Design Experiments and the Generation of Theory

    Publikation: Konferencebidrag uden forlag/tidsskriftPaper/skriftligt oplægForskning


    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.
    Antal sider7
    StatusUdgivet - 2014
    BegivenhedDesigns for learning 2014: Expanding the field - Campus Konradsberg, Stockholms Universitet, Stockholm, Sverige
    Varighed: 6 maj 20149 maj 2014


    KonferenceDesigns for learning 2014
    LokationCampus Konradsberg, Stockholms Universitet