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Title
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Design Based Research Methods – Part II (EDC&I 582)
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Abstract/Description
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Design-based research methods are a form of educational inquiry that has emerged over the past twenty plus years. Design- based research involves the orchestration and study of complex educational interventions in naturalistic settings. In contrast to methods that are strictly observational, design-based research seek to shape and even engineer learning environments and experiences “in the wild.” Design experimentation might focus on such endeavors as: the creation of a new instructional sequence, the development of a new professional development approach, the development of a new exhibit or the design of a new learning technology. This form of inquiry necessarily involves foundational features of design practice as well as quantitative and qualitative research as appropriate.
This course has two main purposes. First, it introduces students to different design-based research methods in educational research. Second, it provides students with an intensive experience in carrying out their own design-based research studies. Through a combination of readings, lectures, demonstrations, discussions, site visits and class exercises, students will be introduced to the issues and practices associated with design-based research and how different researchers engage in this kind of work. By learning about the work of different researchers, students will also be introduced to distinct forms of design-based research in education. In their practicum experience, students will apply what they have learned to the design and conduct of their own design-based research studies. While the first quarter of this class focused on identifying a context for design research and engaging in design activities, this second quarter focuses on the use of the design in a real-world context (e.g., not a contrived context) and the study of what takes place. Correspondingly, this course sequence provides students with an intensive experience in carrying out and reporting their own design-based research studies. Since it is also important to be mindful of the methods that we use (and their stage of development), we will also spend some time thinking critically about the status of our design research studies and the epistemological issues more generally associated with design-based research methods as they are currently practiced in education.
This course is not a substitute for coursework on quantitative or qualitative methods. Therefore, it is strongly recommended that students taking the course have some grounding in qualitative or quantitative research traditions. Most important, I will stress how the purposes a scholar intends to achieve (e.g., theory development, theory refinement, authoring of complex interventions, microgenetic analysis of development) strongly determine the appropriate form of inquiry. We will focus on the following data types: Designed and produced tools, artifacts, and structures; Interviews; Participant Observations/Field Notes; Transcribed Video of learning environments; and slightly survey data. We will focus on the following kinds of analysis: Characterizing artifacts, tools and materials; Task structure and participant structure; discursive and interactional practices; Space and place construction and configurations. This class will support the development of students work into case studies, ethnographies, and micro-genetic analysis of learning events.
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Date
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2013
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Unit/school
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Curriculum and Instruction, College of Education (EDC&I)
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Area/Discipline
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Education
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Intended audience level/student group
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en
Graduate
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IRE Approach/Concept
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Design-Based Research
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Open access
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en
Yes
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Citation
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Bang, M., & Bell, P. (2013). Design Based Research Methods – Part I [EDC&I 582 Syllabus]. University of Washington. https://education.uw.edu/sites/default/files/EDCI%20582%20Design%20Class%20Part%202%20Spring%202013%20Syllabus%20Final.pdf
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