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EDR/DBR for/in HE sits in what
can be an awkward space –
neither Mode 1 nor Mode 2;
or a bit of both It’s a
space in which different
drivers/shapers of research rub
against each other – fricCon,
not nec. producCve Not surprising
that there’s uncertainty about
appropriate forms of research etc
In passing; this space is (a)
potenCally key to improving the
quality, effecCveness, efficiency,
producCvity etc of Australia’s 3rd
biggest export earner (aQer iron
& coal), yet (b) under-‐resourced
– with the scrapping of
ALTC/OLT, (c) structurally disadvantaged
– eg hard to get Linkage
grants; definiCons of ‘non-‐academic’
impact/engagement don’t work smoothly
here.
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cf Phil Levy (2003) Networked
acCon research.
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x-ref Cross and Laurillard
Manzini, E. (2015). Design, When
Everybody Designs: An IntroducCon to
Design for Social InnovaCon.
Cambridge MA: MIT Press. (interacCons
between diffuse & expert design)
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hap://www.sciencesmaths-‐paris.fr/upload/Contenu/Photos%20cours%20et%20images/CaucherBirkar.jpg
hap://cdn1.ustream.tv/zendesk/forums/cameras/hpx170.png
haps://www.edx.org
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haps://university.mongodb.com/about/how-‐mongodb-‐university-‐online-‐courses-‐are-‐produced
This is mainly ‘Khan academy
style’ lecture + realCme handwriaen
text/diags – instructor’s hand &
gestures as well as what they
write/draw Notes:
1) There are 5 pages of
instrucCons on essenCal customisaCon
to Sketchbook Pro before first
use – default pen & canvas
sizes etc and 7 pages of
instrucCons about how to composite
& edit the video 2)
Also 2-‐3 pages on the
promoConal headshots they do for
each course & on curriculum
dev & costs
“As you can see from the
process above, designing good online
classes is a significant amount
of work and planning”
!!
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haps://university.mongodb.com/about/how-‐mongodb-‐university-‐online-‐courses-‐are-‐produced
Their use of the term ‘above’
refers to the main text of
their arCcle which is really a
process descripCon (20pp) – this
diagram is our creaCon &
merely maps out the tools,
artefacts. soQware programs, and key
personnel involved.
Moreover – when we are
thinking about analysing the learning
environment (etc) we’re not just
thinking about how learning objects
get produced; that’s only part
of the story.
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Or beaer use Tom Reeves et
al 2011.
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Reeves, T., McKenney, S., & Herrington, J. (2011).
Publishing and perishing: The critical importance of educational
design research. Australasian Journal of Educational Technology,
27(1), 55-65.
(was also an award winning paper
at ascilite 2010) Sandoval, W.
(2014). Conjecture mapping: an
approach to systemaCc educaConal
design research. Journal of the
Learning Sciences, 23(1), 18-‐36.
Wozniak, H. (2015). Conjecture mapping
to opCmize the educaConal design
research process. Australasian Journal
of EducaConal Technology, 31(5).
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The refs above can all be
found below: References
Aditomo, A., Goodyear, P., Bliuc,
A.-‐M., & Ellis, R. A.
(2013). Inquiry-‐based learning in
higher educaCon: principal forms,
educaConal objecCves, and disciplinary
variaCons. Studies in Higher
Educa1on, 38(9), 1239-‐1258. Bang,
M., Faber, L., Gurneau, J.,
Marin, A., & Soto, C.
(2016). Community-‐based design research:
learning across generaCons and
strategic transformaCons of insCtuConal
relaCons toward axiological innovaCons.
Mind, Culture, and Ac1vity, 23(1),
1-‐14. Bang, M., &
Vossoughi, S. (2016). ParCcipatory
design research and educaConal
jusCce: studying learning and
relaCons within social change making.
Cogni1on and Instruc1on, 34(3),
173-‐193.
Baranova, P., Morrison, S., &
Muaon, J. (2010). Service design
in higher and further educa1on:
A briefing paper. CETIS, University
of Derby.
Beetham, H., & Sharpe, R.
(Eds.). (2013). Rethinking pedagogy
for a digital age: designing
and delivering e-‐learning:
RoutledgeFalmer.
Blomkvist, J. (2015). Ways of
seeing service: surrogates for a
design material. Paper presented at
the Nordic Design Research
Conference. Boder, A. (1992). The
process of knowledge reificaCon in
human-‐human interacCon.
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Bang, M., & Vossoughi, S.
(2016). ParCcipatory design research
and educaConal jusCce: studying
learning and relaCons within social
change making. CogniCon and
InstrucCon, 34(3), 173-‐193.
doi:10.1080/07370008.2016.1181879
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Markauskaite, L., & Goodyear, P.
(2016). Epistemic fluency and
professional educaCon: innovaCon,
knowledgeable acCon and acConable
knowledge. Dordrecht: Springer.
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The design principles project has
sCmulated the development of an
emergent vocabulary to communicate
design ideas. Terms used in the
database follow: We use feature
to refer to any effort to
use technology to advance learning.
In parCcular, we use feature to
describe designed arCfacts, or parts
of arCfacts, such as modeling
tools, simulaCons, micro-‐worlds,
visualizaCons, collaboraCon tools, games,
and assessment tools. We define
a learning environment as a
system that incorporates a set
of features along with a
navigaCon system and curriculum
materials. We use design principle
to refer to an abstracCon that
connects a feature to some form
of raConale. Design principles can
be at several levels of
specificity. Principles can link to
one feature, to several features,
and can link several principles
together. Design principles emanate
from and connect to theories of
learning and instrucCon
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