of teammates. It's easy to see how this improves the team's efficiency.
  • we described how the dialogue between individuals with different dominant strengths improves the quality of the decision-making process
  • A good manager will take the time to deconstruct the daily operation of his or her team, identifying where it bogs down and where it over-accelerates.
  • ...17 more annotations...
  • Those insights can then be used as a basis for dialogue within the team, allowing each member to better understand his or her ideal role relative to the other team members
  • ensure that the team operates as more than the sum of its parts
  • best strategies for building a highly effective, strengths-based team?
  • With your group, determine what "team" means to each of you.
  • Do they share a common goal? A common set of measures that determine success? Are collective achievements possible -- or is this really an assortment of individuals working independently with separate measurement and goals?
  • Even when individuals do much of the team's work independently, team members can still share in the responsibilities associated with building a great place to work. Think about using the Gallup Q12 items as a common focus for better partnership and teaming.
  • f the group is working with common measurements and a shared goal, however, investing some time and thought in strengths-based team building will pay off.
  • A shared goal must be shared in both vision and execution.
  • diversity or similarity of the descriptions. How are your viewpoints alike? In what ways do you see different aspects or issues in the challenge or opportunity?
  • You might start by listing the common functions you feel your team must allocate in order to operate smoothly.
  • Ask team members to consciously consider: "Who am I, and what do I contribute?"
  • t the ideal role is unique for each.
  • Once you've allocated functions, ask the person whose name is next to each individual function to "own" that aspect of the team's operation.
  • ber that consistency and practice are the keys.
  • Make this a regular part of your team's work -- to consider not only the issues, problems or challenges, but also the ways you work together in solving or achieving them.
  • Now that you have the functions or process, consider each person'
  • Ask each person to share two of his strengths, and identify two areas within the process that are a "best fit" for him
  • Matt LeClair on 09 May 12
     
    strengthfinder
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