Thank you to everyone who joined the Building a Research Agenda using Design-Based Research (DBR) webinar with Dr. Susan McKenney and Dr. Tom Reeves. We had a wonderful session filled with insightful suggestions and examples. The recording of the session is now available.
Date/Time: July 24 at 12:00 pm (EST)
Topic: Building a Research Agenda using Design-Based Research (DBR)
Panelist: Dr. Susan McKenney and Dr. Thomas Reeves
Design-Based Research (DBR), Educational Design Research (EDR) and DBIR (Design-Based Implementation Research) share the dual aims of (1) deriving new knowledge through (2) the design and implementation of solutions to problems in educational practice. This family of research approaches involves intensive, long-term collaboration between researchers and practitioners during the development of viable solutions to practical problems while also conducting empirical investigation on or through the solutions created. While collaboration with practitioners stands to increase the relevance and practicality of work; it also poses challenges to researchers, whose mission requires them to: seek out research-worthy problems; employ rigorous methods; and generate new knowledge that is of value to others (outside the immediate context of investigation). This presentation discusses challenges, pitfalls and recommendations for establishing a research agenda using the DBR, EDR, and DBIR family of approaches.
Dr. Susan McKenney is Associate Professor in the Welten Institute at the Open University in the Netherlands and at Twente University. Her research focuses on understanding and supporting the interplay between curriculum development and teacher professional development, and often emphasizes the supportive role of technology in these processes. Dr. McKenney is committed to exploring how educational research can serve the development of scientific understanding while also developing sustainable solutions to real problems in educational practice. Since educational design research lends itself to these dual aims, she also works on developing and explicating ways to conduct design research. In addition to authoring numerous articles, she co-edited the book, Educational Design Research and, together with Tom Reeves, wrote the book, Conducting Educational Design Research. Dr. McKenney is also current editor of Educational Designer, the journal of the International Society for Design and Development in Education.
Dr. Thomas C. Reeves is Professor Emeritus of Learning, Design, and Technology at The University of Georgia. A former Fulbright Lecturer in Peru, he has been an invited speaker in the USA and more than 30 other countries. His research interests include evaluation of educational technology, socially responsible educational research, public health and medical education, authentic learning tasks, and educational technology applications in developing countries. From 1997-2000, he was the editor of the Journal of Interactive Learning Research. In 2003, he received the AACE Fellowship Award from the Association for the Advancement of Computing in Education, in 2010 he was made a Fellow of the Australasian Society for Computers in Learning in Tertiary Education (ASCILITE), and in 2013 he was awarded the David H. Jonassen Excellence in Research Award by the Association for Educational Communications and Technology. His books include Interactive Learning Systems Evaluation with John Hedberg, A Guide to Authentic E-Learning with Jan Herrington and Ron Oliver (2010 Outstanding Book Award, Division of Design & Development, AECT), and Conducting Educational Design Research with Susan McKenney (2013 Outstanding Book Award, Research and Theory Division, AECT).
Resources about Educational Design Research (also known as Design-Based Research)
Conducting Educational Design Research book site
You are invited to attend the first Professional Development webinar sponsored by the AECT Research & Theory Division!
Dr. David Merrill
Instructional Effectiveness Consultant & Professor Emeritus at Utah State University
October 17, 2013 at 1:30 P.M. (EDT)
My Hopes for the Future of Instructional Technology
This short paper presents reasons for three hopes for the future. First, it is time to move the training of instructional designers to the undergraduate level. Second, I hope that graduate programs in instructional technology will emphasize both the science of instruction — including theory development and research — and the technology of instruction, including using principles, models and theories derived from research as a foundation for designing instructional design tools that can be used to design instruction that is more effective, efficient and engaging. Third, it is time to restructure master’s programs to prepare students to manage designers-by-assignment (DBA) and to prepare them in designing instructional design tools that would enable DBA to produce more effective, efficient and engaging instructional materials.
Enilda Romero-Hall, Ph.D.
Min Kyu Kim, Ph.D.
Research & Theory Division Professional Development Facilitators