Design and Development Research (DDR) Assoc. Prof. Dr. Farrah Dina Yusop [farah@um.edu.my] Dept. of Curriculum and Instructional Technology, Faculty of Education Director, Academic Development and Enhancement Centre (ADEC, Universiti Malaya, MALAYSIA. https://umexpert.um.edu.my/farah.html https://www.facebook.com/ farrah.dina.39 27 January 2022 II UniSZA II Webinar Structure of the webinar • Introduction to IDT • Design & Development Research (DDR) • 2 Categories of DDR • R on products/tools (Type 1) • R on design & development models (Type 2) • Application to research • Some considerations • Q&A / Discussion Part A Part B Closing A. Introduction Instructional Design and Technology (IDT) (Field) Design and Development Research (DDR) (One of the methodologies for applied research) What is IDT (the field) Systematic planning of learning experiences that encompasses 5 phases: analysis, design, development, implementation and evaluation, with the purpose of improving an individual’s learning, experiences and performances (Yusop, 3rd June 2020) What is DDR A “… systematic study of design, development and evaluation processes with the aim of establishing an empirical basis for the creation of instructional and non-instructional products and tools and new or enhanced models that govern their development” (Richey & Klein, 2008, p. 748) What is DDR 1. A “… systematic study of design, development and evaluation processes 2. with the aim of establishing an empirical basis for the creation of https://drieam.com/how-to-develop-elearning-content-with-addie/ What is DDR 2. with the aim of establishing an empirical basis for the creation of: instructional and noninstructional • products and • tools and • new or enhanced models https://www.mother.ly/shop/math-toys-for-preschoolers that govern their development” (Richey & Klein, 2008, p. 748) https://www.aliexpress.com/item/4000790637428.html What is DDR https://blog.pandai.org/the-9-different-types-of-intelligence-which-smart-are-you/ https://whiterabbitcontent.com/instructional-design-id-a-guide-to-the-top-id-modelsused-in-elearning/ Models / frameworks https://creately.com/blog/diagrams/instructional-design-models-process/ https://www.researchgate.net/publication/254610358_The_CivicMinded_Instructional_Designers_CMID_framework_Educating_instructional_ designers_with_community-based_service-learning_approaches What is DDR A “… systematic study of design, development and evaluation processes with the aim of establishing an empirical basis for the creation of instructional and non-instructional products and tools and new or enhanced models that govern their development” (Richey & Klein, 2008, p. 748) NOT a study about: • Instructional psychology or learning science; • Media delivery system comparisons or impact; • Message design studies; • Research of the profession. (Richey & Klein, 2014) Authentic / real-life projects Mixed methods Quantitativ e methods Qualitative methods Design & Development Research (DDR) Categories of DDR Research on products and tools Research on design and development model Type 1 (Richey, Klein, & Nelson, 2004) Type 2 (Richey, Klein, & Nelson, 2004) Other terms Design-based research (Wang & Hannafin, 2005) Systems-based evaluation (Driscoll, 1984) Formative research (Reigeluth & Frick, 1999; van de Akker, 1999) Categories of DDR Richey, Klein & Nelson, 2004, p.1103 1) Research on products & tools a) Comprehensive DDR = Instructional materials • The entire D&D process is documented, from Analysis to Evaluation (of product) • Discuss design decisions • Reflect on Issues, lessons learned recommendations for other designers 1) Research on products & tools b) Specific ID phase Instructional materials = Instructional materials • Specific phase is studied • Discuss design decisions • Reflect on Issues, lessons learned recommendations for other designers 1) Research on products & tools c) Tool/product development and use = Instructional materials • Focus on the tool(s) – formative/summative evaluation • Navigation, functionality, efficiency, ease of learning etc • Its usage by the users e.g. usability, ways to improve 2) Research on D&D models Model development • Result in new, enhanced or updated ID model • e.g. Yusop & Correia (2008) Instructional Multimedia Production Model validation Model use • To validate various components of a model • Quantitatively – correlation, path analysis • Qualitatively • e.gTracey’s (2009) Multiple Intelligence model • Conditions that impact the use of model 2) Research on D&D models 2) Research on D&D models Yusop, F.D. & Correia, A.P. (2008). A Practical Instructional Design Approach for Instructional Multimedia Production in an Instructional Consulting Environment. AECT International Convention 2008. Orlando: FL (November 4-8, 2008) B. Application to Research Herrington, McKenney, Reeves & Oliver (June, 2007) Application to Research Herrington, McKenney, Reeves & Oliver (June, 2007) Application to Research Herrington, McKenney, Reeves & Oliver (June, 2007) Application to Research Ch 1 – Introduction • Statement of problem • Research objectives • Research