Today, I am going to VejleFjord together with 35 dedicated lectures, researchers and consultants from UCL. Hopefully, we will learn a lot and provide each other with new inspiration and perspectives. I will try to blog during the seminar to point out some of the contributions and perspectives.
UCL's new R&D-director presented his visions for our work in the next years. First, he emphasized the fact that there will be fewer resources and we therefore have to focus our work with R&D.
Secondly, he highlighted the need to consolidate and we therefore have to strengthen our focus on research and especially the effects of research. One of the important challenges is to make a strong profile and provide a clear description of our repertoire in relation to applied research.
Finally, he underscored that we still have to work with quality in applied research in our kind of institution. However, we have to act as "society-helpers" which means that we can never act in an exclusive way such as a traditional research university and private consultants can.
Birgit Heimann Hansen presented an analysis of how students participate in R&D-activities. Then, Torben, Lisbeth and Bente told us about an analysis of how we work with municipalities - and a new web-site is created where we can get an overview.
Now, the Operation-Move is on the stage!
We worked for more than two hours with Operation-Move. It was my impression that many of the participants found it interesting and engaging. After that we had a wonderful dinner and a nice chat in the bar.
Today, we will start the program with evaluation of yesterdays activities and discuss our assumptions and experience related to empowering of the citizens. I look forward to a new day with my inspiring colleagues from University College Lillebaelt.
30.05.2012
24.05.2012
VIDA
Today, I participate in the VIDA-conference http://edu.au.dk/en/research/research-projects/vida/vida-conference-2012/program/. The Minister for Children and Education openes the conference.
In the project , one of the perspectives is the leadership impact on the social inclusion in daycare.
Melhuh, Birkbeck, University of London quotes James J. Heckman and Espen-Andersen - their research shows that investment in the early year is essential for the children and society. It is an interesting point that all most all research in this area is from UK and USA. Both countries have very few regulations on staff qualification
Melhuish's research shows that it is more important for children from unskilled families to attend pre-school than for any other groups of children.
Tarjei Havnes from University of Oslo present an economic view on child care and development. Experimental data with random assignment is provided.The research illustrates that there is a correlation between the years of schooling and participation in daycare.
Dr. Jan Peeters from Ghent University spoke about competence requirements in early childhood education and care. A literature review, a survey and case-studies conducted for the EU show that well-educated, experienced staff is important. However, it is also important with continous training and reflection on practice. An example from Italy with a very theoretical master education shows that the staff leaves the profession because they cannot manage practice.
In the project , one of the perspectives is the leadership impact on the social inclusion in daycare.
Melhuh, Birkbeck, University of London quotes James J. Heckman and Espen-Andersen - their research shows that investment in the early year is essential for the children and society. It is an interesting point that all most all research in this area is from UK and USA. Both countries have very few regulations on staff qualification
Melhuish's research shows that it is more important for children from unskilled families to attend pre-school than for any other groups of children.
Tarjei Havnes from University of Oslo present an economic view on child care and development. Experimental data with random assignment is provided.The research illustrates that there is a correlation between the years of schooling and participation in daycare.
Dr. Jan Peeters from Ghent University spoke about competence requirements in early childhood education and care. A literature review, a survey and case-studies conducted for the EU show that well-educated, experienced staff is important. However, it is also important with continous training and reflection on practice. An example from Italy with a very theoretical master education shows that the staff leaves the profession because they cannot manage practice.
18.05.2012
Now, I am on Twitter! Encouraged by my two oldest sons! I have posted two tweets and experience quite a new universe! Wondering how it can be used in social life as well as in work life. At risk for information overload. Of course I can stop "playing" Twitter in the same way as I can stop blogging and "playing" with Facebook. However, it is interesting how it make me think of and act in the world. It might be more than a playful game.
16.05.2012
Design Based Research
According to Bereiter (2002), design based research is defined by its goal not by methodology or the research methods used.
Bereiter emphasizes the focus on sustained innovation. The awareness of potential has, Bereiter states, been the important drivers in the innovation of the automobile, airplane and computer. Innovation in education is however characterized by another complexity. In education, the potential of innovation is social and personal changes and it is more difficult to imagine these kind of changes than the potentials of the automobile. However, only rather clear visions can provide the essential drivers for sustained innovation. So, it is the challenge and part of the explanation why design based research has been more dominant in medicine and engineering than in education.
As mentioned above, Bereiter defines the approach by the purpose: sustained innovative development. Furthermore, he adds four characteristics constituting design research.Firstly, the collaboration with designers is mentioned as a constituting principle. Second, Bereiter points at intervention as an essential part of the researchers work. The design researcher acts within the context and therefore crosses the traditional boundary between observation and intervention. Third, the goal of design research is to solve authentic problems in a concrete context focusing on both the positive and negative consequences of the changes. Fourth, emergent goals drive design research in a process characterized by shared visions in a dynamic community focusing on the potentials.
