Design-based research [DBR] (Design-Based Research Collective, 2004) attempts to bridge the demand for rigorous research with the development of relevant solutions to educational problems. DBR focuses on examining how learning theory informs the development of an instructional intervention over time, and on accumulating evidence that the intervention leads to improved learning and/or teaching. Examining the impact of a well-designed instructional intervention over several iterations can lead to the formation of research-based learning principles and practices that also have relevance in an applied context.
In Fall 2013, the University of Georgia hosted an AERA-funded conference on Design-Based Research (DBR). The central objective of the conference was to bring together scholars from various fields of educational research (e.g., Learning Sciences; Math and Science education; Instructional Design and Technology) in a single setting to answer the current questions about design-based research (DBR), refine our understanding of rigorous and valuable DBR, and improve the public perception of DBR as a viable method.
While researchers from both LS and IDT regularly conduct high-quality educational research in applied settings as part of their design work, there are few opportunities for them to interact in a single setting to elevate the quality and application of DBR in educational design. By bringing together scholars from both fields in a single conference setting, we were able to capitalize on a tremendous opportunity to learn from the current DBR practices within different educational fields and create a variety of resources and opportunities for improving the rigor and relevance of DBR in educational research.
Many thanks to our sponsor!