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Title: “String Theory”: Making Connections Between Theory, Design, and Task in Design-Based Research
Authors: Svihla, Vanessa
Chen, Yan
Cowan, Aaron
Hynson, Todd
James, Jordan O.
McGinnis, Sara
Ortiz, Abigail Ramirez
Tomasson, Judith
Tucker, Megan
Fetrow, Madalyn Wilson
Albright, Christy
Desiderio, Jasmine
Fallad-Mendoza, Dayra
Ferris, Kristen
Gilliam, Danielle
Megli, Austin
Roach, Michelle
Sorensen-Unruh, Clarissa
Williams, Rebecca
Keywords: Design
Issue Date: Jun-2020
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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