22 SES 14 B JS, Higher Education for Sustainable Development: Video-based student crowd research
Joint Symposium NW 03 and NW 22
The objective of this paper is to discuss the potential of design-based research (in short: design research, or abbreviated DR) as a methodological approach for the SCoRe project. The SCoRe project is combining a wide range of innovative dimensions (of both technological, substantive, pedagogical, methodological, as well as social nature). In view of the intention to integrate all those dimensions into a comprehensive intervention, design research seems quite appropriate, but not without challenges. This paper will focus on those challenges in order to contribute to a productive and realistic use of design research. Design research as a methodological genre is increasingly gaining prominence in educational research. Its major claim is that is contributes to both practical improvements as well as to theoretical understanding. During recent years, experiences with DR have resulted in various hand(books) on how to apply a DR approach in education (e.g. Bakker, 2018; McKenney & Reeves, 2018). Its main characteristics can be summarized as follows: practical relevance; theory-supported; user-involvement; cyclic approach; empirical underpinning. Typical for DR is also its cumulative attention to various quality criteria of education (relevance, justification, consistency, practicality, effectiveness, scalability, sustainability). Given the many design components at stake, the presenter will use the lens of curricular design research (Van den Akker, 2013) to address the major issue of design consistency. The sequence of the paper will be threefold. First, a very short introduction about the essentials of design research. Second, an attempt to an exploratory analysis of the chosen approach along the well-known SWOT formula: what are the respective strengths, weaknesses, opportunities and threats of design research in relation to the SCoRe project? This will be done by studying the available project documents with the aforementioned quality criteria in mind. Third, and based upon that analysis, attention will be raised to a number of specific challenges, including issues around, for example: • How to combine the various theoretical sources into the design of the intervention? • What might be the most suitable evaluation methods and instruments? • How to engage teachers and students along the process? • How to anticipate at later efforts to scale up the findings of project? • How to generate powerful design principles as knowledge output of the project?
Bakker, A. (2018). Design Research in Education. London: Routledge. McKenney, S. & Reeves. T.C. (2018). Conducting Educational Design Research [Second edition]. London: Routledge. Van den Akker, J. (2013). Curricular development research as a specimen of educational research. In T. Plomp & N. Nieveen (Eds.), Educational Design Research. Part: An Introduction (pp. 52-71). Enschede: SLO, Netherlands Institute for Curriculum Development.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
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