Transformative Learning in Design Research: The Story Behind the Scenes
Yael Kali
Transformative Learning in Design Research: The Story Behind the Scenes
Yael Kali
Plato in his academy 4th century B.C. (Carl Wahlbom 1879)
Designing transformative learning experiences: Long history
Plato in his academy 4th century B.C. (Carl Wahlbom 1879)
Current learning TEL environmentse.g., Slotta’s ENCORE lab
Designing transformative learning experiences: Long history
(Students)(Researchers & teachers)
Unplanned transformative learning experiencesamong those who conduct design research
(Researchers & teachers)
Outcomes of design research(Students’ transformations;
Rational means of exploration)
Process of design research(Researchers & teachers’ Transformative learning)
Outcomes of design research(Students’ transformations;
Rational means of exploration)
The methodological Journey
Transfor-
mationSolution
The methodological Journey
Transfor-
mationSolution
Transformative learning among
researchers – inherent to design research
Exploring the mechanism and sharing is crucial
for our field
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• Introduction• Design Researchers’ Transformative Learning (DRTL):
An initial framework
In this talk:
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• Introduction• Design Researchers’ Transformative Learning (DRTL):
An initial framework• Reflections on two case-studies using DRTL lenses
In this talk:
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• Introduction• Design Researchers’ Transformative Learning (DRTL):
An initial framework• Reflections on two case-studies using DRTL lenses• Sharing DRTL stories: Opportunities and challenges for the
Learning Sciences
In this talk:
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FRAMEWORK
DRTLDesign Researchers’ Transformative Learning
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Transformative learning
Transformative learning = a change in ways of thinking / frameworks for understanding the world and for acting in it
Transformative learning is for the learner what Kuhn's (1962) paradigmatic shift is for a scientific community
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Transformative learning process
Transformative learning
Existing framework for understanding the
world
New framework for understanding
the world
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Transformative learning process
Existing framework for understanding the
world
New framework for understanding
the world
Physics
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Transformative learning process
Existing framework for understanding the
world
New framework for understanding
the world
Transformative learning process
Existing framework for understanding
learning
New framework for understanding
learning
DRTL
Physics
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Existing framework for understanding
learning
New framework for understanding
learning
• Blending analytical and creative mindsets in DR (McKenney & Reeves, 2012)
Combining different kinds of knowledge and knowing (e.g., Markauskaite and
Goodyear, 2016)
• Boundary crossing withinteacher-researcher partnerships in DR (e.g., Akkerman & Buinning, 2016; Penuel et al., 2015)
Boundary crossing
(e.g., Akkerman & Bakker, 2012)
DRTL
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Existing framework for understanding
learning
New framework for understanding
learning
Analytical
Creative
DRTL
Boundary Crossing
The Design Researchers’ Transformative Learning (DRTL) framework:
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Existing framework for understanding
learning
New framework for understanding
learningBoundary Crossing
Analytical
Creative
DRTL
The Design Researchers’ Transformative Learning (DRTL) framework:
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Boundary Crossing
Existing framework for understanding
learning
New framework for understanding
learning
Analytical
Creative
DRTL
The Design Researchers’ Transformative Learning (DRTL) framework: Good design researchers are able to blend analytical and creative mindsets, shifting fluidly between rational, empirically driven reasoning and creative innovation…
(McKenney 2016, p. 166)
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Blending analytical and creative mindsets in design research
Generic model for conducting design research in education, in McKenney, S., & Reeves, T. C. (2012). Conducting educational design research. Routledge.
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NSGeneric model for conducting design research in education, in
McKenney, S., & Reeves, T. C. (2012). Conducting educational design research. Routledge.
Blending analytical and creative mindsets in design research
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Blending analytical and creative mindsets in design research
Generic model for conducting design research in education, in McKenney, S., & Reeves, T. C. (2012). Conducting educational design research. Routledge.
