DSpace at Open Universiteit >
c. Learning & Cognition >
1. LC: Publications and Preprints >
Please use this identifier to cite or link to this item:
|Title: ||Conducting Educational Design Research|
|Authors: ||McKenney, Susan|
|Keywords: ||design research|
|Issue Date: ||30-Dec-2011|
|Abstract: ||Educational design research is a genre of research in which scientific investigation is integrated into the systematic development and implementation of solutions to serious educational problems. Empirical investigation is conducted in real learning settings - not laboratories - to inform the creation of a usable and effective solutions, such as educational products, processes, programs or policies. At the same time, the research is carefully structured to produce theoretical understanding that can serve the work of others. Such theoretical understanding describes, explains and often even guides certain aspects of teaching and learning processes, or ways to support them.
Multiple perspectives of educational design research are woven throughout this book, which contains three parts. The first part lays a foundation by clarifying the educational design research approach, describing the dual outcomes of theoretical understanding and solutions to authentic problems, and presenting a generic model portraying the educational design research process. The second part discusses the core processes involved and suggests important considerations for each. The core processes are: analysis & exploration, design & construction, evaluation & reflection, and implementation & spread. The third part offers recommendations for proposing, reporting and advancing educational design research. Related readings are provided, along with numerous examples to illustrate the rich variation with which educational design research may be carried out. Conducting Educational Design Research offers clear and well-documented guidance on how to conceptualize and conduct this stimulating form of inquiry.
For decades, policies for educational research worldwide have swung back and forth between demanding rigor above all other concerns, and increasing emphasis on impact. Ideally, these two qualities are not mutually exclusive. Written for graduate students as well as researchers new to the approach, this volume supports readers in grasping and realizing the potential of educational design research. It demonstrates how rigorous and relevant investigation can yield both fundamental understanding and solutions to urgent educational problems.|
|Description: ||McKenney, S., & Reeves, T. (2012). Conducting educational design research. London: Routledge.|
|Appears in Collections:||1. LC: Publications and Preprints|
This item is licensed under a Creative Commons License
Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.