[{"language":[{"iso":"eng"}],"abstract":[{"lang":"eng","text":"<jats:p>The editorial introduces the special issue Knowledge by Design in Education: Key challenges and experiences from research practice, posing key questions, offering an insight into ongoing discussions, and presenting an overview of the included articles.</jats:p>"}],"publication":"EDeR. Educational Design Research","title":"Knowledge by Design in Education","date_created":"2024-03-21T12:59:35Z","publisher":"Staats- und Universitatsbibliothek Hamburg Carl von Ossietzky","year":"2024","issue":"1","alternative_title":["Epistemological questions revisited"],"user_id":"71994","department":[{"_id":"208"}],"_id":"52702","status":"public","type":"journal_article","main_file_link":[{"open_access":"1","url":"https://journals.sub.uni-hamburg.de/EDeR/article/view/2213/2023"}],"doi":"10.15460/eder.8.1.2213","author":[{"first_name":"Alexa Kristin","last_name":"Brase","full_name":"Brase, Alexa Kristin"},{"first_name":"Tobias","id":"71994","full_name":"Jenert, Tobias","orcid":" https://orcid.org/0000-0001-9262-5646","last_name":"Jenert"}],"volume":8,"date_updated":"2024-03-21T15:07:26Z","oa":"1","citation":{"apa":"Brase, A. K., &#38; Jenert, T. (2024). Knowledge by Design in Education. <i>EDeR. Educational Design Research</i>, <i>8</i>(1). <a href=\"https://doi.org/10.15460/eder.8.1.2213\">https://doi.org/10.15460/eder.8.1.2213</a>","short":"A.K. Brase, T. Jenert, EDeR. Educational Design Research 8 (2024).","bibtex":"@article{Brase_Jenert_2024, title={Knowledge by Design in Education}, volume={8}, DOI={<a href=\"https://doi.org/10.15460/eder.8.1.2213\">10.15460/eder.8.1.2213</a>}, number={1}, journal={EDeR. Educational Design Research}, publisher={Staats- und Universitatsbibliothek Hamburg Carl von Ossietzky}, author={Brase, Alexa Kristin and Jenert, Tobias}, year={2024} }","mla":"Brase, Alexa Kristin, and Tobias Jenert. “Knowledge by Design in Education.” <i>EDeR. Educational Design Research</i>, vol. 8, no. 1, Staats- und Universitatsbibliothek Hamburg Carl von Ossietzky, 2024, doi:<a href=\"https://doi.org/10.15460/eder.8.1.2213\">10.15460/eder.8.1.2213</a>.","chicago":"Brase, Alexa Kristin, and Tobias Jenert. “Knowledge by Design in Education.” <i>EDeR. Educational Design Research</i> 8, no. 1 (2024). <a href=\"https://doi.org/10.15460/eder.8.1.2213\">https://doi.org/10.15460/eder.8.1.2213</a>.","ieee":"A. K. Brase and T. Jenert, “Knowledge by Design in Education,” <i>EDeR. Educational Design Research</i>, vol. 8, no. 1, 2024, doi: <a href=\"https://doi.org/10.15460/eder.8.1.2213\">10.15460/eder.8.1.2213</a>.","ama":"Brase AK, Jenert T. Knowledge by Design in Education. <i>EDeR Educational Design Research</i>. 2024;8(1). doi:<a href=\"https://doi.org/10.15460/eder.8.1.2213\">10.15460/eder.8.1.2213</a>"},"intvolume":"         8","publication_status":"published","publication_identifier":{"issn":["2511-0667"]}},{"user_id":"23198","department":[{"_id":"36"}],"_id":"57586","language":[{"iso":"ger"}],"type":"journal_article","publication":"EDeR – Educational Design Research","status":"public","abstract":[{"lang":"eng","text":"<jats:p>Der folgende Beitrag beschreibt die Gestaltung einer sprachreflexiven Lernumgebung im Sinne der Design Based Research-Forschung. Auf der Grundlage des Conjecture Mapping nach Sandoval (2014) wurden Annahmen formuliert und Design-Elemente entwickelt. Ziel der Forschung ist es, neben der Entwicklung des Designs, Erkenntnisse über das Potential illustrierter mehrsprachiger Kinder- und Jugendliteratur zur (Weiter-)Entwicklung der individuellen Sprach(en)bewusstheit aus kindlicher Perspektive zu erhalten. In einem den Beitrag abschließenden Ausblick werden erste Forschungsergebnisse aus der Erprobung dieses Designs vorgestellt.