Tuesday, 16 March 15:30-16:30 hours – https://youtu.be/w6eGYfuJwwY
All ICO members are invited to join the live stream in YouTube of the keynote lecture Expanding Design Research to Transform Learning Across Settings at the opening of the ICO ISS2021 by William R. Penuel of the Institute of Cognitive Science and School of Education, University of Colorado Boulder.
Participants to the ICO ISS2021 can use the link in the ISS-Canvas environment.
If you have questions during the session you can use the chat/comments section in YouTube to ask your question.
Learning is a cross-setting phenomenon; that is, it unfolds over time and across different spaces of social practice. Yet, most design presumes that learning can be supported in a single setting. And most research focuses on learning that takes place within a single setting, and over a relatively short period of time. Design research, an approach to studying and supporting learning simultaneously, can be expanded to imagine and study new possibilities for learning across levels of educational systems, as well as across opportunities within a community.
In this presentation, Penuel will introduce the principles of Design-Based Implementation Research (DBIR), an approach to research and development that can be undertaken within long-term partnerships among researchers, educators, and community members. As an approach to research and development, DBIR adheres to four principles: (1) Teams form around a focus on shared goals that address persistent problems of educational inequity identified through negotiation among multiple stakeholders’ perspectives and values; (2) To improve practice, teams commit to iterative, collaborative design; (3) to promote quality in the research and development process, teams develop theory, knowledge, and practical tools related to both learning and implementation through systematic inquiry; (4) To promote quality in the research and development process, teams develop theory, knowledge, and practical tools related to both learning and implementation through systematic inquiry.
Penuel will illustrate how these four principles are enacted through a long-term partnership involving university researchers, a school district, and multiple community partners to develop curriculum materials that link to students interests and to ongoing community endeavors. The partnership’s work illustrates how learning is coordinated across levels of a system to promote coherent instructional change, and how students are able to link learning in one setting to personal and community concerns. In his concluding remarks, Penuel will offer some principles for adapting the model to different national and local policy contexts and the infrastructures required to do so.