Reference
Bereiter, C. (2002). Design Research for Sustained Innovation. Cognitive Studies, Bulletin of the Japanese Cognitive Science Society, 9(3), 321-327.
15.05.2012
Educational Design Research
Yesterday, I read a very interesting paper about Educational Design Research (EDR)
First, I was supprised to read the following claim in Reeves, McKenny and Herrington's (2011) paper:
"Perhaps with the exception of a few nations such as Singapore, Finland and South Korea, most countries have an insufficient basis to be satisfied with the educational attainment of their primary, secondary, and post-secondary educational systems today." (p.55)
Actually, I thought that the educational problems were global. However, the paper provides no references to research confirming that Singapore, Finland and South Korea have no problems in their educational systems. So, it is interesting to find evidence and to look closer into possible explanations. I will try to find documentation for this claim in future readings.
Second, EDR is characterized as an educational research approach which links directly to practice and enables concrete educational changes and theoretical development.
"Unlike other forms of educational research, educational design research provides a direct link between research and practice, and thus the chances that it will have a meaningful impact are greatly enhanced." (p.58)
Finally, the paper provides a clear distinction between action research and educational design research. It is indirectly stated that EDR aims for constructing theory, models, or principles which can lead new design initiatives in contrast to action research where the focus is on solving concrete problems in practice.
In the future studies, I will look for other distinctions between EDR and action research. I am not sure that all action researchers will argue the way Reeves, McKenny and Herrington do.
First, I was supprised to read the following claim in Reeves, McKenny and Herrington's (2011) paper:
"Perhaps with the exception of a few nations such as Singapore, Finland and South Korea, most countries have an insufficient basis to be satisfied with the educational attainment of their primary, secondary, and post-secondary educational systems today." (p.55)
Actually, I thought that the educational problems were global. However, the paper provides no references to research confirming that Singapore, Finland and South Korea have no problems in their educational systems. So, it is interesting to find evidence and to look closer into possible explanations. I will try to find documentation for this claim in future readings.
Second, EDR is characterized as an educational research approach which links directly to practice and enables concrete educational changes and theoretical development.
"Unlike other forms of educational research, educational design research provides a direct link between research and practice, and thus the chances that it will have a meaningful impact are greatly enhanced." (p.58)
Finally, the paper provides a clear distinction between action research and educational design research. It is indirectly stated that EDR aims for constructing theory, models, or principles which can lead new design initiatives in contrast to action research where the focus is on solving concrete problems in practice.
In the future studies, I will look for other distinctions between EDR and action research. I am not sure that all action researchers will argue the way Reeves, McKenny and Herrington do.
References
Reeves, T.C., McKenny, S., and Herrington, J. (2011) Publishing and perishing: The critical importance of educational design research. Australasian Journal of Educational Technology , 27(1), 55-65
14.05.2012
Participatory Action Research
According to Greenwood, Whyte and Harka (1993) "participation is a process that must be generated. It begins with participatory intent and continues by building participatory processes into the acitivity within the limits set by the participants and the conditions". (p.176)
So, in a project based on participatory action it is essential to match the actions with the needs and potentials of all the participants and relate it to the concrete context. Collaboration between external researchers and the internal participants emerges when the local conditions and the professional capabilities of especially the external researchers enables participatory action research.
However, Greenwood, Whyte and Harka's (1993) casestudy shows that organizational leaders willing to take risks, relinquish control and let processes develop are crucial for the success of a project based on participatory action research. In this way, participatory action research can be a strong transformer of organizations and solve complex organizational problems.
Finally, the study tends to show that the character of the problems also has an impact on the emerging processes. Serious problems and crisis might be important drivers in this kind of projects.
So, in a project based on participatory action it is essential to match the actions with the needs and potentials of all the participants and relate it to the concrete context. Collaboration between external researchers and the internal participants emerges when the local conditions and the professional capabilities of especially the external researchers enables participatory action research.
However, Greenwood, Whyte and Harka's (1993) casestudy shows that organizational leaders willing to take risks, relinquish control and let processes develop are crucial for the success of a project based on participatory action research. In this way, participatory action research can be a strong transformer of organizations and solve complex organizational problems.
Finally, the study tends to show that the character of the problems also has an impact on the emerging processes. Serious problems and crisis might be important drivers in this kind of projects.
References
Greenwood, D. J., Whyte, W. F., & Harka, I. (1993). Participatory action research as a process and as a goal. Human Relations, 46(2), 175-192.
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