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|Title:||“String Theory”: Making Connections Between Theory, Design, and Task in Design-Based Research|
James, Jordan O.
Ortiz, Abigail Ramirez
Fetrow, Madalyn Wilson
|Publisher:||International Society of the Learning Sciences (ISLS)|
|Citation:||Svihla, V., Chen, Y., Cowan, A., Hynson, T., James, J. O., McGinnis, S., Ortiz, A. R., Tomasson, J., Tucker, M., Fetrow, M. W., Albright, C., Desiderio, J., Fallad-Mendoza, D., Ferris, K., Gilliam, D., Megli, A., Roach, M., Sorensen-Unruh, C., & Williams, R. (2020). “String Theory”: Making Connections Between Theory, Design, and Task in Design-Based Research. In Gresalfi, M. and Horn, I. S. (Eds.), The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 2 (pp. 1103-1110). Nashville, Tennessee: International Society of the Learning Sciences.|
|Abstract:||Although popular, a challenge for those new to design-based research is the deliberate building, instantiation and testing of learning theory in a learning design. Building “humble” theory as a bricolage of constructs or grounding a more generalized theory into context is difficult and iterative work. We report on a polyvocal design-based research study in which an activity course instructors designed to support building connections across theory, task, and design became particularly salient for students in two graduate courses (design-based research and advanced learning design). In both courses, students came to express more ownership over theory and saw theory not as inert, but as a tool they could wield and revise. This learning design thus supported students to take a design approach to theorywork.|
|Appears in Collections:||ICLS 2020|
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