Conducting Educational Design Research<\/strong>\u00a0\u200b<\/p>\n\n\n\n Educational design research (EDR) addresses\u00a0two primary goals:\u00a0 A third, but nonetheless important goal, is professional development for all participants, both practitioners and researchers. Since its formalization in the early 1990s, EDR (also known as “design-based research” and by several other names) has become increasingly adopted by educational researchers and collaborating practitioners working in fields such as educational technology, the learning sciences, and healthcare education. <\/p>\n\n\n\n EDR goes beyond “action research” by combining the solution of real world practice problems with the search for reusable\/replicable intervention design principles. The emphasis in this workshop will be less on the theoretical aspects of EDR and more on the “nuts and bolts” of how it can be done by all types of educational researchers and practitioners as well as by doctoral students. <\/p>\n\n\n\n The presentation aspects of the workshop will be kept to a minimum to enable sufficient focus on planning exercises and feedback to the participants. <\/p>\n\n\n\n Provider: Venue: City campus<\/p>\n\n\n\n
\u2022 \u00a0improving educational effectiveness in specific practical settings, and\u00a0
\u2022 identifying empirically grounded and sharable design principles and models for enhancing educational\u00a0effectiveness beyond specific settings.\u00a0<\/p>\n\n\n\n
Thomas C. Reeves, Ph.D.
Professor Emeritus of Learning, Design, and Technology
College of Education
The University of Georgia, USA<\/p>\n\n\n\n