When blended learning is introduced in professional education with strong traditions of physical activities and face-to-face interactions in the classroom, creation of new learning designs is needed both in the classroom and online. While some educators see the implementation of e-learning and blended learning as an opportunity to innovate and implement design experiments, others try to defend their teaching against changes and the intrusion of technology in the classroom (Hanson, 2009; Könings, Brand-Gruwel, & van Merriënboer, 2007).In this PhD project, an overall Design-based Research methodology (DBR) and a participatory design approach was used in a case in physiotherapy education from the beginning of the implementation of e-learning in order to create learning designs for the new teaching context and generate theory in relation to this. Ict-based learning designs were created in collaboration with teachers and students, and the empirical data are stemming from this work. The research question to discuss in this paper is concerned with the challenges that can arise in a DBR project when the interventions and design cycles do not evolve as planned. The paper therefore argues that it can be rewarding to couple DBR with a grounded theory approach in order to be able both to capture the data that emerge in a project that follows its own agenda and to generate theory on a context that is changing.
|Status||Udgivet - 2014|
|Begivenhed||Designs for learning 2014: Expanding the field - Campus Konradsberg, Stockholms Universitet, Stockholm, Sverige|
Varighed: 6 maj 2014 → 9 maj 2014
|Konference||Designs for learning 2014|
|Lokation||Campus Konradsberg, Stockholms Universitet|
|Periode||06/05/14 → 09/05/14|