Collection of links and resources related to Design-Based Research. The templates might be useful.

Damien is a ed developer at CQU. In this post he struggles with some of the common problems faced by that type of position and tries to understand them in the context of the reusability paradox. Some of this is inspired by my own thinking, hence it resonates with me. It also resonates with me because I see the possibility of a network perspective offering a useful way to look at these problems. I'm hoping to illustrate some of this via annotations. Whether this will be useful to you is another matter entirely. A lot of this is thinking out loud by both Damien and myself.

Call for papers for the "Learning @ Scale" conference, which focuses on one type of NGL (large-scale environments). It offers some interesting concrete examples of different types of large-scale environments - moving beyond the traditional formal education conception.

Article arguing/explaining the value of design-based research to classroom teachers. The link with NGL is that the course uses DBR as the method by which you consider how to apply NGL principles to interventions in your role "as Teacher".

PhD student sharing thoughts and work around connected learning

Project from the UK looking at building "digital capability" links to the "as teacher" interests of some.

The topic of this post is not directly related to NGL. What I think is relevant/important is the quote an over focus on the individual and insufficient focus on their interactions and the need to engage in those interactions Which I think is a perspective/problem that resonates with NGL. NGL at some level is about encouraging, enabling, and thinking about the interactions - the connections. As you are thinking about your DBR projects, consider how, if, and what your project is doing about the interactions between the people and objects within your particular context. For a concrete example, I'll turn to a particular bandwagon of mine. A couple of people have "as teacher" roles that involve helping teachers use digital technologies effectively. Often the problem here is framed as digital literacy. The individual teacher doesn't know enough about technology to fix the problem. The common solution is to do some form of Professional Development so that the individual can develop the knowledge. Which for me, brings back the quote. - "focus on the individual and insufficient focus on their interactions" A NGL solution to this problem would - I think - focus more (but not entirely) on the interactions.

A post from Charm that explains DBR - including link to a video of Barab - and ending with a collection of 8 questions to ask about a problem. I recommend applying these to your problem.

Wanted to highlight this from Rebecca to make a point about broadening concepts of NGL. It's about making connections with technologies and without. Often this is interpreted as people creating information for others, or consuming information created by others. Wearable technologies - especially of the type talked about by Rebecca - provide connections to information in a way previously much more difficult. But they can also be used to scaffold learning. e.g. the "learning to run 5Km" app that Rebecca talks about in her previous post. Suggesting a possible way to break out of the LMS and social media into a very different type of network learning.

Has a map that outlines design methods. Could perhaps be something in which to place BAD/SET, but also to ponder with respect to teachers and digital technologies.

An article that develops a map of different design practices. Given that Assignment 2 is based on "design-based research" and that many of your design instruction/learning for a living (or interest) this should be useful. Where do you place your practice on the map? Where does DBR fit? Can DBR fit in multiple places? Do NGL based learning designs have a particular affinity with anywhere in particular on this map? Personally, I don't think any of these approaches is bad. They each have strengths and weaknesses and each can be done poorly, or brilliantly. But I do think that teachers and researchers tend to cluster toward the left-hand side of the map.

Picks up on some issues around MOOCs and other more recent implementations of NGL.

For Stephen Downes one of the strengths of connectivism is that networks offer an explanation of how learning occurs "all the way down". Something that constructivism/cognitivism tend not to do. This interactive animation/learning object introduces the ideas of Hebbian and anti-Hebbian learning in the context of fears. It provides (at least for me) a useful and interesting introduction of how networks (in the form of neurons learn.

"Connected learning" is a particular flavour of network learning out of the US. An interesting combination of perspectives and thoughts and one that is getting attention at some US universities.

Page used in the "what is DBR" week.

Alec Courous has been an open educator (on outcome/user of netgl) for quite some time. This post summarises how that experience has been abstracted into a framework (a set of principles/guidelines) for teaching an open course. This has some significant connection to Assignment 2.

A journal article that seeks to rebut a certain view of distributed cognition. Distributed cognition is a view of cognition often connected in various ways with networked learning. It expands cognition beyond the human mind into the connections it makes with elements of the socio-cultural context in which it is located. This is perhaps a bit beyond what you might consider in your work, but it is related and the issues/arguments discussed here may be useful

A conference paper reflecting on the experience of participating in one of the early connectivist MOOCs (cMOOC).

A journal article that gives a more formal treatment of issues in a connectivist context.