Earli 2011 Db Methodology Practice Oriented Research
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Transcript of Earli 2011 Db Methodology Practice Oriented Research
Saxion University of Applied SciencesExpertise Center for Educational Innovation
Research group Educational TransitionResearch group Educational Transition
A Design-Based Methodology for A Design-Based Methodology for Practice-Oriented ResearchPractice-Oriented Research
1414 thth EARLI Conference Exeter (UK) EARLI Conference Exeter (UK) 3 September 2011 3 September 2011
Dr. Cees Terlouw Dr. Cees Terlouw
Expertise Center for Educational Innovation Research group Educational Transition
IntroductionIntroduction1. Context, Problem & ……
Solution 2. Theoretical Framework 3. Research Questions 4. Results: Model-in-use 5. Discussion
Expertise Center for Educational Innovation Research group Educational Transition
1. Context, Problem & 1. Context, Problem & ….Solution….Solution
Saxion Case: dropout percentage INTERVENTIO
N:STUDY COUNSELING GROUP MEETINGS
Just before entering HE
BUT, WILL IT BE EFFECTIVE?
Expertise Center for Educational Innovation Research group Educational Transition
2. Theoretical 2. Theoretical FrameworkFrameworkActivity theory (Engeström, 1987)
Educat. researcher
Study counselor
Design-Based Practice-oriented Research Methodology
Decrease dropout %
Students’ study choice skillsStudy Counselors’ skills
SCGM
Expertise Center for Educational Innovation Research group Educational Transition
2. Theoretical 2. Theoretical FrameworkFramework Design-Based Practice-oriented Research
Methodology Unifying approach for bridging the gap between
‘research’ and ‘practice’ ‘Scientific engagement’ in stead of ‘scientific
detachment’ Interaction between practitioners and researchers in
one community» Knowledge circulation process (Ellström, 2008)» Joint rules» Loose division of labour / role exchanges
Collaborative learning situation» Expansive learning (Engeström & Sannino,
2010)
Expertise Center for Educational Innovation Research group Educational Transition
3. Research Questions3. Research Questions1. Components model
design-based practice-oriented research?
2. Study Counseling Group Meeting-case: Reconstruction and elaboration of the model?
Expertise Center for Educational Innovation Research group Educational Transition
4. Results reconstructed model4. Results reconstructed model
IV Knowledge Application and acquisition system
III Reasoning V Reasoning mechanisms mechanisms results
Instruc-tion-Learning theoreti-cal frame-work
1st Ac-tion plan
2nd Ac-tion Plan
Evalu-ation of the results
Feedback to execution and plans
II Knowledge basis
3rd Ac-tion Plan
Execu-tion of the 3rd Plan of Action
I Practice problem / solution
Practice / Improved practice
Expertise Center for Educational Innovation Research group Educational Transition
4. Results Model-in-use: Instruction-learning theoretical 4. Results Model-in-use: Instruction-learning theoretical frameworkframework
Student and professional learning in transition model
1
Transition Student’s tasks learning process Results
for a study career Self-regulation
Guidance Study career process tasks guidance of teachers
and study counsellors Self-regulation
Management Management process tasks for transition to higher
education Self-regulation
Expertise Center for Educational Innovation Research group Educational Transition
Data (evidence)-Hospitality Business school / FM- Their entering students- solution concept: study counseling group meetings
Warrant- reasoning mechanism underlying the solution concept
Claim (conclusion)- Lower drop out after 1 year in 1st year of HBS
Rebuttal (reservation)- Goal: better than non- partipants SCGM- Students and SC satisfied
Backing- empirical evaluation results
because
therefore
by virtue of
appears from
If
Qualifier
4. Results model-in-use: 1st Action Plan; 4. Results model-in-use: 1st Action Plan; Technological ruleTechnological rule
Expertise Center for Educational Innovation Research group Educational Transition
4. Results Model-in-use: Reasoning mechanism behavioural determinants 4. Results Model-in-use: Reasoning mechanism behavioural determinants study choicestudy choice
Student and professional learning in transition model
1
Transition Student’s tasks learning process Results
