Using Design-Based Research in Higher Education Innovation
Using Design-Based Research in Higher Education Innovation
复制标题
在高等教育创新中运用基于设计的研究
DOI：
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发表时间：
2017
期刊：
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通讯作者：
Kate Ford
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文献类型：
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作者：
C. Ford;D. McNally;Kate Ford
本文讨论了马里兰大学(Cilss)大学学院学习创新与学生成功研究中心采用的基于设计的研究方法。Cilss是一个进行应用研究的实验室，专注于不断改进大学的课程教学、学习模式和学生支持，以确定成人高等教育中未得到充分服务的人群的有前途的创新；推动采用下一代变革性在线学习；开发基于学习科学、尖端技术和改进的教学方法的新教育模式；通过增加保留率和在更短的时间内让更多学生毕业(从而降低他们的成本)来帮助更多的UMUC成人学生取得成功。因此，以创新的方式利用技术和教学方法是中心工作的关键。Cilss是该大学的研发部门，推动创新思想和学术突破。本文详细介绍了基于设计的研究(DBR)的一种解释，以及大学内部的创新中心如何将其应用于项目评估。本文还认为，Anragoology(Knowles，1984)的概念框架和假设与将适应性学习纳入课程的教学转变具有适用的相关性。对有关DBR的文献的回顾探讨了这种方法的主要特征。作为本文的概念框架，本文回顾了自适应学习软件评估方法的核心特征。然后，我们介绍了Cilss在设计和测试试点项目时使用的模型。为了说明这种方法，我们提供了一个最近试点的例子，它在UMUC的会计原理I课程中使用了自适应学习软件RealizeIt，这门课程传统上的成功率低于平均水平。
This paper discusses the design-based research approach used by the Center for Innovation in Learning and Student Success at the University of Maryland (CILSS), University College. CILSS is a laboratory for conducting applied research that focuses on continuous improvements to the university's instruction of curriculum, learning models, and student support to identify promising innovations for underserved populations in adult higher education; to drive adoption of next-generation transformational online learning; to develop new educational models based on learning science, cutting edge technology, and improved instructional methods; to help more UMUC adult students succeed by increasing retention and graduating more students in shorter time frames (thus reducing their costs). As such, leveraging technology and pedagogy in innovative ways is key to the Center's work. CILSS serves as the research and development arm for the university, promoting innovative ideas and breakthroughs in learning. The paper details one interpretation of design-based research (DBR) and how it can be applied by an innovation center working within a university for program evaluation. This paper also posits that the conceptual framework and assumptions of andragogy (Knowles, 1984) has applicable relevance to the instructional shifts that include adaptive learning in the curriculum. A review of the literature on DBR explores the central features of this approach. A review of andragogy as the conceptual framework for this paper highlights what we believe to be the central features of the evaluation approach of adaptive learning software. We then present the model used by CILSS when designing and testing a pilot project. To illustrate the approach, we provide the example of a recent pilot that uses the adaptive learning software RealizeIt in UMUC’s Principles of Accounting I course, a course that traditionally has lower than average success rates.