Course

Unit I

Unit I – Introduction to DBR, Nature of a research study with features of DBR
Design-Based Research as a methodology
Historical roots and different perspectives towards DBR Involvement of stakeholders in the DBR study’s lifecycle

Unit II

Unit II – DBR phases and variants with respect to research design
Research Design DBR Phases Variants of DBR

Unit III

Unit III – Four phases of DBR in its most common form
Identification Phase Investigation Phase
Prototyping & Assessment Phase Reflection Phase

Unit IV

Unit IV – DBR and Technology-Enhanced Learning and Teaching
Technology-Enhanced Learning Technology-Enhanced Teaching
DBR is one of the prominent methodologies in TEL

Unit V

Unit V – Reflection and creating a research design following DBR
Individual and group reflection on the role of DBR in Educational Technology Preparing a research design by following different variants of DBR

Prerequisite: Students should have a foundational understanding of research methodology and preferably familiarity with Educational Technology or Technology Enhanced Learning concepts

Course Objectives:

1. Introduce students to the Design-Based Research (DBR) methodology and its relevance in Educational Technology.
2. Familiarize students with the key features and variants of DBR used in educational research.
3. Guide students through the iterative lifecycles of a research design in DBR, emphasizing practitioner involvement and contextual understanding.
4. Facilitate students applying DBR principles to identify research questions, conduct investigations, prototype interventions, and reflect on outcomes.
5. Engage students in critically analyzing and evaluating existing DBR studies to develop their capacity for creating new knowledge in the Technology-Enhanced Teaching and Learning field.

Course Outcomes:

• CO1: Demonstrate a comprehensive understanding of the principles and characteristics of DBR and its applicability in educational research.
• CO2: Identify and critique various phases and variants of DBR, showcasing a nuanced understanding of its methodologies.
• CO3: Develop practical skills in designing, implementing, and evaluating DBR studies, including data collection, analysis, and interpretation.
• CO4: Apply DBR principles to real-world educational contexts, demonstrating the ability to address complex challenges and generate innovative solutions.
• CO5: Produce a well-articulated research design proposal applying DBR principles, showcasing their proficiency in conducting rigorous and impactful educational research.

Skills:

• Ability to collaborate effectively with practitioners and stakeholders in educational settings to co-design and implement research interventions.
• Proficiency in utilizing diverse data collection methods and analysis techniques specific to DBR, including qualitative and quantitative approaches.
• Capacity to critically reflect on research processes and outcomes, integrating feedback and adjusting methodologies iteratively.
• Skill in synthesizing and communicating complex research findings to diverse audiences, including educators, policymakers, and researchers.
• Competence in leveraging technological tools and resources to implement and evaluate DBR studies in educational contexts.

Course Outcomes (CO) – Program Outcomes (PO) Mappings

Evaluation Pattern

*CA – Can be Quizzes, Assignment, Projects, and Reports, and Seminar

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• Wang, F., & Hannafin, M. J. (2005). Design-based research and technology-enhanced learning environments. Educational technology research and development, 53(4), 5-23.
• Reimann, P. (2011). Design-based research. In Methodological choice and design (pp. 37-50). Springer, Dordrecht.
• Design-Based Research Collective. (2003). Design-based research: An emerging paradigm for educational inquiry. Educational researcher, 32(1), 5-8.
• McKenney, S., & Reeves, T. C. (2013). Systematic review of design-based research progress: Is a little knowledge a dangerous thing?. Educational researcher, 42(2), 97-100.
• Hoadley, C. M. (2004). Methodological alignment in design-based research. Educational psychologist, 39(4), 203-212.
• Joseph, D. (2004). The practice of design-based research: Uncovering the interplay between design, research, and the real-world context. Educational psychologist, 39(4), 235-242.
• Amiel, T., & Reeves, T. C. (2008). Design-based research and educational technology: Rethinking technology and the research agenda. Journal of educational technology & society, 11(4), 29-40.
• Bell, P. (2004). On the theoretical breadth of design-based research in education. Educational psychologist, 39(4), 243-253.
• Niglas, K. (2010). The multidimensional model of research methodology: an integrated set of continua. In SAGE Handbook of Mixed Methods in Social & Behavioral Research ( 2 ed., pp. 215-236). SAGE Publications, Inc., https://doi.org/10.4135/9781506335193

1. Reinking, D. (2021). Design-based research in education: Theory and applications. Guilford Publications.
2. Tashakkori, A., & Teddlie, C. (2021). Sage handbook of mixed methods in social & behavioral research. SAGE publications.