Design-based Research and Case Studies (UV9120)
Item
Title
Design-based Research and Case Studies (UV9120)
Abstract/Description
Design-based research methods (DBR) were developed in the educational sciences in the 1990s and have since been used in many fields in educational science during the last 20 years. The roots of DBR go back to experimental approaches in naturalistic context and formative interventions. One can identify two traditions in DBR:
1) DBR is seen as a hypothesis driven approach that tests variables in order to explain which features of a design can improve students’ learning outcomes in naturalistic settings.
2) DBR is used in ethnographic studies to test innovative pedagogical designs, using mainly qualitative methods to understand how students and teachers respond to the designed features in the sociocultural context.
This course will investigate the different ways in which researchers working with cognitive, socio-cognitive or socio-cultural learning perspectives use DBR as a methodological strategy to understand how and what people learn. A range of quantitative and qualitative methods, often used in combination in DBR, will be reviewed.
The course offers insight into connections between innovation, design and educational research as these have developed in DBR. Researchers, often in collaboration with computer scientists and interaction designers, work closely with practitioners to identify problems and to plan studies that address shared interests in developing new and often innovative practices. The collaborative process produces new prototypes, procedures or tools that are tested in naturalistic empirical settings (e.g., math, science, art and other subjects in schools, workplace settings, museums and science centers).
DBR is often labeled as pragmatic approach that is driven by theory and review of a field of knowledge. DBR is sometimes seen as a type of case study methodology, and this course will specifically explore the use of case studies in DBR approaches.
1) DBR is seen as a hypothesis driven approach that tests variables in order to explain which features of a design can improve students’ learning outcomes in naturalistic settings.
2) DBR is used in ethnographic studies to test innovative pedagogical designs, using mainly qualitative methods to understand how students and teachers respond to the designed features in the sociocultural context.
This course will investigate the different ways in which researchers working with cognitive, socio-cognitive or socio-cultural learning perspectives use DBR as a methodological strategy to understand how and what people learn. A range of quantitative and qualitative methods, often used in combination in DBR, will be reviewed.
The course offers insight into connections between innovation, design and educational research as these have developed in DBR. Researchers, often in collaboration with computer scientists and interaction designers, work closely with practitioners to identify problems and to plan studies that address shared interests in developing new and often innovative practices. The collaborative process produces new prototypes, procedures or tools that are tested in naturalistic empirical settings (e.g., math, science, art and other subjects in schools, workplace settings, museums and science centers).
DBR is often labeled as pragmatic approach that is driven by theory and review of a field of knowledge. DBR is sometimes seen as a type of case study methodology, and this course will specifically explore the use of case studies in DBR approaches.
Author/creator
Date
Institution
University of Oslo
Resource type
Education/Pedagogical Resource
Pedagogical resource type
en
Syllabus
Intended audience level/student group
Graduate
IRE Approach/Concept
Open access
Yes
Citation
Ludvigsen, S., Furberg, A., & Rasmussen, I. (n.d.). UV9120 – Design-based Research and Case Studies. University of Oslo. Retrieved August 20, 2022, from https://www.uio.no/studier/emner/uv/uv/UV9120/index.html
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