Design Research vs. Instructional Systems Design: Implications for Educational Technologists
Eunjung Oh, Thomas C. Reeves, The University of Georgia, United States
EdMedia + Innovate Learning, in Vienna, Austria ISBN 978-1-880094-65-5 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
For the past two decades, design research has gained attention as an emerging research paradigm in the educational technology field as well as in the field of education generally. Design research deals with both design and research and shares some similarities with other research approaches or educational disciplines. As an emerging paradigm, design research requires further discussion and clarification regarding what it is and how it can be effectively executed. Instructional Systems Design (ISD) is one of the major disciplines in the educational technology field. Both ISD and design research deal with enactment of design in educational settings. In this paper, how ISD and design research are different and similar is clarified, particularly with respect to goals, assumptions, conceptualization of design, participation, methods/processes, implementation, role of evaluation, criteria for success, and scalability. The implications of these differences and similarities for educational technologists are also addressed.
Oh, E. & Reeves, T.C. (2008). Design Research vs. Instructional Systems Design: Implications for Educational Technologists. In J. Luca & E. Weippl (Eds.), Proceedings of ED-MEDIA 2008--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 2119-2127). Vienna, Austria: Association for the Advancement of Computing in Education (AACE).
© 2008 Association for the Advancement of Computing in Education (AACE)
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