Page 189 - Educational Technology A Primer for the 21st Century

182 11 Design-Based Research

Fig. 11.1 A generic model for conducting design-based research. Adapted from McKenney and
Reeves (2012)

shows the generic model for conducting design-based research, and it contains
these features (McKenney & Reeves, 2012):

• Three core phases in a flexible, iterative structure: analysis, design, and
evaluation.
• Dual focus on theory and practice: integrated research and design processes;
theoretical and practical outcomes.
• Indications of being use-inspired: planning for implementation and spread;
interaction with practice; contextually responsive.

11.4.1 Analysis and Exploration

The first phase of design-based research is the analysis and exploration, which
includes problem identification and diagnosis. As noted by Bannan-Ritland (2003):
“The first phase of design-based research is rooted in essential research steps of
problem identification, literature survey, and problem definition” (p. 22). In line
with the exploratory nature of design research, driving questions should, therefore,
be open in nature. In this phase, people state problems through consultation with
researchers and practitioners, analysis the research questions, and do a literature
review.
The main products resulting from this phase are both practical and theoretical.
From the practical perspective, this phase generates a clear understanding of the
problem and its origins as well as specification of long-range goals. In addition,
partial design requirements are determined by exploring the opportunities and
boundary conditions present; and initial design propositions are generated based on
contextual insights.