Using Design Based Research for Building

Open Learning Platforms

Holotescu C.1
1

University Politehnica Timisoara, 2 Bd V. Parvan, 300223 Timisoara (ROMANIA)

carmen.holotescu@upt.ro

Abstract
Over the last years, the worldwide education faces the challenges brought by the growing ubiquity of
Social Media and mobile technologies, and by the integration of Open Educational Resources/Practices and
Massive Open Online Courses. One of the approaches that proved to be effective in implementing open/social
learning platforms is the Design Based Research (DBR) methodology.
After presenting the DBR framework, this paper reviews five projects developed by using it. A case
study illustrating the adaptation of DBR for implementing the Cirip educational microblogging platform makes
the subject of a separate section of the article.
Keywords: design based research, open learning platforms, open education.

Design Based Research Methodology

In the fields of educational technologies and learning sciences, which are becoming more complex with
the plethora of new technologies, the research paradigms that examine learning processes within laboratory
settings would produce incomplete understanding of their relevance in more naturalistic settings. In this context,
the Design Based Research was defined as a methodology by which researchers would systematically and
interatively adjust various aspects of the designed environment so that each change served as a type of
experimentation that allowed the researchers to test and generate theory and reusable design in real situations,
incorporating strong involvement of the end user [1], [2].

1.1

DBR Definition

The Design Based Research (DBR) methodology was defined and developed since the middle of the
1990s, as a response to the need for a research approach that addresses complex problems in educational
practice, for which no clear guidelines for solution are available [3].
The DBR is perceived as "the systematic study of designing, developing and evaluating educational
interventions - such as programs, teaching-learning strategies and materials, products and systems as solutions
to such problems, which also aims at advancing our knowledge about the characteristics of these interventions
and the processes to design and develop them" [4]. The DBR requires providing local warrants for the
effectiveness of the design work while simultaneously attempting to contribute to a larger body of theory [1].
Increasingly applied in educational software projects, the Design Based Research (DBR) "is used to study
learning in environments which are designed and systematically changed by the researcher" [3], this way three
deeply intertwined goals can be identified: research, design, and pedagogical practice [5].
Reimann [2] shows that DBRs main focus is on innovations in teaching and learning that pertain; due to
the extended use of the new technologies and Social Media in education, many DBR studies have had an
additional focus on technological innovation.
The DBR requires a collaboration of a multi-disciplinary team because the design, the development and
the research aspects of learning theories, including teachers learning, are equally important [2].

1.2

DBR Process
The DBR methodology has the following characteristics[1], [3]:
object of the close study: (usually) a single learning environment which passes through successive
iterations and is used in different contexts;
goals: to develop new pedagogical theories, artifacts and practices that can be generalized and used
in other learning contexts/environments; to generate new theories and frameworks for

conceptualizing learning, instruction, design processes, and educational reform;

phases:
the learning environment is designed and developed by researchers to solve a
local/particular identified problem, bringing innovations inspired by a theoretical
study/research; even if the environment aims at solving a local problem and proving its
usefulness/effectiveness, the design work follows the goal of new theory generation;
then successive phases in an iterative cycle/on-going design process allowing the
generation and advancement of the new theory:
- improvement/development of new facilities;
- tests piloted in real-world educational settings, which involve informal learning,
collaboration among learners and different resources;
- evaluation implying social interactions with participants for sharing ideas, and for bringing
their expertise into producing and analysing the design.
The DBR process has different representations [4]. Fig. 1 specifies the way Reeves [6] depicted the four
connected phases:
analysis,
development of solutions,
iterative cycles of testing and refining solutions, and
reflection to produce design principles.

Fig. 1. DBR: Refinement of problems, solutions, methods and design principles [6]
Fig. 2 illustrates the predictive research studies that have been used in educational technology research
for decades [7]. This way the differences between the two approaches can be noted: a strong connection and
collaboration between researchers and practitioners for the DBR, while for the predictive research they work
separately in different phases; also, the end users are implied in the iterative cycles used by the DRB, while for
the predictive research they test only the final product.

