1. DEVELOPMENTAL RESEARCH: A SUMMARY BY MIMMA SAYUTI MAT KHALID

2. The reference: • Richey, R.C., Klein, J.D. & Nelson, W. A. (2004). DEVELOPMENTAL RESEARCH: STUDIES OF INSTRUCTIONAL DESIGN AND DEVELOPMENT • Available online: http://www.aect.org/edtech/41.pdf

3. WHAT IS DEVELOPMENTAL RESEARCH? • According to Richey, Klein and Nelson (2004): “ The systematic study of designing, developing and evaluating instructional programs, processes and products that must meet the criteria of internal consistency and effectiveness (Seels & Richey, 1994. p. 127)” (p. 1099)

4. DR (in simpler form) is:

5. Why DR? ***DR fits in the Applied Research purposes.

6. WHY DR? ***DR fulfills the third type of knowledge.

7. The Research and Theory Foundations of Design and Development knowledge base (Richey & Klein, 2007, p. 7)

8. WHAT ARE THE MAJOR PHASES IN DR?: The scope of DR is “broader within the research context then when used in the context of creating instructional products (p. 1110) Questions for reflection: 1. Will a PhD candidate be able to carry out ALL the phases?

9. The Analysis in DR DR address Front End Analysis, not only needs assessment. ***On technique and methods of conducting a front end analysis: http://classweb.gmu.edu/ndabbagh/Resources/Resources2/FrontEnd.htm

10. HOW TO CARRY OUT DR? • Distinction between “doing” and “studying design and development • The distinctions can be describe in terms of: • Focus • Techniques • Tools • Two types of DR • Type 1: The most straightforward developmental research (also called Formative Research) • Type 2: General analysis of design, development or evaluation process as a whole of a particular component. (pp. 1106-1107)

11. A summary of the 2 types of DR (p. 1103)

12. STUDIES WHICH ARE NOT DR • Instructional psychology studies; • Media or delivery system comparison or impact studies; • Message design and communication studies; • Policy analysis or formation studies; and • Research on the profession. ***RESEARCH QUALIFIES AS DR WHEN: “new models were tested, or programs using such models were evaluated…” (p. 1103)

13. Techniques and Tools of DR • Various Research Methodologies that meet the project requirements; • E.g. : • Summative evaluation : classical experimental research; • Needs assessment: qualitative approaches; • Process studies: descriptive survey methods; and • Developmental project can also utilize historical research methods.

14. IMPORTANT: “ Merely conducting a comprehensive design and development project does not constitute conducting a developmental research project even using its most narrow Type 1 definition. One must also include the analysis and reporting stage to warrant being classified as developmental research [italicize added].(p. 1104)

15. Analysis of Representative of Type 1 DR literature: pp.1106, 1107 Analysis of Representative of Type 2 DR literature: pp. 1110, 1111

16. The Methodology of DR

17. 1. Focusing the problem • Begins in the problem definition stage. • Done by focusing the research problem on a particular aspect of the design, development or evaluation process • Must also establish the research PARAMETERS. • Then the scope of the study MUST be established: - How much of the design and development process will be addressed?

18. 2. Framing the problem • Use of Research Questions rather then Hypotheses • Research Questions served as the organization framework for developmental studies 3. Identifying Limitations • DR is often context-specific, limitations should be identified.

19. Review of Related Literature (possible topics)- quoted from pp. 1114-1115: ***BOTH TYPES OF STUDIES OFTEN ADDRESS THE METHODOLOGY OF DR ITSELF IN THE REVIEW OF LITERATURE.

20. Research Procedures (common participants in DR studies) ***Participants are of multiple types and varies in the phases.

21. COMMON RESEARCH METHODS IN DR ***Multiple research methodologies and designs vary in the phases.

22. Collecting, Analyzing, and Reporting Data • Variety of forms depending on the focus of research; • Validity of the conclusion – depends on the richness of the data set and the quality of research design; and • Typical types of data collected in DR are related to DOCUMENTATION AND IDENTIFICATION of the result.

23. Typical types of data collected in DR

24. The book:

25. On Instructional System Design and Instructional Design

26. http://www.nwlink.com/~donclark/hrd/ahold/isd.html

27. Instructional Design Models ++click on the links or visit http://carbon.cudenver.edu/~mryder/itcon.html to read more.

28. Behaviorism Who? Edward Thorndike John Watson B. F Skinner

29. COGNITIVISM Advanced Organizer (David Ausubel) Cone of Experience (Edgar Dale) Information Processing Concept Mapping (Joseph Novak)

30. PRESCRIPTIVE DESIGN MODELS Algo-Heuristic Theory (Lev Landa) ADDIE ASSURE ARCS (John Keller) Criterion-Referenced Instruction (Robert Mager) Component Display Theory (David MerrillP Morrison, Ross& Kemp Dick & Carey Elaboration Theory (Reigluth et al.) Robert Gagne ISD The 4C-ID Model Organizational Element Model (Roger Kaufman) Rapid Prototyping

31. CONSTRUCTIVISM: http://uib.no/People/sinia/CSCL/HMM_Constructivism.htm

32. Constructivist ID Models Action Research (Participatory Design Models) Activity Theory (artifact Mediator) Anchored Instruction Andragogy (Knowles) Cognitive apprenticeship Cognitive flexibility theory Generative learning Computer supported collaborative learning Computer supported intentional learning environment Conversation theory Discovery learning (Bruner) Inquiry teaching Interpretation Construction (ICON) Design Models Mind Tools (Jonassen) Minimalist Model Montessori Problem Based Learning The Project Method Play Role play Goal Based (Roger Shank) Schema Theory Situated Cognition Observational (Social) Learning Theory Structured Knowledge

33. Mimma’s proposed study:Development of 21st century learning spaces for a Malaysian secondary school: the Sociocultural ID model (SCID) Developmental Research Socio-cultural Instructional Design Physical space Virtual space (activities) END PRODUCT: A LEARNING CENTRE DEFINED BY ACTIVITIES WHICH ARE BASED ON SOCIAL CONSTRUCTIVIST LEARNING THEORY =

34. Models use in Mimma’s proposed study LEVEL 1: DEVELOPMENTAL RESEARCH: BASIC ISD MODEL (main RQ?) ANALYSE RQ? RQ? RQ? RQ? ANALYSE ANALYSE REPORT REPORT REPORT REPORT LEVEL 2: ID MODEL (SOCIOCULTURAL ID MODEL) (main RQ?) RQ? RQ? RQ? RQ? LEVEL 3: CONTENT (main RQ?) RQ? RQ? PHYSICAL & VIRTUAL LEARNING SPACES ACTIVITIES IN LEARNING SPACES

35. THANK YOU