Abstract:

Teachers in schools and universities are increasingly confronted with new teaching/learning methods, new media or tools for creating teaching materials. If these new trends are used in practice, they usually lack a sufficient theoretical basis and are rarely accompanied empirically. Theoretical reflection as well as implementation of practical knowledge into theories rarely or never occurs in everyday (classroom) life.

The approach of ‘Design-Based Research’ tries to close this gap. Principles of this methodology include the study of novel teaching/learning arrangements, the development of contextualized theories on teaching and learning, creation of principles and overall improved collaboration between researchers and practitioners (Design-Based Research Collective 2003). It also tries to bridge the gap between existing theories and teaching practice (Fischer et al., 2003). Development and research take place in a cycle of analysis, design/development, evaluation and reflection (Amiel/Reeves 2008). Other goals are the establishment or further development of generalizable theories (Wang/Hannafin 2005).

In an existing English self-study course called FLIP (Flexible Language Learning Individualized Program) English at a German university, this methodology was used to accompany the creation and integration of newly designed explainer videos on the topic of 'English job applications'. In accordance with this procedure, a first video was developed based on already existing theoretical findings and evaluated by means of questionnaires and interviews. In the following cycles, two more video developments and evaluations followed. The developmental process was continuously documented and led to first insights into possible design principles of explainer videos for language learning purposes.

In this presentation, the theoretical outline of this relatively young research methodology will be described, whereas similarities to action research are considered (Wang/Hannafin 2005). Furthermore, the application in the above-mentioned English language course will be presented and critically reflected. Finally, it will be discussed to what extent scientific principles discussed in literature (Reinmann 2005) are applicable.

Links to videos:
http://coverletter.flip-englisch.de
http://cv.flip-englisch.de
http://interview.flip-englisch.de

References:
[1] Amiel, Tel and Thomas C. Reeves 2008. Design-Based Research and Educational Technology: Rethinking Technology and the Research Agenda. Educational Technology & Society, 11.4: 29–40.
[2] Design-Based Research Collective. 2003. Design-Based Research: An Emerging Paradigm for Educational Inquiry. Educational Researcher 32.1: 5–8.
[3] Fischer, Frank and Lisa Bouillion, Heinz Mandl, Louis Gomez. 2003. Bridging theory and practice in learning environment research: Scientific principles in pasteur’s quadrant. International Journal of Educational Policy, Research & Practice. 4.1: 147-170.
[4] Reinmann, Gabi. 2005. Innovation ohne Forschung? Ein Plädoyer für den Design-Based Research-Ansatz in der Lehr-Lernforschung. Unterrichtswissenschaft 33: 52–69.
[5] Wang, Feng and Michael J. Hannafin. 2005. Design-based research and technology-enhanced learning environments: Educational Technology Research and Development. ETR&D 53.4: 5–23.

Keywords:

Design, Based, Research, Action, Teacher, Education, Explainer, Videos, English, Language, Learning.