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Boundary Crossing
Existing framework for understanding
learning
New framework for understanding
learning
Analytical
Creative
DRTL
The Design Researchers’ Transformative Learning (DRTL) framework:
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Existing framework for understanding
learning
New framework for understanding
learning
Analytical
Creative
DRTL
Boundary Crossing
The Design Researchers’ Transformative Learning (DRTL) framework:
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NSCollins, A. (1990). Toward a design science of education. New York: Center for Technology in Education, Bank Street
College. Retrieved from http://cct2.edc.org/ccthome/reports/tr1.html
Boundary Crossing within teacher-researcher partnerships
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Teacher–researcher partnerships in design research
Model based on studies such as:• Wagner, J. (1997). The unavoidable intervention of educational research: A framework for reconsidering researcher-practitioner
cooperation. Educational researcher, 26(7), 13-22.• McKenney, S. (2016). Researcher–practitioner collaboration in educational design research: Processes, roles, values, and expectations. In M. A.
Evans, M. J. Packer and K. Sawyer (Eds.), Reflections of the learning sciences: Current perspectives in social and behavioral sciences (pp. 155-188). NY: Cambridge.
Boundary Crossing within teacher-researcher partnerships
Planningenactment
Enacting designed
environment
Reflecting on
enactment
Making design
decisionsProblematizing
Collecting data
Analyzing data
Reporting research
outcomes
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RTRTT R
Teacher–researcher partnerships in design research
Boundary Crossing within teacher-researcher partnerships
CollaborativeCooperative
Degree of Collaboration
Res
po
nsi
bili
ty
DR Practices DR Practices DR Practices
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CollaborativeCooperative
RTRT
Data extraction agreement Clinical partnership
Boundary Crossing within teacher-researcher partnerships
Wagner, J. (1997). The unavoidable intervention of educational research: A framework for reconsidering researcher-practitioner cooperation. Educational researcher, 26(7), 13-22.
Co-learning agreement
RT
Design Based Implementation Research (DBIR)e.g., Fishman et al (2013); Penuel et al (2013), Cobb et al (2013)
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RTRT
Boundary Crossing within teacher-researcher partnerships
RT
CollaborativeCooperative
Boundary crossing processes occur when people from different communities of practice interact with each other, and experience what the practices of the other profession entail. As a result, they may change their own understandings and practices.
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Learning Mechanisms
Identification
Coordination
Reflection
Transformation
Learning mechanisms in the “boundary crossing” literature
Akkerman, S. F. ., & Bakker, A. (2011). Boundary Crossing and Boundary Objects. Review of Educational Research, 81(2), 132–169.
Boundary Crossing within teacher-researcher partnerships
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Learning Mechanisms
Identification
Coordination
Reflection
Transformation
Learning mechanisms in the “boundary crossing” literature
Akkerman, S. F. ., & Bakker, A. (2011). Boundary Crossing and Boundary Objects. Review of Educational Research, 81(2), 132–169.
Boundary Crossing within teacher-researcher partnerships
People change their existing practices or develop new practices at the boundary between the two communities of practice
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NSAkkerman, S., & Bruining, T. (2016). Multilevel Boundary Crossing in a Professional Development School
Partnership. Journal of the Learning Sciences, XXX 1-45.
Learning Mechanisms Institutional Level Interpersonal Level Intrapersonal Level
Identification
Coordination
Reflection
Transformation
Boundary Crossing within teacher-researcher partnerships
Boundary crossing at multiple levels
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NSAkkerman, S., & Bruining, T. (2016). Multilevel Boundary Crossing in a Professional Development School
Partnership. Journal of the Learning Sciences, XXX 1-45.
Learning Mechanisms Institutional Level Interpersonal Level Intrapersonal Level
Identification
Coordination
Reflection
Transformation
Boundary Crossing within teacher-researcher partnerships
Boundary crossing at multiple levels
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NSAkkerman, S., & Bruining, T. (2016). Multilevel Boundary Crossing in a Professional Development School
Partnership. Journal of the Learning Sciences, XXX 1-45.
Learning Mechanisms Institutional Level Interpersonal Level Intrapersonal Level
Identification
Coordination
Reflection
Transformation
Boundary Crossing within teacher-researcher partnerships
Boundary crossing at multiple levels
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NSAkkerman, S., & Bruining, T. (2016). Multilevel Boundary Crossing in a Professional Development School
Partnership. Journal of the Learning Sciences, XXX 1-45.