</jats:p>"}],"author":[{"first_name":"Kira","last_name":"Härtel","full_name":"Härtel, Kira","id":"23198"}],"date_created":"2024-12-05T08:48:19Z","volume":8,"date_updated":"2025-02-11T11:01:22Z","publisher":"Staats- und Universitatsbibliothek Hamburg Carl von Ossietzky","doi":"10.15460/eder.8.2.2206","title":"Sprach(en)bewusstheit im Deutschunterricht: Gestaltung einer sprachreflexiven Lernumgebung in einem designbasierten Projekt","issue":"2","publication_status":"published","publication_identifier":{"issn":["2511-0667"]},"citation":{"ama":"Härtel K. Sprach(en)bewusstheit im Deutschunterricht: Gestaltung einer sprachreflexiven Lernumgebung in einem designbasierten Projekt. <i>EDeR – Educational Design Research</i>. 2024;8(2):1–18. doi:<a href=\"https://doi.org/10.15460/eder.8.2.2206\">10.15460/eder.8.2.2206</a>","chicago":"Härtel, Kira. “Sprach(en)bewusstheit im Deutschunterricht: Gestaltung einer sprachreflexiven Lernumgebung in einem designbasierten Projekt.” <i>EDeR – Educational Design Research</i> 8, no. 2 (2024): 1–18. <a href=\"https://doi.org/10.15460/eder.8.2.2206\">https://doi.org/10.15460/eder.8.2.2206</a>.","ieee":"K. Härtel, “Sprach(en)bewusstheit im Deutschunterricht: Gestaltung einer sprachreflexiven Lernumgebung in einem designbasierten Projekt,” <i>EDeR – Educational Design Research</i>, vol. 8, no. 2, pp. 1–18, 2024, doi: <a href=\"https://doi.org/10.15460/eder.8.2.2206\">10.15460/eder.8.2.2206</a>.","bibtex":"@article{Härtel_2024, title={Sprach(en)bewusstheit im Deutschunterricht: Gestaltung einer sprachreflexiven Lernumgebung in einem designbasierten Projekt}, volume={8}, DOI={<a href=\"https://doi.org/10.15460/eder.8.2.2206\">10.15460/eder.8.2.2206</a>}, number={2}, journal={EDeR – Educational Design Research}, publisher={Staats- und Universitatsbibliothek Hamburg Carl von Ossietzky}, author={Härtel, Kira}, year={2024}, pages={1–18} }","short":"K. Härtel, EDeR – Educational Design Research 8 (2024) 1–18.","mla":"Härtel, Kira. “Sprach(en)bewusstheit im Deutschunterricht: Gestaltung einer sprachreflexiven Lernumgebung in einem designbasierten Projekt.” <i>EDeR – Educational Design Research</i>, vol. 8, no. 2, Staats- und Universitatsbibliothek Hamburg Carl von Ossietzky, 2024, pp. 1–18, doi:<a href=\"https://doi.org/10.15460/eder.8.2.2206\">10.15460/eder.8.2.2206</a>.","apa":"Härtel, K. (2024). Sprach(en)bewusstheit im Deutschunterricht: Gestaltung einer sprachreflexiven Lernumgebung in einem designbasierten Projekt. <i>EDeR – Educational Design Research</i>, <i>8</i>(2), 1–18. <a href=\"https://doi.org/10.15460/eder.8.2.2206\">https://doi.org/10.15460/eder.8.2.2206</a>"},"page":"1–18","intvolume":"         8","year":"2024"},{"article_number":"24","article_type":"original","keyword":["Dual study programmes","Design challenges","Pedagogic development of HEIs","Literature review","Study programme development","DBR cycle"],"language":[{"iso":"eng"}],"_id":"48366","user_id":"81839","abstract":[{"lang":"eng","text":"The proportion of freshmen enrolled in dual study programmes has steadily increased in recent years. From the perspective of potential students, these programmes are highly attractive because they combine types of learning that used to be largely separate at an institutional level: vocational and academic learning. In training-integrated dual study programmes, different institutional contexts, governance regimes, teaching styles and learning environments make bridging these two worlds of learning a challenge for both educators and learners. However, these programmes also allow leeway for didactic innovation, through the cooperation of different types of educational institutions and through new ways of using available didactic methods, and for establishing a new relationship between higher education (HE) and vocational education and training (VET). This paper positions training-integrated dual study programmes as an object of design-based research (DBR). By developing and using an extended model for the pedagogic development of HEIs, “pädagogische Hochschulentwicklung” (Brahm, Jenert, &amp; Euler, 2016a, p. 19; Euler, 2013, p. 360), the paper systematically identifies generic educational problems in these hybrids. Based on a literature review, this paper classifies and explains the design challenges at the level of the learning environment, the study programme and the organisation. The challenges revolve mainly around the cooperation and integration of HE and VET. The paper concludes with an outlook on future DBR projects designing dual studies."