earli 2011 db methodology practice oriented research

Saxion University of Applied SciencesExpertise Center for Educational Innovation

Research group Educational TransitionResearch group Educational Transition

A Design-Based Methodology for A Design-Based Methodology for Practice-Oriented ResearchPractice-Oriented Research

1414 thth EARLI Conference Exeter (UK) EARLI Conference Exeter (UK) 3 September 2011 3 September 2011

Dr. Cees Terlouw Dr. Cees Terlouw

Expertise Center for Educational Innovation Research group Educational Transition

IntroductionIntroduction1. Context, Problem & ……

Solution 2. Theoretical Framework 3. Research Questions 4. Results: Model-in-use 5. Discussion


1. Context, Problem & 1. Context, Problem & ….Solution….Solution

Saxion Case: dropout percentage INTERVENTIO

N:STUDY COUNSELING GROUP MEETINGS

Just before entering HE

BUT, WILL IT BE EFFECTIVE?


2. Theoretical 2. Theoretical FrameworkFrameworkActivity theory (Engeström, 1987)

Educat. researcher

Study counselor

Design-Based Practice-oriented Research Methodology

Decrease dropout %

Students’ study choice skillsStudy Counselors’ skills

SCGM


2. Theoretical 2. Theoretical FrameworkFramework Design-Based Practice-oriented Research

Methodology Unifying approach for bridging the gap between

‘research’ and ‘practice’ ‘Scientific engagement’ in stead of ‘scientific

detachment’ Interaction between practitioners and researchers in

one community» Knowledge circulation process (Ellström, 2008)» Joint rules» Loose division of labour / role exchanges

Collaborative learning situation» Expansive learning (Engeström & Sannino,

2010)


3. Research Questions3. Research Questions1. Components model

design-based practice-oriented research?

2. Study Counseling Group Meeting-case: Reconstruction and elaboration of the model?


4. Results reconstructed model4. Results reconstructed model

IV Knowledge Application and acquisition system

III Reasoning V Reasoning mechanisms mechanisms results

Instruc-tion-Learning theoreti-cal frame-work

1st Ac-tion plan

2nd Ac-tion Plan

Evalu-ation of the results

Feedback to execution and plans

II Knowledge basis

3rd Ac-tion Plan

Execu-tion of the 3rd Plan of Action

I Practice problem / solution

Practice / Improved practice


4. Results Model-in-use: Instruction-learning theoretical 4. Results Model-in-use: Instruction-learning theoretical frameworkframework

Student and professional learning in transition model

1

Transition Student’s tasks learning process Results

for a study career Self-regulation

Guidance Study career process tasks guidance of teachers

and study counsellors Self-regulation

Management Management process tasks for transition to higher

education Self-regulation


Data (evidence)-Hospitality Business school / FM- Their entering students- solution concept: study counseling group meetings

Warrant- reasoning mechanism underlying the solution concept

Claim (conclusion)- Lower drop out after 1 year in 1st year of HBS

Rebuttal (reservation)- Goal: better than non- partipants SCGM- Students and SC satisfied

Backing- empirical evaluation results

because

therefore

by virtue of

appears from

If

Qualifier

4. Results model-in-use: 1st Action Plan; 4. Results model-in-use: 1st Action Plan; Technological ruleTechnological rule


4. Results Model-in-use: Reasoning mechanism behavioural determinants 4. Results Model-in-use: Reasoning mechanism behavioural determinants study choicestudy choice

Student and professional learning in transition model

1

Transition Student’s tasks learning process Results

for a study career Self-regulation

Guidance Study career process tasks guidance of teachers

and study counsellors Self-regulation

Management Management process tasks for transition to higher

education Self-regulation

1. Gender2. Previous

education3. Attitude:

image of the study, jobs, institute

4. Independency5. Motivation:

perceived study success; personal motivation


4. Results model-in-use: 2nd Action Plan; Instructional 4. Results model-in-use: 2nd Action Plan; Instructional Design SCGM Design SCGM

What is impor-tant to make a good study choice


4. 4. Results models-in-use: 3rd Action Plan Reasoning chain of events Results models-in-use: 3rd Action Plan Reasoning chain of events SCGMSCGM

Final goal: Registered students participating in Study Counseling Group Meetings has significant higher study success

Indicators 011010: a. Lower study dropout ratio

b. Lower ratio binding recommendation for study continuation c. Lower study switch ratio

d. Higher ratio First Year HE-diplome

Intermediate goal # 4: Registered First Year students have after 1 semester (010210) a higher score on the behavioural determinants

(skills) of study choice

Intermediate goal # 3: Registered students have a better grounded study choice process in terms of behavioural determinants (skills) of

study choice (011009)

Intermediate goal # 2: Directly after the meeting: a higher score on the behavioural determinants (skills) of study choice.

Study Counseling Group Meetings (Mai - September 09)

Intermediate goal # 1: Potential students for higher professional education (starting 010509) use the online instrument and reflect on:

(a) competencies of the study of their choice (b) existing scores on the behavioural determinants (skills) of their study choice

Applying the online instrument for self-assessment in the framework of study career orientation of general and vocational secondary education on Hospitality Businee School of Saxion University of Applied Sciences (starting

150409)


4. Results model-in-use: evaluation results4. Results model-in-use: evaluation results

1. Gender2. Previous

education3. Attitude:

image of the study, jobs, institute

4. Independency

5. Motivation: perceived study success; personal motivation

SCGM MeetingBefore the meeting


4. Results model-in-use: evaluation results4. Results model-in-use: evaluation results

After 1 semester

Directly after the meeting

Start 1st year

After 1 year

Final

Goal


4. Results model-in-use: Feedback to 4. Results model-in-use: Feedback to execution and plansexecution and plans

Change the action plans 1, 2 and / or 3? (1) Technological rule (2) Design SCGM (3) Reasoning chain of events

Better executionTraining study counselors Activities in the first year Embedding in the previous education


44 . Results model-in use: integration in . Results model-in use: integration in knowledgebase / Improved practiceknowledgebase / Improved practice

Results subject for further discussion

Planning necessary Seperate actions researchers

and practitioners


5. Discussion5. Discussion 1. Model for an unifying approach of research

and practice 2. Study Counseling Group Meeting case:

(a) reconstruction possible (b) elaboration possible

3. Need: Integration of practical and academic results in collective knowledge basis

4. Cognitive and social reasoning mechanisms for withdrawal from and integration in the knowledge basis, practical and theoretical.

Saxion University of Applied SciencesExpertise Center for Educational Innovation

Research group Educational TransitionResearch group Educational Transition

Thanks for your attentionThanks for your attention Cees Terlouw Cees Terlouw

E-MAIL : E-MAIL : [email protected]@saxion.nl

earli 2011 db methodology practice oriented research

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