What is it about?
Introducing technology at work presents a special challenge, as learning is tightly integrated with workplace-practices. Current design-based research (DBR) methods are focused on formal learning context and are criticized for not yielding inspectable and traceable research insights. The paper proposes a method that extends DBR by understanding tools as sociocultural artefacts, co-designing them and systematically studying their adoption in practice.The iterative practice-centred method makes assumptions and design decisions traceable and builds convergent evidence by consistently analysing how affordances are appropriated.
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Why is it important?
The proposed method provides concrete guidance of how to collaboratively design learning tools in context. Thereby, it focuses on the actual application of prototypes in practice, learns from expected and unexpected usage and makes respective insights traceable alongside design-based research project. This is especially important, as such projects often only include smaller samples and need to aggregate evidence over time.
Perspectives
Observing what stakeholders (want to see) see in proposed design or prototypes is key to understand their motivations and needs. Therefore, the methods puts a focus on analysing this "appropriation of affordances" in tools and provides guidance of how to implement it in a traceable and theory-driven manner for arriving at trustable research insights.
Sebastian Dennerlein
Technische Universitat Graz
Read the Original
This page is a summary of: Co-designing tools for workplace learning, Information and Learning Sciences, April 2020, Emerald,
DOI: 10.1108/ils-09-2019-0093.
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