Learning Mechanisms Institutional Level Interpersonal Level Intrapersonal Level
Identification
Coordination
Reflection
Transformation
Boundary Crossing within teacher-researcher partnerships
Boundary crossing at multiple levels
Transformation
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Existing framework for understanding
learning
New framework for understanding
learning
Analytical
Creative
DRTL
Boundary Crossing
The Design Researchers’ Transformative Learning (DRTL) framework:
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CASE 1
DRTL via blending analytical and creative mindsets
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Transfor-
mationSolution
The methodological Journey
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Told story
Sagy, O., Kali, Y., Tsaushu, M. & Tal, T., (2016). The culture of learning continuum: Promoting internal values in higher education. Studies in Higher Education.
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NSSagy, O., Kali, Y., Tsaushu, M. & Tal, T., (2016). The culture of learning continuum: Promoting internal values in higher
education. Studies in Higher Education.
Told story
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Level 1 Intervention Level 3 Intervention
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• Within each level: Use of website Learning outcomes (understanding, retention, attitudes)
• Between levels: Improvement in learning outcomes
The story behind the scenes
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• First assumption was refuted
• Within each level: Use of website Learning outcomes (understanding, retention, attitudes)
• Between levels: Improvement in learning outcomes
The story behind the scenes
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• First assumption was refuted
• What were the processes that supported learning?
• How can we measure them?
• Within each level: Use of website Learning outcomes (understanding, retention, attitudes)
• Between levels: Improvement in learning outcomes
The story behind the scenes
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• Gap between the values that guided students in their learning process, and instructors’ perceptions about these values
The story behind the scenes
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• Gap between the values that guided students in their learning process, and instructors’ perceptions about these values
• Change focus to culture of learning
The story behind the scenes
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Findings using the Culture of Learning Continuum framework
Sagy, O., Kali, Y., Tsaushu, M. & Tal, T., (2016). The culture of learning continuum: Promoting internal values in higher education. Studies in Higher Education.
Told story
Students were more likely to:• Seek personal growth,• Appreciate formative nature of assessment • Make efforts to learn• Negotiate meaning with peers• Seek ownership of learning
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Internal Values External Values
Told story Findings using the Culture of Learning Continuum framework
Gap between students’ learning culture (calculated) , and instructors’ perceptions of a typical student learning culture
Sagy, O., Kali, Y. (2013). Learning and teaching cultures in higher education: The role of technology in turning the vicious cycle into a virtuous One. Proceedings of the 8th Chais conference on instructional technologies research, 2013. (pp. 75-82). Raanana: The Open University.
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Analysis of case 1 in terms of blending analytical and creative mindsets
Generic model for conducting design research in education, in McKenney, S., & Reeves, T. C. (2012). Conducting educational design research. Routledge.
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InventorTaskDetective
Is open to be surprisedFrame the inquiryBuilds tight lenses
Eval
uat
ion
Seizes unplanned opportunities
Collect the dataExecutes a plan
Questions why this is soAnalyze the findingsDeduces and induces
Asks what ifConsiders processesJudges what was
Ref
lect
ion
Connects to other ideasConsiders findingsAscertains meaning
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InventorTaskDetective
Is open to be surprisedFrame the inquiryBuilds tight lenses
Eval
uat
ion
Seizes unplanned opportunities
Collect the dataExecutes a plan
Questions why this is soAnalyze the dataDeduces and induces
Asks what ifConsiders processesJudges what was
Ref
lect
ion
Connects to other ideasConsiders findingsAscertains meaning
Examples of analytical and creative perspectives during evaluation and reflection (adapted from McKenney & Reeves, 2012).
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InventorTaskDetective
Is open to be surprisedFrame the inquiryBuilds tight lenses
Eval
uat
ion
Seizes unplanned opportunities
Collect the dataExecutes a plan
Questions why this is soAnalyze the findingsDeduces and induces
Asks what ifConsiders processesJudges what was
Ref
lect
ion
Connects to other ideasConsiders findingsAscertains meaning
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InventorTaskDetective
Is open to be surprisedFrame the inquiryBuilds tight lenses
Eval
uat
ion
Seizes unplanned opportunities
Collect the dataExecutes a plan
Questions why this is soAnalyze the findingsDeduces and induces
Asks what ifConsiders processesJudges what was
Ref
lect
ion
Connects to other ideasConsiders findingsAscertains meaning
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InventorTaskDetective
Is open to be surprisedFrame the inquiryBuilds tight lenses
Eval
uat
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Seizes unplanned opportunities
Collect the dataExecutes a plan
Questions why this is soAnalyze the findingsDeduces and induces
Asks what ifConsiders processesJudges what was
Ref
lect
ion
Connects to other ideasConsiders findingsAscertains meaning
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CASE 1:DRTL via blending analytical and creative mindsets
Boundary Crossing
Existing framework for understanding
learning
New framework for understanding
learning
Analytical
Creative
DRTL
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CASE 2
DRTL via boundary crossing within teacher-research partnerships
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Co
gnit
ive
app
ren
tice
ship
p
has
eM
od
elin
gC
oac
hin
gFa
din
g
Co
llin
s, B
row
n,
& N
ewm
an (
19
89
)
Shamir, T., Dayan, Y., & Kali, Y. (2009). Assimilating online technologies into school culture. Interdisciplinary Journal of E-Learning and Learning Objects, 5, 307-334.
