While educational based research seems righteous in its merits, my muddy point is: At what point do we stop the process of iterations? Why are three iterations recommended?
Educational Design research is a type of research that uses iterations in the research process to solve complex theoretical problems within the practice of education. Because of its complexities and many of the problems in education are wicked problems, design-based research may never fully solve the educational issue that is studied, but this design will offer a framework, record of examination, and contribute new knowledge surrounding the problem. This will happen by what McKenney and Reeves (2012) list as maturing educational interventions and further theoretical understandings that are “…effective, sustainable, and scalable” (Fishman et al., 2013, p.136) Reeves (2000) suggested that traditional empirical research was such that it aimed to develop clear principles for implementation. Design research, on the other hand, requires a practical framing that learning theory is simultaneously shaped by researchers and practitioners, aiming to solve identifiable problems in practice while rationalizing design principles that allude to future decisions. This concept map shows the balancing act of the two paradigms.
For my concept map, I wanted to show a recycled process that balances out the practicality and theory of the EDR process. I used certain buzzwords from specific authors.
- Fishman et al. (2013) Effective, Sustainable, and Scalable.
- McKenney and Reeves (2012) Analysis, Design, Evaluation – Exploration, Construction, Reflection [ Maturing intervention – Theoretical Understanding]
- Reeves (2000), Analysis – literature, stakeholders, and context; Design – Frameworks, Lenses, Theories; Evaluation – Practical, Scientific, Formative, Summative, Interventions.
In the map, I split the theory on the left and color coded with pink while placing the practice on the right and color coding with blue. The main elements of the process of the design were positioned in the middle, still color coded and tied between the “design” aspect of the research process which was purpose and iterations. The iterations would inform the recycling and development of the research while the purpose describes the sustainability and scalability of the research.
Fishman, B. J., Penuel, W. R., Allen, A. R., Cheng, B. H., & Sabelli, N. (2013). Design-based implementation research: An emerging model for transforming the relationship of research and practice. National Society for the Study of Education Yearbook, 112(2), 136-156. Retrieved from http://nsse-chicago.org/Free/26_3092.pdf
McKenney, S., & Reeves, T. C. (2012). Conducting educational design research. London: Routledge.
Reeves, Thomas C. (2000). Enhancing the Worth of Instructional Technology Research through Design Experiments and Other Development Research Strategies. Paper presented on April 27, 2000 at Session 41.29, International Perspectives on Instructional Technology Research for the 21st Century, a Symposium sponsored by SIG/Instructional Technology at the Annual Meeting of the American Educational Research Association. New Orleans: LA. Retrieved from https://teknologipendidikan.net/wp-content/uploads/2009/07/Enhancing-the-Worth-of-Instructional-Technology-Research-through.pdf