DBR notes

 From an educational design research perspective, Reeves (2006) focuses on a specific iterative cycle to design the research process: problem analysis; solution development; iterative refinement; and reflection to produce design principles (McKenney and Reeves, 2012, p.74).

McKenney and Reeves (2012, p.74)

The initial phase includes investigating the problem at hand. The central orientation of starting from a problem maybe explicitly stated (e.g Ejersbo et al, 2008; Reeves, 2006) or implied (e.g. McKenney, Nieveen & van den Akker, 2006; Reinking & Bradley, 2008). I involves exploring and analysing the existing situation in terms of both current knowledge and curret practice. For example, Bannan-Ritland and Baek (2008) describe needs analysis, literature survey, theory development and audience characterisation as steps in this first phase of, in their terms, informed exploration. Similarly, Reinking and Bradley (2008, p.74) recommend starting the investigation by asking the question: "What is the pedagogical goal to be investigated, why is that goal values and important, and what theory and previous empirical work speak to accomplish that goal instructionally. 

The design phase is often shown to involve drafting and prototyping to build solutions (Bannan-Ritland & Beak, 2008; McKenney, Nieven and van der Akker, 2006; Reeves, 2006). Reeves specified that design is informed by design principles derived from existing literature as well as existing products and interventions in practice. In other models, the role of literature in shaping design (as apposed to understanding the problem, described above) is often implied, but not directly visible. While present in most models, the design process seems to receive relatively less attention than the other two phases.

Dual focus on theory and practice. 

Nearly all models and frameworks attend to the dual trajectories of design and research. For example, one of Wang and Hannafin's(2005) principles is to support design with research from the outset. ...p.75 more

In comparison to other approaches such as LS, that assume a level of knowledge….. this research uses EDR which is an approach sensitive to the needs, knowledge and capacity of teachers (as recognised in the questionnaire findings Q1) and findings from the literature review. - see original methodology rationale bit - it has a flexible approach to design and methods. 



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