Needs Assessment
Design Document
Story Boards
Program Materials or
Product Prototype or
Tool Prototype
Formative Evaluation: Pilot, Alpha/Beta Test
Evaluation Report
Ellis and Levy (2010) asserted that DDR must go beyond commercial product development by determining a research problem, based on existing research literature and gaps in the literature that researchers assert must be studied to add to the instructional design knowledgebase.
Product and Tool Research can be further divided into:
Instructional designers and instructional technologists have focused on model research since the emergence of the field.
Model research can be broken into three types:
Model development can focus on a comprehensive model design or on part of a process. Model validation research uses empirical processes to prove the effectiveness of a model in practice. Finally, model use research addresses usability typically from the perspective of instructional designers and stakeholder experts.
NU doctoral students in the Instructional Design Program can use one of the various types of DDR research to complete their doctoral dissertation using the NU ADE template. There will be three stages in this process and in each stage the student will have one or more deliverables using the NU template and posting in the ADR on NU One.
After receiving IRB approval of your ADE Proposal, it is time to design, develop, test, validate, and/or evaluate your artifacts. Below are example steps:
Complete Section 3 of the ADE template presenting the study findings, conclusions, and implications. Next pull all three sections into a dissertation manuscript for approval in the ADR.
While DDR covers a wide variety of approaches, most doctoral students in the ADE program will find case study to be the preferred design. To strengthen trustworthiness of the data, multiple sources of data will typically be used. Using multiple sources of data is called triangulation in research. Figure 1 shows examples of sources of data for DDR.
The goal is to create, use, and/or validate New Artifacts by collecting and analyzing various sources of data including:
The new artifacts may be lesson plans, student guides, facilitator/teacher guides, learning objects, tools, models, programs, and/or products.
Figure: Sources of Data in DDR
Ellis, T.J. & Levy, Y. (2010). A guide for novice researchers: Design and development research methods. Proceedings of Informing Science & IT Education Conference (InSITE) 2010, pp. 108-118. http://proceedings.informingscience.org/InSITE2010/InSITE10p107-118Ellis725.pdf
Goldkuhl, G. (2012). From Action Research to Practice Research. Australasian Journal of Information Systems, 17 (2). https://doi.org/10.3127/ajis.v17i2.688
Richey, R. C. & Klein, J. D. (2007). Design and Development Research. Routledge
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Thomas C Reeves
Several years ago, Professor Dave Merrill from Utah State University drew a metaphorical line in the sand that called for anyone committed to serious instructional technology research to join him and his associates in pursuing an empirical research agenda based upon the fact that instruction is a science (Merrill, Drake, Lacey, & Pratt, 1996). He also contended that instructional design is a technology derived from the science of instruction based upon principles that could be verified by empirical data.
Michael Molenda
Ana Lucia Mendonça
There is nowadays a lot of interest in the field of Instructional Design. The focus is still on theories and methodology of Instructional System Design (ISD), which are the fundamentals of the field and are absolutely important for its application. However, most professionals are involved in the daily practice of instructional design (ID). The practice of instructional design has a slightly different approach, which tend not to follow strictly the linearity of many ID Models that have been created over the past thirty years. Success in applying the ID methodology lies on a systemic validation and revision of all phases performed along the process of developing instruction. Another element to be considered in the practice of ID, aiming effectiveness and high quality results, is the synergy of all components and the team, which will be acquired by fully knowledge of the process by all.
Human Resource Development Quarterly
William Rothwell
DR. SULAIMAN HASHIM
Educational Technology
Michelle Childress
Charles Reigeluth
Timothy M Stafford, PhD
Research methods, the research questions, and the context are always intertwined, but the researcher "must decide what information will be needed to address the problem and how best to obtain that information" (Merriam, 1988, p. 71).While there are many techniques used to collect data in qualitative studies, three stand out due to their being easily implemented for small sample size studies, scalable if larger studies are prescribed and also easily combined to create greater accuracy through triangulation. This article identifies, discusses and compares the purposes of these three techniques, interviews, observations and the Delphi Methodology with specific attention given to their applicability for building consensus among established experts as is pertains to best practices for designing in new technology platforms like m-learning. Finally, the article recommends and defends an appropriate strategy for the use of m-learning based on these evaluations.
Instructional-design theories and models
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Performance Improvement Quarterly
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Katy Campbell
J. Michael Spector
Ageliki Nicolopoulou
Clayn Lambert
Richard West , Jered Borup
Procedia - Social and Behavioral Sciences
saber azimi
Paul Twelker
Journal of Instructional Development
Russell Osguthorpe
Katy Campbell , Richard Schwier
Robert Tennyson
Jennifer Twilley
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Handbook of Open, Distance and Digital Education
Marion R Gruber
مجلة آداب الفراهيدي
Ibtisam J . Mohammed
Instructional Science
Martin Tessmer
Andrew Masiewicz
Dee Andrews
Open Learning for an Open World: …
Luke Strongman
IMAGES
COMMENTS
Developmental Research Methods: Creating Knowledge from Instructional Design and Development Practice Rita C. Richey Wayne State University James D. Klein ... design, development, and formative evaluation of several prototypes, and summative evaluation. Type 2 studies may have a model construction phase, a model ...