Told story
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• 3 iterations X 1-year program • Focus on teacher professional
development (teachers as designers)• Comparison of pre-post artifacts
The story behind the scenes
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• 3 iterations X 1-year program • Focus on teacher learning
(teachers as designers) through analyzing artifacts
• Change to 3 year program• Dynamic ecology: Varied participation
The story behind the scenes
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• 3 iterations X 1-year program • Focus on teacher learning
(teachers as designers) through analyzing artifacts
• Change to 3 year program• Dynamic ecology: Varied participation
• Whose learning to analyze?• WHAT IS DATA AND WHAT IS NOISE?
The story behind the scenes
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NSShamir, T., Dayan, Y., & Kali, Y. (2009). Assimilating online technologies into school culture. Interdisciplinary
Journal of E-Learning and Learning Objects, 5, 307-334.
0
0.1
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0.7
0.8
0.9
1
Added Valueof the
Technology
RequiredLevel ofThinking
MakingContents
Accessible
Scaffoldingfor RichArtifacts
PeerLearning
EmbeddedAssessment
First in-depth activity Final in-depth activity
Co
mb
ined
qu
alit
y an
d in
dep
end
ence
ind
ex
Told story
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• The unit of analysis should be the school rather than the teacher
The story behind the scenes
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0
0.5
1
1.5
2
2.5
3
3.5
4
4.5
5
Ac
tivit
y I
nd
ex
School A
School B
School C
Shamir, T., Dayan, Y., & Kali, Y. (2009). Assimilating online technologies into school culture. Interdisciplinary Journal of E-Learning and Learning Objects, 5, 307-334.
Year 1 Year 2 Year 3 One year after
Told story
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RT
CollaborativeCooperative
RTRT
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RT
CollaborativeCooperative
RTRT
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RT
CollaborativeCooperative
RTRT
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RT
CollaborativeCooperative
RTRT
• Techers more involved in planning intervention, and evaluation•Researchers more involved in
redefining school policies and practices
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Learning Mechanisms Institutional Level Interpersonal Level Intrapersonal Level
Identification
Coordination
Reflection
Transformation
T R
Analysis based on: Akkerman, S., & Bruining, T. (2016). Multilevel Boundary Crossing in a Professional Development School Partnership. Journal of the Learning Sciences, XXX 1-45.
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Learning Mechanisms Institutional Level Interpersonal Level Intrapersonal Level
Identification
Coordination
Reflection
Transformation
Analysis based on: Akkerman, S., & Bruining, T. (2016). Multilevel Boundary Crossing in a Professional Development School Partnership. Journal of the Learning Sciences, XXX 1-45.
• Teachers began to acknowledge new pedagogical approach
• Researchers began to take into account local affordances and constraints
• Team decides to change intervention
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Learning Mechanisms Institutional Level Interpersonal Level Intrapersonal Level
Identification
Coordination
Reflection
Transformation
Analysis based on: Akkerman, S., & Bruining, T. (2016). Multilevel Boundary Crossing in a Professional Development School Partnership. Journal of the Learning Sciences, XXX 1-45.
• New shared practice: Revising the professional development program
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Learning Mechanisms Institutional Level Interpersonal Level Intrapersonal Level
Identification
Coordination
Reflection
Transformation
T R
Analysis based on: Akkerman, S., & Bruining, T. (2016). Multilevel Boundary Crossing in a Professional Development School Partnership. Journal of the Learning Sciences, XXX 1-45.
