Issue 1 of EDeR – Educational Design Research is finally online.
The Journal is published in collaboration with Hamburg University Press… and this is where we met our final bottleneck to get things online. Hamburg Uni Press is hosting the OJS Server on which we run EDeR. However, due to some unfortunate staffing situation there (somebody had left, somebody else was sick for multiple weeks, and so forth), we had to wait a good while until some significant irks and quirks of this OJS installation got worked out.
Nevertheless, we now have the first visible product of our collective effort online. Six Academic Articles authored by scholars from Australia, Estonia, Finland, Germany, and Switzerland. All issues and problems that we had to struggle with aside… I personally think that we are off to a rather decent start. It is going to be very interesting if we can build and maintain the necessary momentum to turn this project into an ongoing success.
Offering regular updates on the project via Researchgate has worked surprisingly well to built up a small following of interested researchers. I hope we can convert this initial attention into various levels of engagement and participation over time.
Things are actually looking quite promising in this regard. I have already seen a draft of the first Discussion Article in reply to Dieter Euler’s “Design principles as bridge between scientific knowledge production and practice design” in Issue 1. I know of another Discussion Article in the making.
Futhermore, I have already received a submission for Issue 2. And tonight I have been promised another submission of an Academic Article. Keep them coming… ! :-)
Thanks to everyone who has been contributing to EDER in one way or another. Your continuous support and engagement is highly appreciated!
Oh… and this is the DOI of EDeR Issue 1: http://dx.doi.org/10.15460/eder.1.1
Issue 1 of EDeR – Educational Design Research is finally taking shape. We have 5 contributions in the pipeline that have successful passed phase 1 (text mentoring) and phase 2 (blind peer review) of our workflow model and have been revised according to reviewers’ feedback. These will definitely make it into Issue 1.
We are still working with two additional, somewhat controversial, contributions. However, these might have to be pushed over to Issue 2. Our Editorial Board will make final decisions on these texts by next week.
This week we have kicked off our reformed Master of Higher Education (MoHE) programme.
The last day of the introduction week features a “project conference” in which a variety of research projects on aspects of teaching and learning in higher education are presented.
Over time, the project conference is meant to bring different cohorts of programme participants together. Those who are about to finish off their own research projects will present their work to the new incoming participants.
I am particularly happy that for this first project conference we were able to integrate a presentation of Emanuele Bardone from the Educational Science department of the University of Tartu, Estonia. I hope this will help to set the stage for a more international outlook within our MoHE programme and invite our participants to look beyond the confines and particularities of our system of higher education.
Step by step the first issue of the EDeR Journal is taking shape. Four contributions have successfully passed the second phase (blind peer review) of our workflow and review model. One is basically ready for publication, while the others are currently reworked by their authors.
For two additional contributions we are still in the process of completing the blind peer review phase.
An additional submission requires major changes. Not sure if this will still make it into the first issue. We are looking into this right now.
We are also already eliciting contributions for the second issue. If your work falls broadly in the framework of “design based research” in education, feel free to get in touch.
On Thursday and Friday (08.09 and 09.09.2016) we held our first in-house conference at the Hamburg Center for University Teaching and Learning (HUL) in collaboration with researchers from the Competence Center for Educational Development And Research in Higher Education (CEDAR) at the University of St. Gallen, Switzerland.
The event was titled “Perspektiven und Zukunft der Forschung zum Lehren und Lernen an Hochschulen” (Perspectives and future of research on teaching and learning in institutions of higher education) and catered to German speaking researchers who work in the area of research and development of teaching and learning in higher education.
The final programme (in German) offered 4 parallel tracks of “symposia” that grouped a number of related contributions from a variety of German and Swiss institutions.
An interesting element of the overall event was labeled “conference phenography” which Gabi Reinmann had initiated as part of the conference design. Teams of two observed and participated one particular conference track, took notes, and finally recorded a conversational commentary on video that is finally going to be shared with the other participants. I had the privilege to go through this exercise with Frank Vohle (Ghostthinker company) and my HUL coworker Eileen Lübcke. It’s going to be interesting what others make out of our short video snippets.
I will try to write up my overall impressions in the coming days.
In the meantime, I can already point to a commentary (in German) that my colleague Tobias Schmohl has published on the matter and a small selection of photos that I took during the event.
Our proposal for a symposium on Educational Design Research has just been accepted for the EdMedia 2016 conference in Vancouver, Canada. The two hour long session is titled “Educational Design Research: methodological blind spots, challenges, and alternative sources for inspiration”. This is the abstract of what we are going to address:
Among contemporary educational technology research and development approaches, educational design research (also called “design-based research”) has gained considerable attention in recent years. While its proponents promote design interventions in various types of practice settings, they often maintain the idea of the primacy of “theory” without making explicit what type of theory and knowledge claims they are hoping to produce. It often appears as if educational design researchers want to maintain an ideal of “scientific” rationale and of universal knowledge claims that does not seem to fit with their own focus on intervention in contextualised practice.
In our symposium we will explore various methodological blind spots and challenges of contemporary educational design research and its application in the field of educational technology. In addition, we will review some potential sources for inspiration that could fuel the further development and fundamental emancipation of educational design research as a system of inquiry.
Beyond the contributions of Tobias Schmohl and myself from the HUL at University of Hamburg, Germany, the symposium will feature work of Robert Fitzgerald and Simon Leonard from the University of Canberra, Australia, Mark W. Johnson from the University of Liverpool, UK, and Beaumie Kim from the University of Calgary, Canada.