the applicability of the framework in various domains of educational product development. In order to reach product quality, the prototyping approach is seen and understood as a suitable approach. This chapter discusses three significant
characteristics of a prototyping approach: extensive use of prototypes, high degree of iteration and the role of formative evaluation, and the paramount importance of user involvement. The chapter illustrates the way the prototyping approach has been instrumental in developing a computer support system for instructional developers.
During the prototyping process, the framework assisted in deciding the focus of each prototype and enhanced the transparency of the entire process.
Nieveen, N.M. & Akker, J.J.H., van den (1999). Exploring the potential of a computer tool for instructional developers. Educational Technology Research & Development, 47(3), 77-98.
Abstract: Information and communication technology tools currently permeate almost every professional domain. Those geared toward the field of instructional development have emerged in recent years. This article explores the potential for linking the domains of computer support and instructional development. This article reports on the design and evaluation of CASCADE (Computer Assisted Curriculum Analysis, Design and Evaluation), a computer system that supports instructional developers during formative evaluation efforts. Five prototypes of the system were created and evaluated on the basis of their validity (reflection of state-of-the-art knowledge and internal consistency);
practicality (ability to meet the needs, wishes and contextual constraints of the target group); and effectiveness (improved user task performance). The results of this study suggest that the use of CASCADE could: (a) improve the consistency of formative evaluation plans and activities; (b) motivate developers by elevating their confidence in using formative evaluation activities; (c) save time; and (d) help to provide justifications for decisions made.
Some PhD theses utilizing design research as a research
Available from: http://projects.edte.utwente.nl/cascade/original/
McKenney, S. (2001). Computer-based support for science education materials developers in Africa: exploring potentials. Doctoral thesis. Enschede (The Netherlands): University of Twente.
Available from: http://projects.edte.utwente.nl/cascade/seastudy/
Kouwenhoven, W. (2003). Designing for competence in Mozambique: towards a competence- based curriculum for the Faculty of Education of the Eduardo Mondlane University. Doctoral thesis. Enschede (The Netherlands): University of Twente.
Available from: http://doc.utwente.nl/41442/1/thesis_Kouwenhoven.pdf
Note: this is an example of design research in which the researcher was not actively involved in all phases of the design process.
Domain of professional development of teachers
Teclai Tecle, Andemariam (2006). The potential of a professional development scenario for supporting biology teachers in Eritrea. Doctoral thesis. Enschede (The Netherlands):
University of Twente.
Available from: http://purl.org/utwente/55985 Domain of mathematics education
Armanto, Dian (2002). Teaching multiplication and division realistically in Indonesian primary schools : a prototype of local instructional theory. Doctoral thesis. Enschede (The Netherlands) University of Twente.
Available from: http://purl.org/utwente/58710
Bakker, A. (2004). Design research in statistics education : on symbolizing and computer tools.
Doctoral thesis. Utrecht (The Netherlands: University of Utrecht.
Available from: http://igitur-archive.library.uu.nl/dissertations/2004-0513-153943/inhoud.
htm
Fauzan, Ahmad (2002). Applying realistic mathematics education (RME) in teaching geometry in Indonesian primary schools. Doctoral thesis. Enschede (The Netherlands) University of Twente.
Available from: http://purl.org/utwente/58707 Domain of science education
Knippels, M.C.P.J. (2002). Coping with the abstract and complex nature of genetics in biology education : The yo-yo learning and teaching strategy. Doctoral thesis. Utrecht (The
Netherlands: University of Utrecht.
Mafumiko, Fidelice Simbagungile Mbaruku (2006). Micro-scale experimentation as a catalyst for improving the chemistry curriculum in Tanzania. Doctoral thesis. Enschede (The
Netherlands) University of Twente.
Available from: http://purl.org/utwente/55448
Ottevanger, W. (2001). Materials development as a catalyst for science curriculum implementation in Namibia. Doctoral thesis. Enschede: University of Twente.
Tilya, Frank Nicodem (2003). Teacher support for the use of MBL in activity-based physics teaching in Tanzania. Doctoral thesis. Enschede (The Netherlands) University of Twente.
Available from: http://purl.org/utwente/41462
Westbroek, H. B. (2005). Characteristics of meaningful chemistry education - The case of water quality. Doctoral thesis. Utrecht (The Netherlands: University of Utrecht.
Available from: http://igitur-archive.library.uu.nl/dissertations/2005-0922-200121/index.htm
Author biographies
Jan van den Akker
Jan van den Akker is director general of Netherlands Institute for Curriculum Development [SLO]. Besides, he is part-time professor (chair on Curriculum Design) at the University of Twente. In his wide teaching, research, supervision, and consultancy experiences (both in the Netherlands and abroad) he tends to approach curriculum design challenges from a broader educational innovation perspective. Over the years his preference for design research has increased because of its strong combination of practical relevance and knowledge growth. Some books over the last decade (edited with some colleagues) that represent his orientation: Design Approaches and Tools in Education and Training (1999), Curriculum Landscapes and Trends (2003), and Educational Design Research (2006).
Brenda Bannan
Brenda Bannan is an associate professor in the instructional technology program at George Mason University in Fairfax, Virginia, USA. Her research interests primarily involve the integration of design and research processes related to educational technology design and development. She has authored several articles and chapters on design research in the Handbook for Design Research Methods in Education (Eds. Kelly, Lesh & Baek, 2008) as well as the Educational Researcher, vol 32, 2003. Dr. Bannan was awarded an NSF CAREER grant award in 2003 to conduct a five-year cycle of design research and was invited as a visiting scholar at Stanford University for the academic year of 2005-2006.
Anthony E. Kelly
Anthony E. Kelly is a professor of educational psychology at George Mason University in Virginia, USA. His research interests extend to research methodology design, and research at the intersection of cognitive neuroscience and education. He currently has two National Science Foundation grants, one on modeling learning in cyberinfrastructure networks in earth sciences (with Brenda Bannan-Ritland), and one on learning in megacities. His NSF grant on design research methods with Richard Lesh, produced the Handbook of Design Research Methods (Kelly, Lesh & Baek, 2008). Kelly edited the special issue on design research, Educational Researcher, vol 32, 2003. He is the editor of the special issue on the US National Mathematics Advisory Panel Report, Educational Researcher, forthcoming. He served as a program manager at the National Science Foundation from 1997-2000, and 2006.
Nienke Nieveen (author and editor)
Nienke Nieveen works at the research department of Netherlands Institute for Curriculum Development [SLO]. Her work centers around coordinating and supporting the Institute’s
developers in interweaving design and formative evaluation activities. In doing so, SLO aims at knowledge growth and proven quality for all of its products, i.e. curriculum frameworks and teaching and learning materials. Her dissertation, in 1997, was based on a four year design research project and, also after this period, she continued working on design research projects at the University of Twente. She has authored several articles and chapters on design research and co-edited the book Educational design research.
Tjeerd Plomp (author and editor)
Tjeerd Plomp is emeritus professor of curriculum of the University of Twente in Enschede, The Netherlands. He has been in charge of teaching educational design methodology in the (at that time) Faculty of Educational Science and Technology. He was chair of IEA, the International Association for the Evaluation of Educational Achievement, from 1989 - 1999.
In the IEA he served as chair for the ‘Computers in Education’ study (Comped), the Third International Mathematics and Science Study (TIMSS) and the IEA Second International Technology in Education Study (SITES). His research interests are educational design and design research, international comparative research, and information technology in the curriculum and teacher education. He has been recently involved as advisor in various research projects and programs utilizing design research, both in The Netherlands and internationally.