for a study career Self-regulation
Guidance Study career process tasks guidance of teachers
and study counsellors Self-regulation
Management Management process tasks for transition to higher
education Self-regulation
1. Gender2. Previous
education3. Attitude:
image of the study, jobs, institute
4. Independency5. Motivation:
perceived study success; personal motivation
Expertise Center for Educational Innovation Research group Educational Transition
4. Results model-in-use: 2nd Action Plan; Instructional 4. Results model-in-use: 2nd Action Plan; Instructional Design SCGM Design SCGM
What is impor-tant to make a good study choice
Expertise Center for Educational Innovation Research group Educational Transition
4. 4. Results models-in-use: 3rd Action Plan Reasoning chain of events Results models-in-use: 3rd Action Plan Reasoning chain of events SCGMSCGM
Final goal: Registered students participating in Study Counseling Group Meetings has significant higher study success
Indicators 011010: a. Lower study dropout ratio
b. Lower ratio binding recommendation for study continuation c. Lower study switch ratio
d. Higher ratio First Year HE-diplome
Intermediate goal # 4: Registered First Year students have after 1 semester (010210) a higher score on the behavioural determinants
(skills) of study choice
Intermediate goal # 3: Registered students have a better grounded study choice process in terms of behavioural determinants (skills) of
study choice (011009)
Intermediate goal # 2: Directly after the meeting: a higher score on the behavioural determinants (skills) of study choice.
Study Counseling Group Meetings (Mai - September 09)
Intermediate goal # 1: Potential students for higher professional education (starting 010509) use the online instrument and reflect on:
(a) competencies of the study of their choice (b) existing scores on the behavioural determinants (skills) of their study choice
Applying the online instrument for self-assessment in the framework of study career orientation of general and vocational secondary education on Hospitality Businee School of Saxion University of Applied Sciences (starting
150409)
Expertise Center for Educational Innovation Research group Educational Transition
4. Results model-in-use: evaluation results4. Results model-in-use: evaluation results
1. Gender2. Previous
education3. Attitude:
image of the study, jobs, institute
4. Independency
5. Motivation: perceived study success; personal motivation
SCGM MeetingBefore the meeting
Expertise Center for Educational Innovation Research group Educational Transition
4. Results model-in-use: evaluation results4. Results model-in-use: evaluation results
After 1 semester
Directly after the meeting
Start 1st year
After 1 year
Final
Goal
Expertise Center for Educational Innovation Research group Educational Transition
4. Results model-in-use: Feedback to 4. Results model-in-use: Feedback to execution and plansexecution and plans
Change the action plans 1, 2 and / or 3? (1) Technological rule (2) Design SCGM (3) Reasoning chain of events
Better executionTraining study counselors Activities in the first year Embedding in the previous education
Expertise Center for Educational Innovation Research group Educational Transition
44 . Results model-in use: integration in . Results model-in use: integration in knowledgebase / Improved practiceknowledgebase / Improved practice
Results subject for further discussion
Planning necessary Seperate actions researchers
and practitioners
Expertise Center for Educational Innovation Research group Educational Transition
5. Discussion5. Discussion 1. Model for an unifying approach of research
and practice 2. Study Counseling Group Meeting case:
(a) reconstruction possible (b) elaboration possible
3. Need: Integration of practical and academic results in collective knowledge basis
4. Cognitive and social reasoning mechanisms for withdrawal from and integration in the knowledge basis, practical and theoretical.
Saxion University of Applied SciencesExpertise Center for Educational Innovation
Research group Educational TransitionResearch group Educational Transition
Thanks for your attentionThanks for your attention Cees Terlouw Cees Terlouw
E-MAIL : E-MAIL : [email protected]@saxion.nl