Design, Research, and Design-Based Research Methods: How Can We Improve and Study How People Live and Learn with Their Technology?

Dr Chris Hoadley, New York University
April 20th, 2011
Kaput Center, 3:30-5pm
Blog and Discussion
See the talk here

In this talk, I frame the fundamental problem of educational research as the design of useful educational systems. I discuss the similarities and differences between attempts to improve design through generalized research vs. to improve design through embedded forms of research. Design-based research methods blend these approaches and can be used in a wide variety of educational research settings, and I provide examples from several research projects in the dolcelab, including the design of collaboration tools for middle school science education, and the design of sustainability education for rural Himalayan villages. Finally, I give some practical recommendations on how to carry out design-based research methods in a methodologically sound way.

Biographical Sketch for Dr Chris Hoadley:

Dr Chris Hoadley is an associate professor of Educational Communications and Technology at New York University. He designs, builds, and studies ways for computers to enhance collaboration and learning. Hoadley has degrees in cognitive science, computer science, and education from MIT and the University of California at Berkeley, and currently his research focuses on collaborative technologies and computer support for cooperative learning (CSCL). Other interests include research on and through design, systems for supporting social capital and distributed intelligence (especially for educational reform), the role of informatics and digital libraries in education, the psychology of computer programming, sustainability education, and science and engineering education.

Hoadley is the director of dolcelab, the Laboratory for Design Of Learning, Collaboration & Experience. He is an affiliate scholar for the National Academy of Engineering's Center for the Advancement of Scholarship in Engineering Education (CASEE). Hoadley previously chaired the American Educational Research Association's Special Interest Group for Education in Science and Technology (now SIG: Learning Sciences), and served as the first President of the International Society for the Learning Sciences. For the 2008-2009 school year, he was a Fulbright Scholar in South Asia studying educational technology in rural Himalayan villages.

Previously, Dr. Hoadley was a faculty member in the College of Education and the College of Information Sciences and Technology at Penn State University, research scientist at the Center for Technology in Learning at SRI International and a consulting assistant professor in the Learning, Design, and Technology program at Stanford University. Hoadley was the Director of the Center for Innovative Learning Technologies Knowledge Network for four years. He founded and led the Design-Based Research Collective, funded by the Spencer Foundation, and was affiliated faculty with the American Center for the Study of Distance Education. He was on the editorial board of the Journal of the Learning Sciences, and now serves on the editorial board of the Journal of Science Education and Technology, and the International Journal of Computer-Supported Collaborative Learning. With Naomi Miyake, he co-edits the Springer book series on CSCL.

Resources for MTE 615/715:

  • Hoadley, C. (2002). Creating context: Design-based research in creating and understanding CSCL. In G. Stahl (Ed.), Computer support for collaborative learning 2002 (pp. 453-462). Mahwah, NJ: Lawrence Erlbaum Associates.
  • Hoadley, C. (2004). Methodological alignment in design-based research. Educational Psychologist, 39(4), 203-212.
  • Dede, C. (2005). Why design-based research is both important and difficult. Educational Technology, 45(1), 5-8.
  • Download Presentation
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