3 Making the change
This week you have looked at a way to view your learners (the Residents and Visitors model) and the role of technology and learning design in your plans to move your teaching online. The final section of this week’s materials will focus on tips for making changes in your teaching practice.
In their ‘Beyond Prototypes’ report, Scanlon et al. (2013) offer four ‘recommendations for researchers’ which might be relevant to you when designing your move into online teaching:
- Research teams should identify, at an early stage, the steps required to enable scalable and sustainable implementation beyond prototypes, so as to enhance learning.
- Researchers need to engage fully with the individuals and communities that will play a role in the implementation process.
- Research teams should consider adopting Design-Based Research (DBR) as a systematic but flexible methodology for research-led innovation, based on collaboration among researchers and practitioners in real-world settings.
- The interim and final results from design-based studies should be systematically shared with other researchers so that the process of innovation can be compared, expanded, and continued over time. They should also be widely disseminated to policy makers and practitioners, through events such as ‘what research says’ meetings.
DBR, mentioned in the above recommendations, is a methodology that may be of particular interest when designing changes into education practice. Some of the core characteristics of design-based research in education are that it implements iterative changes in real-life practice, testing out new pedagogical theories or frameworks for conceptualising learning.
If you would like to learn more about DBR, this videogives a short introduction.