- Monday-Thursday: 9 a.m. - 11 p.m.
- Friday: 9 a.m. - 6 p.m.
- Saturday: closed
- Sunday: 5 p.m. - 11 p.m.
- Andersen, T., & Shattuck, J. (2012). Design-Based Research: A Decade of Progress in Education Research? Educational Researcher, 41(1), 16-25. Retrieved from http://edr.sagepub.com/content/41/1/16
- Rook, M. M. (2010, November 30). Following a Design-Based Research Cycle. Retrieved from http://www.personal.psu.edu/mdm392/blogs/design/2010/11/following-a-design-based-research-cycle.html
Within the Learn Lab, teachers and students will find media:scape furniture from Steelcase which is intended to allow any person in the room to display information from their computer to all or some subset of the projectors in the room. Teachers will be able to take advantage of the many affordances of the Learn Lab to research innovative pedagogy. In the slideshow below, you will find images from the construction of the Krause Innovation Studio learning space.
I mention above that the space provides opportunities for researching innovative pedagogy. How? What about this space is innovative? What about this space is different than traditional learning spaces? I could spend the next few paragraphs explaining exactly how the space was designed (from my perspective) and what sets it apart from other learning spaces.
- What was the rationale for decisions made during the design process?
- How did learning theories influence decisions made during the design process?
- How is this space different than other (learning) spaces that you've designed?
To read more about IPv6, follow this link to the original article:
Recent research on the use of digital video among researchers in the learning sciences provides a foundation for conducting video research and using digital video to reflect on and analyze teacher practice. Goldman et al. (2007) explored the theoretical and methodological issues associated with conducting research in the learning sciences using digital video. They found that video research enables researchers to "capture complex, real-world practices" (p. xii). And, video can be used to form collaborations around research in the learning sciences (2007). While analysis for professional development purposes and using video in research are not the same activity, Goldman et al.'s suggestions hold regarding the analysis of video to form collaborations around professional development in education.
...The use of digital video in educational research to examine and improve teaching practice has taken many forms over the past five years. From video clubs to video editing, video cases to video analysis tools, or within digital video collaboratories, it is clear that digital video is making an impact on teaching practice especially in preservice education and inservice professional development. The emergent themes presented in this review tell a story of the state of current research in this area. Video cases (theme 1) enable teachers to connect theory and practice (Koc, 2011; Koc, Peker, & Osmanoglu, 2009; Eilam & Poyas, 2006), improve instruction (Kersting, 2008; Kersting et al., 2009), and focus on student-centered thinking (Stockero, 2008), a concept that spans across many themes. Video-based reflection (theme 2) enables teachers to focus on student-centered thinking as opposed to behaviors (Rosaen et al., 2008). Engaging in a video editing process (theme 3) allows teachers to focus on student-centered thinking as opposed to themselves (Calandra et al., 2008; Yerrick et al., 2005). Similarly, in video clubs (theme 4), the prompter focuses on student-centered thinking as opposed to teacher characteristics (van Es, 2009).
"In About Face 3: The Essentials of Interaction Design, Cooper, Reimann & Cronin (2007) explain that toolbars in many popular software programs (e.g. Microsoft Office Suite) use butcons (i.e. icons that also serve as buttons) because recognizing images is faster than reading text" (Montalto-Rook et. al., 2010, p. 199).
"there are problems with using traditional bookmarking tools (e.g. Internet Explorer, Firefox, Safari) or social bookmarking tools (e.g. delicious) in the elementary classroom. First, teachers have resources stored in many different places and need a place to aggregate their Internet resources in one place. Second, teachers lose the attention of their students while they search for bookmarked resources. Finally, traditional text-based bookmarking systems do not enable teachers to preview a resource before accessing it (Montalto-Rook et al., 2010, p. 199)."