• School vision and criteria for use of technology developed
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Learning Mechanisms Institutional Level Interpersonal Level Intrapersonal Level
Identification
Coordination
Reflection
Transformation
T R
Analysis based on: Akkerman, S., & Bruining, T. (2016). Multilevel Boundary Crossing in a Professional Development School Partnership. Journal of the Learning Sciences, XXX 1-45.
• Researchers: Revise research focus• Teachers: Adopt pedagogical approaches
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Learning Mechanisms Institutional Level Interpersonal Level Intrapersonal Level
Identification
Coordination
Reflection
Transformation
T R
Analysis based on: Akkerman, S., & Bruining, T. (2016). Multilevel Boundary Crossing in a Professional Development School Partnership. Journal of the Learning Sciences, XXX 1-45.
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CASE 2 DRTL via boundary crossing within teacher-research partnerships
Existing framework for understanding
learning
New framework for understanding
learning
Analytical
Creative
DRTL
Boundary Crossing
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CONCLUSIONS
Sharing DRTL studies: Opportunities and challenges for the Learning Sciences
Transfor-
mationSolution
…the book provides the reader with … unpublished material that lays out…
issues... that Cobb has confronted in his work, that… required theoretical and methodological shifts… and provides insight into how he has achieved the
shifts … (from book cover)
Documenting design decisions and rationales is one way for the field to
produce an “argumentative grammar” for design-based
research... Ours is but one example of such a case study; many more are
needed to develop such a grammar for design-based research. (p. 87)
Penuel, W. R., Confrey, J., Maloney, A., & Rupp, A. A. (2014). Design decisions in developing learning trajectories–based assessments in mathematics: A case study. Journal of the Learning Sciences, 23(1), 47-95.
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NC
LUSIO
NS
McKenney & Reeves (2012); McKenney (2016)
Maturing Intervention
Theoretical Understanding
Implementation and Spread
INTR
OFR
AM
EWO
RK
CA
SE1C
ASE 2
CO
NC
LUSIO
NS
DRTL as a third focus in design research
Based on McKenney & Reeves (2012) and McKenney (2016)
Maturing Intervention
Theoretical Understanding
Implementation and Spread
DRTL
INTR
OFR
AM
EWO
RK
CA
SE1C
ASE 2
CO
NC
LUSIO
NS
Existing framework for understanding
learning
New framework for understanding
learning
Analytical
Creative
DRTL
Boundary Crossing
INTR
OFR
AM
EWO
RK
CA
SE1C
ASE 2
CO
NC
LUSIO
NS
Existing framework for understanding
learning
New framework for understanding
learning
“Such (design) deliberations, (rather than the ultimate design rationale), are rarely reported, and are rarely embodied in the final designed artifact or its documentation. Thus, much design knowledge is lost.”
Tabak & Radisky “Editors note”, 2014
Analytical
Creative
DRTL
Boundary Crossing
INTR
OFR
AM
EWO
RK
CA
SE1C
ASE 2
CO
NC
LUSIO
NS
Existing framework for understanding
learning
New framework for understanding
learning
Analytical
Creative
DRTL
Boundary Crossing
The Design Researchers’ Transformative Learning (DRTL) framework:
INTR
OFR
AM
EWO
RK
CA
SE1C
ASE 2
CO
NC
LUSIO
NS
• Process & outcomes: Careful balancing of spotlights on stage and behind the scenes of design research
DRTL studies cannot be standalone reports
• Establish alternative forms of publication (e.g., allow reprinted material)
Unsuitable forms of publication
• Publish only DRTL studies on earlier published peer-reviewed DR studies
Quality assurance
INTR
OFR
AM
EWO
RK
CA
SE1C
ASE 2
CO
NC
LUSIO
NS
INTR
OFR
AM
EWO
RK
CA
SE1C
ASE 2
CO
NC
LUSIO
NS
AcknowledgmentsThis keynote presentation was a transformative learning experience for me. I have beenvery lucky to have wonderful colleagues, friends and students who walked with me duringdifferent parts of the journey as I put this talk together. I’d like to especially thank AnnaSfard, Susan McKenney, Lina Markauskaite, Marcia Linn, Chris Hoadley, Iris Tabak,the TEL-Design and COOL-CONNECTIONS research groups, and my colleagues at theUniversity of Haifa Faculty of Education.