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ERIC Number: EJ1116685
Record Type: Journal
Publication Date: 2016
Pages: 6
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1050-8406
EISSN: N/A
Understanding Design Research-Practice Partnerships in Context and Time: Why Learning Sciences Scholars Should Learn from Cultural-Historical Activity Theory Approaches to Design-Based Research
O'Neill, D. Kevin
Journal of the Learning Sciences, v25 n4 p497-502 2016
Several points of contrast are highlighted between design-based research (DBR) as often practiced within the learning sciences and design partnerships inspired by cultural-historical activity theory (CHAT). It is argued that learning scientists can improve their work by learning from CHAT-inspired DBR in 4 particular ways: (a) by recognizing the oversimplification involved in the notion that classroom learning environments can be engineered; (b) by embracing open-ended partnerships driven more by long-term social aims than short-term funding opportunities; (c) by dispelling the myth of the heroic designer from our literature; and (d) by carefully examining and publishing about projects and partnerships that prove unsuccessful, or studying how successful projects fade and degrade over time.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A