Please use this identifier to cite or link to this item:
|Title:||The Logic of Effective Iteration in Design-Based Research|
|Authors:||Lewis, Daniel Rees|
|Publisher:||International Society of the Learning Sciences (ISLS)|
|Citation:||Lewis, D. R., Carlson, S., Riesbeck, C., Lu, K., Gerber, E., & Easterday, M. (2020). The Logic of Effective Iteration 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. 1149-1156). Nashville, Tennessee: International Society of the Learning Sciences.|
|Abstract:||Educational Design-Based Research (DBR) methodologists stress that DBR teams should iterate in order to create desirable designs and impactful theory. Effective iteration helps DBR teams understand stakeholder goals and quickly reject both designs stakeholders do not want and less impactful theory. However, we in the learning sciences have not defined the logic of iteration in DBR, specifically: (1) What are the core elements of iteration? (2) When should DBR teams iterate? (3) If DBR teams aim to iterate rapidly, how can they organize DBR to do so? (4) How can teams choose their focus when they iterate? We propose four key principles that make up the logic of iteration in DBR: (1) Building-testing cycles, (2) iterating early and frequently, (3) slicing, and (4) risking. This paper helps us organize DBR projects and train learning scientists to better support stakeholder goals, develop more impactful theory, and positively impact policy and practice.|
|Appears in Collections:||ICLS 2020|
Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.