Design-based research

First, the central goals of designing learning environments and developing theories or “prototheories” of learning are intertwined. Second, development and research take place through continuous cycles of design, enactment, analysis, and redesign. Third, research on designs must lead to sharable theories that help communicate relevant implications to practitioners and other educational designers. Fourth, research must account for how designs function in authentic settings. It must not only document success or failure but also focus on interactions that refine our understanding of the learning issues involved. Fifth, the development of such accounts relies on methods that can document and connect processes of enactment to outcomes of interest. (Design-Based Research Collective, 2003).

Links

• http://www.designbasedresearch.org/index.html

References

• The Design-Based Research Collective (2003) Design-Based Research: An Emerging Paradigm for Educational Inquiry. Educational Researcher, Vol. 32, No. 1, pp. 5–8