Theory and Didactical Design

Educational Psychologist, 2004

Over the past decade design experimentation has become an increasingly accepted mode of research appropriate for the theoretical and empirical study of learning amidst complex educational interventions as they are enacted in everyday settings. There is still a significant lack of clarity surrounding methodological and epistemological features of this body of work. In fact, there is a broad variety of theory being developed in this mode of research. In contrast to recent efforts to seek a singular definition for design experimentation, I argue that methodological and epistemological issues are significantly more tractable if considered from the perspective of manifold families of theoretically-framed design-based research. After characterizing a range of such families, I suggest that as we deliberate on the nature of design-based research greater attention be given to the pluralistic nature of learning theory, the relationship between theory and method, and working across theoretical and methodological boundaries through the use of mixed methods. Finally, I suggest that design-based research-with its focus on promoting, sustaining, and understanding innovation in the world-should be considered a form of scholarly inquiry that sits alongside the panoply of canonical forms ranging from the experimental, historical, philosophical, sociological, legal, and the interpretive.

TechTrends, 2014

Revista Mexicana de Análisis de la Conducta, 2014

As new "technologies of tools" emerge for the delivery of instruction, it is of critical importance that we apply "technologies of process," derived from the basic and applied learning sciences, to the design and development of instruction (Layng & Twyman, 2013). Those who would design effective instruction must master a range of skills, competencies and objectives that have been derived from over forty years of research and application. Mastery is not easy and requires significant training. This article describes in detail these requirements. They are divided into six separate domains: analysis, design, media selection, testing (formative evaluation), system management, and research evaluation. The requirements listed here provide a guide for anyone looking to become an effective instructional designer capable of making use of current and emerging software and hardware technologies.

Handbook of Research on Educational Communications and Technology, 2013

Curricula, assessments and teacher professional development programmes wield a powerful influence on teaching and learning enactment. Together with the interpretation of those using them, these products mediate the flow of ideas from research to practice. In most countries, those curricula, assessments and professional development programmes that become widely used are created by educational designers. Given their crucial function, it is surprising that the role of educational designers is rarely recognised in the educational research literature, studied empirically or supported in practice. This article argues that educational research stands to (better) support practice at scale when it is attuned to the needs of educational designers. First, mechanisms for knowledge production and use are discussed, including the linkage role played by educational designers in the educational infrastructure of most countries. Then, the importance of understanding and bolstering the linkage between research findings and the work of designers is discussed. Arguments are given for research to better support those who design for scale, along with sample research questions posed by educational designers. In these, a distinction is made between the knowledge designers crave to shape their products (curricula, assessments, teacher professional development) and the knowledge they need to shape the processes through which those products come to fruition. This article closes with a call for educational researchers to explicitly focus their knowledge creation and dissemination efforts towards research consumers with the largest direct effects on teaching and learning: educational designers.

International Journal of Technology and Design Education, 2001

Journal of the learning …, 2004

The term “design experiments” was introduced in 1992, in articles by Ann Brown (1992) and Allan Collins (1992). Design experiments were developed as a way to carry out formative research to test and refine educational designs based on principles derived from prior research. More recently the term design research has been applied to this kind of work. In this article, we outline the goals of design research and how it is related to other methodologies.We illustrate how design research is carried out with two very different examples. And we provide guidelines for how design research can best be carried out in the future.

Education Sciences and Society, 2018

I modelli pedagogici del design riflettono le necessità e le problematiche dell'epoca e dei contesti nei quali essi vengono ideati e modulati. La propagazione di tali modelli e l'adattamento di questi in differenti contesti geografici e culturali ha generato e genera complessità. In questo testo si vuole utilizzare come strumento di analisi le rappresentazioni di alcuni modelli pedagogici che hanno gettato le basi della storia della disciplina del design, il Vkhutemas / Vkhutein russo (1920)(1921)(1922)(1923)(1924)(1925)(1926)(1927)(1928)(1929)(1930), i modelli tedeschi dello Staatliches Bauhaus (1919)(1920)(1921)(1922)(1923)(1924)(1925)(1926)(1927)(1928)(1929)(1930)(1931)(1932)(1933) e della Hochschule für Gestaltung Ulm (HfG -Ulm) (1953)(1954)(1955)(1956)(1957)(1958)(1959)(1960)(1961)(1962)(1963)(1964)(1965)(1966)(1967)(1968). Mettendole a confronto con alcune riflessioni e rappresentazioni recenti realizzate in letteratura si vuole evidenziare come, attraverso il segno, si possono evincere tutte quelle problematiche sorte storicamente dall'imposizione di modelli fissi. Il segno come metafora della riproducibilità di un modello. Il testo vuole inoltre lasciare una riflessione aperta su quali potrebbero essere le modalità di rappresentazione nel futuro più adatte. Modelli pedagogici, pedagogia del design, critica, decostruzione Topics Documentare / esaminare / insegnare

The Design Journal, 2017