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.
Our EDeR – Educational Design Research Journal project is moving along quite nicely. Some contributions for the first issue have now made it through the mentoring process and have been submitted for Phase II (blind peer review) of our workflow model. We will have to see how well the OJS system is playing along.
Our Editorial Review Board is also growing and getting more diverse. The most recent additions have been Thomas C. Reeves from the University of Georgia, USA, Kalle Juuti from the University of Helsinki, Finland, and Mònica Feixas from the Autonomous University of Barcelona, Spain.
We have two papers accepted for the the British Educational Research Association’s BERA Annual Conference 2016 in Leeds, UK.
The paper titled “Educational Design Research as a mode of knowledge production” is co-authored with my HUL colleague Tobias Schmohl.
The other paper is titled “Emancipating learning activity in the light of the digital transformation” and tries to link back to some work that I did around my PhD.
It has been a good while since I have been presenting anything in the UK. So, I am kind of looking forward to this.
As part of our ongoing effort to develop a research collaboration with colleagues at the Institute of Education at Tartu University, Estonia, Tobias Schmohl, Emanuele Bardone, and myself put in separate proposals for the “Reflective Minds and Communities” conference in Tartu. The conference is organised by the EARLI SIGs 10, 21 & 25 and will take place on August 28 and 29.
All three papers passed the review process. Now we are trying to set up a shared session at the conference for our contributions.
We are also pondering to run an Advanced Research Seminar on Educational Design Research in Higher Education before the conference at Tartu Uni. In fact, we are currently waiting to hear about a small funding proposal we have submitted in March for this purpose. Let’s see…