Please use this identifier to cite or link to this item:
Full metadata record
DC FieldValueLanguage
dc.contributor.authorSvihla, Vanessa
dc.contributor.authorChen, Yan
dc.contributor.authorCowan, Aaron
dc.contributor.authorHynson, Todd
dc.contributor.authorJames, Jordan O.
dc.contributor.authorMcGinnis, Sara
dc.contributor.authorOrtiz, Abigail Ramirez
dc.contributor.authorTomasson, Judith
dc.contributor.authorTucker, Megan
dc.contributor.authorFetrow, Madalyn Wilson
dc.contributor.authorAlbright, Christy
dc.contributor.authorDesiderio, Jasmine
dc.contributor.authorFallad-Mendoza, Dayra
dc.contributor.authorFerris, Kristen
dc.contributor.authorGilliam, Danielle
dc.contributor.authorMegli, Austin
dc.contributor.authorRoach, Michelle
dc.contributor.authorSorensen-Unruh, Clarissa
dc.contributor.authorWilliams, Rebecca
dc.identifier.citationSvihla, 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.en_US
dc.description.abstractAlthough 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.en_US
dc.publisherInternational Society of the Learning Sciences (ISLS)en_US
dc.title“String Theory”: Making Connections Between Theory, Design, and Task in Design-Based Researchen_US
dc.typeLong Paperen_US
Appears in Collections:ICLS 2020

Files in This Item:
File SizeFormat 
1103-1110.pdf813.4 kBAdobe PDFView/Open

Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.