Fig. 2. Predictive Research [7]

The DRB has three theoretical influences: experimental educational psychology, design research and
participatory software development methods [2]. DBR is a common label for related research approaches, such
as design studies, design experiments, design research, developmental research, formative research, engineering
research or educational design research [4], [8].
There are many similarities between Design Based Research (DBR) and Agile Software Development,
both paradigms having been defined before the 2000s [9], [10]: are flexible and responsive, imply iterative and

incremental development, involve users / costumers, have rapid and flexible response to change, and working
environment / software is delivered and used in all phases of the project.

1.3

DBR Projects

There are many articles and studies that describe in sufficient detail how the DBR is done in practice
[11], [12]. Table 1 presents five projects developed by using DBR, all addressing open education issues. Both
the local impact of the work as well as the resultant theoretical contributions are specified.
Table 1. DBR Projects in terms of the designed artifact/environment and resultant theory
Projects / Research
study
Cloudworks: a social
network for finding,
sharing and discussing
learning and teaching
ideas and designs [13]

Implementation of an
online
professional
development course for
higher
education
practitioners based on
authentic
learning
principles [14]
Build
a
reformed
Software Engineering
(SE) subtrack within
the Computer Science
curriculum [15]

CLUE
(convergent
learning in a ubiquitous
environment)
Framework: a learning
environment
for
connecting
learners
experiences in real
informal settings with
formal school settings
[16]

MARS
(Mobile
Academic
Research
Support):
an
mlearning system for
responding
to
the
professional needs of
academics [17]

Local impact

Theoretical work

An active social network for teachers /

practitioners
continuing
professional
development, to explore and experiment,
and provide them with scaffolds, support
and examples of how technologies have
been used to good effect in a range of
different educational contexts. Clouds are
core social objects.

Richer understanding of the

challenges and demonstrating
how Social Media can be used
in
finding,
sharing,
and
discussing learning and teaching
ideas and designs. Design
patterns based on the notions of
social objects and the concept of
design for sociality.
Providing possible solutions for
designing and implementing
effective
online
higher
education courses, based on a
social constructivist model of
learning.

Provide university professionals with the

opportunity to experience online learning
from a student perspective, learn how to use
authentic learning guidelines to design their
own courses, explore how new technologies
could be used to support student learning,
and use social media to collaborate with
their peers.
Completely rethink the contents, structures
and pedagogical practices of the existing
courses, introducing up-to-date industrial
best practices. Include new courses in SE
curriculum. Increase students learning,
programming and team working skills, and
readiness to start working as a "junior
software developer" in the software
engineering industry.
Student learning and attitudinal gains using
informal experiences. Building learning
communities active inside and outside the
classrooms. Plan learning process and inclass activities that integrate informal
experiences.

Bulding a system for professional mlearning and for academic coaching with the
corresponding content.

Demonstrating that a renewed

SE curriculum demands new
student-centered
teaching
methods, renewed ways of
presenting old content and new
ways
of
organizing
administration.

Demonstrating how ubiquitous

computing technologies can
assist the integration of informal
experiences in formal learning
by
capturing
individuals
feelings and thoughts in the real
world and connecting to
systematic school learning.
Teachers also need to be aware
of the importance of informal
experiences in students lives
and of the ways to combine
them into the school curriculum.
Design
principles
for
professional
learning
are
generated. "Iterative cycles of
testing and refinement of
solutions in practice and
reflections"
resulted
from
combining DBR with action
research methodology.

Cirip: An open learning platform. A DBR Case Study

Cirip is an innovative educational microblogging platform, used for formal and informal learning by more
than 125,000 users. Started in 2008, the platform design and building were realized by the author using the
Design Based Research methodology (DBR).
The main aim of the research work was to explore possible solutions for designing and implementing
effective learning environments, founded on new educational technologies, theories and practices. The expected
result was to design, implement and evaluate an innovative educational platform, called Cirip, based on
microblogging technology. The platform is sought to address emerging technologies and trends in education, to
be connected with Social Media networks and applications, and to be used in formal and informal educational
contexts [18].
The resulted four connected phases of Cirip development are presented in Fig. 3:

Fig. 3. Design Based Research phases for Cirip development

The DBR phases are summarized below:
Phase 1 consisted in an extensive review of the literature on Social Media and Microblogging (together
with variants for architecture implementation) in order to identify the connected emerging technologies, trends
and theories, and their opportunities in education.
Also, studying how Romanian educational actors integrate Social Media in the teaching/learning
process, in research and in personal development, the emerging technologies, together with their advantages and
disadvantages, were articulated.
Founded on these findings, a conceptual model of Open Learning Environment (OLE) was introduced,
with characteristics divided in three categories: pedagogical, social and technological.
In Phase 2, in an iterative cycle, the results and conclusions of the first phase were used to define the
requirements of the educational microblogging platform, mapping the model of Open Learning Environment
onto the microblogging technology. The incremental prototypes of the platform were the results of this phase.
In Phase 3, the platform was used in many formal and informal learning settings, implying an important
number of courses, students and teaching staff, at different educational levels [19], [20], [21], [22]:
for online courses and courses enhancement in high schools and universities,
for learning from the stream,
for integrating MOOCs in blended courses,
for teacher training, and also
for developing personal learning environments.
Each case study presents the possibilities offered by other microblogging platforms for that particular
usage and also the advantages and drawbacks of Cirip. All these case studies are part of the third DBR phase,
aiming at testing and refinement of the platform, also at reflecting and innovating open pedagogies.
The platform usefulness and impact in different educational contexts, such as open university courses
and professional development, were evaluated in Phase 4; the conclusions were used for the platform iterative
development and improvement.
In this DBR project the author has used the intensive, enthusiastic and long experience in working with
and developing educational platforms, as a researcher, developer and also as a designer and facilitator of online
and blended courses.
In order to evaluate and improve the platform, the research work was done in close collaboration with a
small multidisciplinary team, consisting of teachers and practitioners in Computer Science and Social Sciences.

The proposed model of Open Learning Environment, its mapping onto the microblogging technology,
also the case studies in using the Cirip microblogging platform in formal and informal learning contexts could be
considered among the resulted theories, artifacts and practices that can be generalized and used in other open
learning contexts/environments.

Learning DBR

Recognizing the DBR advantages and the necessity of adopting it by educational technologists,
researchers and students, a number of teams of practitioners have started initiatives for learning how to use this
methodology, some of them being described below.
Herrington et al. [7] have proposed a set of guidelines for doctoral students for preparing a design-based
research dissertation proposal, that would assure the moving "beyond the conceptual phases of the approach to a
sequential and practical description".
Active a few years ago as a part of the London Knowledge Lab, the Graduate Student Resource Hub in
Design Research in Education (http://www.lkl.ac.uk/projects/designresearch) is a networking site for PhD and
Master students, hosting resources and organizing meetings.
LearnDBIR (http://learndbir.org) is a website offering resources, case studies, webinars and workshops
to learn about Design-Based Implementation Research (DBIR).
Design Research is a part of the DML Commons connected course, developed and run as a MOOC in
spring 2015 by the Digital Media and Learning Research Hub (http://dmlcommons.net/design-research). The
Design Based Research (DBR) strand has four unit topics and is aimed to support junior and senior scholars to
use design to bridge research and practice. Each unit consists of a live webinar in which notable researchers
engage with the MOOC participants in discussions on the given topic, sharing their experiences planning
research in DBR. Before the synchronous event, pre-reading content is published, also the community can add
notes, questions, and relevant resources for the discussion in the shared Etherpad. Then follow-up reflections are
posted on the participants' social media streams.

Conclusions

The Design Based Research (DBR) methodology has proved an increasing and successful application in
educational projects with pedagogical and technological innovations, illustrated here in the review of five
projects addressing open education.
The DBR methodology adaptation for the Cirip educational microblogging platform development was
also presented. Based on the gained experience, the author plans to propose and develop an open course about
DBR for Master students at home university, joining other worldwide initiatives aimed at spreading the
knowledge about this approach.

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