Descriptive design involves observing and scientifically describing individual behavior in relation to situational variables (Sharma, 2019). Correlational research, on the other hand, is a non ...
The Developmental Research Design was utilized by the researchers in the creation and evaluation of the Reading Assessment Manager as it is a "systematic study of designing, developing, and ...
PDF | A brief paper Comparing and Contrasting Descriptive Designs: Observational Studies, Correlational Research, Developmental Design and Survey Research | Find, read and cite all the research ...
Compare and contrast the three goals of lifespan developmental science.; Define the three descriptive designs, namely, cross-sectional, longitudinal, and sequential, and identify their fatal flaws/confounds, strengths and limitations. Explain how sequential designs deal with the fatal flaws of the two basic designs, and how each design fits into a program of developmental research.
27. CHAPTER 3 - DEVELOPMENTAL RESEARCH METHODOLOGY. This chapter describes the methodology used to document the development of a teaching model for instructional design, including the unit of analysis and participants, instructional approach, data sources and collection procedures, and data analysis procedures for each case.
Infant and Child Development: prenatal, childhood, adolescence, emerging adulthood is a premier developmental science journal for transparent and open research. Abstract Descriptive developmental research seeks to document, describe and analyze the conditions under which infants and children live and learn.
The Four Stages of Descriptive- Developmental Research following Ibrahim (2016) First Stage Second Stage Third Stage Fourth Stage ANALYSIS DESIGN DEVELOPMENT EVALUATION Phase 1: Systematic Review of Pre- Defined Eligibility Criteria Phase 3: Identify eligibility criteria and instructional needs Phase 5: Design Review (Dick et al,
This article describes developmental research in terms of the traditional stages of planning, conducting, and reporting a research project—problem definition, literature reviews, and research procedures. THE PURPOSE OF THIS ARTICLE is to provide direction to those entertaining a developmental research project. There are two categories of developmental research, both of which are examined ...
Developmental Research Kees Klaassen* and Koos Kortland ... mental research also aims at more than what can be achieved by a pretest-posttest research design. Such a design may give an indication that a teaching-learning sequence works or fails to work: are ... book_sympPL.pdf MéheutM,PsillosD(eds) (2004)Specialissueonteaching ...
Abstract. Descriptive research is a study of status and is widely used in education, nutrition, epidemiology, and the behavioral sciences. Its value is based on the premise that problems can be solved and practices improved through observation, analysis, and description. The most common descriptive research method is the survey, which includes ...
Download full-text PDF Read full-text. ... The research design of this study is based on ADDIE's Design and Developmental Research (DDR) approach which has been modified to suit the objectives and ...
Explain what we mean by research design. Research design specifically combines decisions within a research process that ena-bles us to make a specific type of argument by answering the research question. It is the implementation plan for the research study that enables reaching the desired (type of) conclusion.
The field of instructional technology has traditionally involved a unique blend of theory and practice. This blend is most obvious in developmental research, those studies that involve the production of knowledge with the ultimate aim of improving the processes of instructional design, development, and evaluation. Such research is based on either situation-specific problem solving or ...
New York, NY, Lippincott, 1991. Dempsey PA, Dempsey AD: Nursing Research with Basic Statistical Applications (ed 3). Boston, MA, Jones and Bartlett, 1992. Beck S.: Designing a study, in Mateo MA, Kirchhoff KT (eds): Conducting and Using Nursing Research in the Clinical Setting.
Product, Program, and Tool Research. Ellis and Levy (2010) asserted that DDR must go beyond commercial product development by determining a research problem, based on existing research literature and gaps in the literature that researchers assert must be studied to add to the instructional design knowledgebase.
Research methods, the research questions, and the context are always intertwined, but the researcher "must decide what information will be needed to address the problem and how best to obtain that information" (Merriam, 1988, p. 71).While there are many techniques used to collect data in qualitative studies, three stand out due to their being easily implemented for small sample size studies ...
The choice of a research design is based on the theoretical views, procedures or strategies, and the approaches of the study process that leads to an acceptable conclusion (Asenahabi et al., 2019 ...
The field of instructional technology has traditionally involved a unique blend of theory and practice. This blend is most obvious in developmental research, those studies that involve the production of knowledge with the ultimate aim of improving the processes of instructional design, development, and evaluation. Such research is based on either situation-specific problem solving or ...
Examined the relative contribution of ontogenetic vs. generational change to adolescent personality development from 1970-1971. Using a series of 1-yr longitudinal sequences as the basic design, a ...
Descriptive Developmental Methodology. Research Design The researcher used the descriptive developmental method. Gillaco (2014), discussed that descriptive method seeks the real facts in relation to a current situation. Furthermore, this method works primarily on the description, comparison, analysis and interpretation of data that exists.
ation in which this research takes place after the actual design and development process is completed. Tracey ' s (2002) study is an example of T ype 2 developmental