questions • Definition of Terms Ch 2 – Literature review • Theoretical framework • Conceptual framework Ch 3 – DDR processes / model development • Analysis • Design & development • • Implementation (iterative 1, 2, …) Evaluation Ch 4 – Methodology • Context • Participants • Data collection strategies • Pilot testing Ch 5 - Data analyses and findings Ch 6 – Conclusions • Implications to theories/ID model/framework • Recommendations to other designers Application to research Structural Equation Modelling (SEM) Richey, Klein & Nelson (2004), p.1116 Some considerations Problem statement • Focus on the problems or issues faced by the targeted audiences, first; not the solutions • Propose the solutions (i.e. educational interventions) to overcome the problems/issues identified • E.g. Issue: student motivation in online learning; Solution: ABC module developed based on the theory of motivation Research purpose and objectives • Constructive alignment - Research purpose should align with research objectives, research questions (and hypotheses, if any)and approach R.Purpose R.Objectives R.Questions R.Approach Some considerations Research questions • Should be written with the focus on the problems and the proposed solutions; NOT by the phases of instructional design NOT • What are the problems in teaching Year 1 Mathematics? (Analysis) • What are the processes involved in the design and development of the ABC module? (Design and development) • What are the perceptions of the learners / impact of the module on the learners? (Implementation/Evaluation) YES • How would the theory XYZ be applied in the processes of designing and developing the ABC module? • How did/in what ways did the ABC online module assist learners’ creative skills development? Some considerations Methodology • Try to diversify your research approaches – We usually are comfortable using qualitative approaches e.g. case study it is difficult to defend the model and generalize its application to other ‘cases’; difficult to get buy-in from journal readers except people in the IDT field – Try other methods e.g. mixed method, quantitative, Structural Equation Modeling (SEM) Some considerations Data analyses • If you applied qualitative approaches, make sure to ‘expose’ your ‘rich’ data and the coding processes – Don’t just stated ‘it has been coded’ or ‘we used thematic analyses’ tell audience/readers how you did it others can replicate the processes – Triangulate your data use several methods to explain a result e.g. interview & observation & student’s reflection – Cite your ‘data’ in your writing – e.g. use participants’ in vivo codes (like, quotes) “The online course was really an eye-opener for me” (Katie, final reflection) C. Q&A / Discussions https://www.facebook.com/ farrah.dina.39 Assoc. Prof. Dr. Farrah Dina Yusop [farah@um.edu.my] Universiti Malaya, MALAYSIA. References Driscoll, M. P. (1984). Paradigms for research in instructional systems. Journal of Instructional Development, 7(4), 2–5. Herrington, J., McKenney, S., Reeves, T., & Oliver, R. (2007, June). Design-based research and doctoral students: Guidelines for preparing a dissertation proposal. In EdMedia+ Innovate Learning (pp. 40894097). Association for the Advancement of Computing in Education (AACE). Richey, R. C., & Klein, J. D. (2008). Research on design and development. In J. M. Spector, M. D. Merrill, J. van Merrienboer, & M. P. Driscoll (Eds.), Handbook of research for educational communications and technology (3rd ed., pp. 748–757). Mahwah, NJ: Lawrence Erlbaum Associates. Richey, R. C., & Klein, J. D. (2014). Design and development research. In J.M. Spector et al. (eds), Handbook of research on educational communications and technology (pp. 141-150). Springer, New York, NY. Richey, R.C., Klein, J., & Nelson, W. (2004) Developmental research: Studies of instructional design and development. In D. Jonassen (Ed.) Handbook of Research for Educational Communications and Technology (2nd ed.) (pp. 1099-1130). Mahwah, NJ: Lawrence Erlbaum Associates, Inc. References Tracey, M. W. (2009). Design and development research: a model validation case. Educational Technology Research and Development, 57(4), 553-571. Available at https://core.ac.uk/download/pdf/80495717.pdf van den Akker, J. (1999). Principles and methods of development research. In J. van den Akker, R. M. Branch, K. Gustafson, N. Nieveen & T. Plomp (Eds.), Design approaches and tools in education and training (pp. 1–14). Dordrecht, The Netherlands: Kluwer Academic Publishers. Wang, F., & Hannafin, M. J. (2005). Design-based research and technology-enhanced learning environments. Educational Technology Research and Development, 53(4), 5–23. Yusop, F.D. (3 June 2020). Design and development research (DDR). Paper presented at Faculty of Education, UKM. Yusop, F.D. & Correia, A.P. (2008). A Practical Instructional Design Approach for Instructional Multimedia Production in an Instructional Consulting Environment. AECT International Convention 2008. Orlando: FL (November 4-8, 2008). Available at https://members.aect.org/pdf/Proceedings/proceedings08/2008I/08_26.pdf