A potential research design plan
?? Primary school awareness, secondary the skills?
Research plan ideas - Based on my previous work:
P:430 (of paper/book chapter linked to below)
Predictive and Advisory Nature of DBR
To further characterize DBR it is helpful to classify research aims in general (cf. Plomp and Nieveen 2007):
• To describe (e.g., What conceptions of sampling do seventh-grade students have?)
• To evaluate (e.g., How well do students develop an understanding of distribution in an instructional sequence?)
• To advise (e.g., How can secondary school students be supported to learn about correlation and regression?)
Research projects usually have one overall aim, but several stages of the project can have other aims. For example, if the main aim of a research project is to advise how a particular topic (e.g., sampling) should be taught, the project most likely has parts in which phenomena are described or evaluated (e.g., students’ prior knowl- edge, current teaching practices). It will also have a part in which an innovative learning environment has to be designed and evaluated before empirically grounded advice can be given. This implies that research projects are layered. Design-based research (DBR) has an overall predictive or advisory aim but often includes research stages with a descriptive, comparative, or evaluative aim.
Start: Initial exploration.
Intro - Problem/rationale - address social model of disability. Background of wider context and legal progress. Training context (retrofit skills) and gap of learning for our next generation of workforce or practitioners. Lack of subject on the curriculum and workplace skills gap.
Research question/s (see printed paper)
Literature review and use it to…highlight the teaching of accessibility in students and teachers. (Two stakeholder parts).
Frame the why, what is the theory. E.g. social responsibility, next generation of learners, digital world and to be inclusive and understand the concept of consideration of all people in our digital society, digital and inclusive citizen. To design a curriculum contribution to ensure young people are made aware of the world in which they live. Can we educate our next generation to understand the needs of all users in our digital society. Working with participants and stakeholders to socially construct (co-produce) and design a curriculum intervention to help young people become aware of digital accessibility or universal design. Using digital as a vehicle to raise awareness of inclusion and equality in society.
Based on research literature review write aims/sub questions.
Classify three research aims (see 3 examples above)
*Phase one investigation:
Prior or current knowledge
Based on findings from literature review use key themes and findings to inform questions and design of investigation.
Gather stakeholder information about what they know and don’t know about digital accessibility to be able to inform what needs to be taught or considered in the teaching activities or learning. (Questions) - what are my theories I’m trying to explore? E.g. research questions overall? - cross-reference findings with literature to validate. Teachers and learners perspectives.
Design of materials: based on results of questions.
Design a prototype of resources and curriculum informed by stakeholders input and findings. Predict and theorise what they will learn from it and how they might respond based on gathered input. Explain and justify the design e.g. the situational, temporary and permanent models of being able to understand and relate to the materials (based again on stakeholder findings). 2-3 lessons worth? Review with a selection of stakeholders (possibly teachers).
*Phase two evaluation and refine:
Three iterations
Describe methods used and analysis of data (and why) - what are the questions or theories being predicted and tested?
Feedback and changes suggested at each iteration and ‘what happened’ and ‘what worked’ to be able to generalise.
Phase three findings and recommendations:
Be able to advise.
Look at paper that shows design structure (doctoral paper)
Paper: great to print
Excerpt from paper: p.437
16.1.2.8 Theory Development in Design-Based Research
We have already stated that theory typically has a more central role in DBR than in action research. To address the role of theory in DBR, it is helpful to summarize diSessa and Cobb’s (2004) categorization of different types of theories involved in educational research. They distinguish:
• Grand theories (e.g., Piaget’s phases of intellectual development; Skinner’s behaviorism)
• Orienting frameworks (e.g., constructivism, semiotics, sociocultural theories)
• Frameworks for action (e.g., designing for learning, Realistic Mathematics Education)
• Domain-specific theories (e.g., how to teach density or sampling)
• Hypothetical Learning Trajectories (Simon 1995) or didactical scenarios (Lijnse 1995; Lijnse and Klaassen 2004) formulated for specific teaching experiments (explained in Sect. 16.1.3).
As can be seen from this categorization, there is a hierarchy in the generality of theories. Because theories developed in DBR are typically tied to specific learning environments and learning goals, they are humble and hard to generalize. Similarly, it is very rare that a theoretical contribution to aerodynamics will be made in the design of an airplane; yet innovations in airplane design occur regularly. The use of grand theoretical frameworks and frameworks for action is recommended, but researchers should be careful to manage the gap between the different types of the- ory on the one hand and design on the other (diSessa and Cobb 2004). If handled with care, DBR can then provide the basis for refining or developing theoretical concepts such as meta-representational competence, sociomathematical norms (diSessa and Cobb), or whole-class scaffolding (Smit et al. 2013).
Notes: empathy learning (cognitive and emotional) look at how you organise content for cognitive (not emotional)
Citizenship/ PSHE - locate where it fits in current learning framework.
How is it designed and organised
https://www.gov.uk/government/publications/personal-social-health-and-economic-education-pshe
Find out where it best fits
Young people to be able to recognise issues and suggest informed solutions. E.g. a person hard of hearing would struggle and captions would help them.
Online safety- when is that introduced into the curriculum and what is the rationale of that age?
Is disability awareness taught and when?
Wbat does online safety curriculum look like, how many sessions, what are the resources, learning outcomes?
Curriculum mapping and literature in this area, understanding the context. Curriculum overlaps/dependencies or influences.
Whole school approach
Useful paper: Improving e-safety in primary schools: a guidance document (TDA):
Literature review aim - related info to help guide mine- How is it structured, why is it structured like (teaching strategies and resources) that and evidence of ‘what works’ and associated programmes.
https://www.internetmatters.org/schools-esafety/primary/
Key stats: https://www.e4education.co.uk/our-blog/esafety-whats-the-advice
Schools have to display curriculum on their websites:
https://www.e4education.co.uk/our-blog/school-website-curriculum-area
https://learning.nspcc.org.uk/research-resources/schools/e-safety-for-schools/
Best practice framework
https://www.sciencedirect.com/science/article/pii/S2212868922000150 (perfect to print)
School curriculum on website example
Comments
Post a Comment