}],"status":"public","type":"journal_article","publication":"EDeR. Educational Design Research","title":"Dual Study Programmes as a Design Challenge: Identifying Areas for Improvement as a Starting Point for Interventions","doi":"10.15460/eder.4.1.1482","publisher":"Staats- und Universitatsbibliothek Hamburg Carl von Ossietzky","date_updated":"2023-10-20T16:35:36Z","date_created":"2023-10-20T16:30:26Z","author":[{"first_name":"Lisa","id":"81839","full_name":"Mordhorst, Lisa","last_name":"Mordhorst"},{"first_name":"Bernd","full_name":"Gössling, Bernd","last_name":"Gössling"}],"volume":4,"year":"2020","citation":{"ieee":"L. Mordhorst and B. Gössling, “Dual Study Programmes as a Design Challenge: Identifying Areas for Improvement as a Starting Point for Interventions,” <i>EDeR. Educational Design Research</i>, vol. 4, no. 1, Art. no. 24, 2020, doi: <a href=\"https://doi.org/10.15460/eder.4.1.1482\">10.15460/eder.4.1.1482</a>.","chicago":"Mordhorst, Lisa, and Bernd Gössling. “Dual Study Programmes as a Design Challenge: Identifying Areas for Improvement as a Starting Point for Interventions.” <i>EDeR. Educational Design Research</i> 4, no. 1 (2020). <a href=\"https://doi.org/10.15460/eder.4.1.1482\">https://doi.org/10.15460/eder.4.1.1482</a>.","ama":"Mordhorst L, Gössling B. Dual Study Programmes as a Design Challenge: Identifying Areas for Improvement as a Starting Point for Interventions. <i>EDeR Educational Design Research</i>. 2020;4(1). doi:<a href=\"https://doi.org/10.15460/eder.4.1.1482\">10.15460/eder.4.1.1482</a>","apa":"Mordhorst, L., &#38; Gössling, B. (2020). Dual Study Programmes as a Design Challenge: Identifying Areas for Improvement as a Starting Point for Interventions. <i>EDeR. Educational Design Research</i>, <i>4</i>(1), Article 24. <a href=\"https://doi.org/10.15460/eder.4.1.1482\">https://doi.org/10.15460/eder.4.1.1482</a>","short":"L. Mordhorst, B. Gössling, EDeR. Educational Design Research 4 (2020).","mla":"Mordhorst, Lisa, and Bernd Gössling. “Dual Study Programmes as a Design Challenge: Identifying Areas for Improvement as a Starting Point for Interventions.” <i>EDeR. Educational Design Research</i>, vol. 4, no. 1, 24, Staats- und Universitatsbibliothek Hamburg Carl von Ossietzky, 2020, doi:<a href=\"https://doi.org/10.15460/eder.4.1.1482\">10.15460/eder.4.1.1482</a>.","bibtex":"@article{Mordhorst_Gössling_2020, title={Dual Study Programmes as a Design Challenge: Identifying Areas for Improvement as a Starting Point for Interventions}, volume={4}, DOI={<a href=\"https://doi.org/10.15460/eder.4.1.1482\">10.15460/eder.4.1.1482</a>}, number={124}, journal={EDeR. Educational Design Research}, publisher={Staats- und Universitatsbibliothek Hamburg Carl von Ossietzky}, author={Mordhorst, Lisa and Gössling, Bernd}, year={2020} }"},"intvolume":"         4","publication_status":"published","publication_identifier":{"issn":["2511-0667"]},"issue":"1"},{"year":"2020","issue":"2","title":"Video analysis in Design-Based Research – Findings of a project on self-organised learning at a vocational school","date_created":"2024-01-08T08:21:20Z","publisher":"Staats- und Universitatsbibliothek Hamburg Carl von Ossietzky","abstract":[{"text":"<jats:p>The use of video analysis in Design-Based Research (DBR) seems to be promising, because the quality of video data matches the reality of educational fields. Educational fields are multidimensional and complex. And more than other types of data, video may capture, for example, the simultaneity of verbal and non-verbal interactions. This seems to be valuable in the quest for new insights and better designs of educational interventions. However, to date there has been limited use of video data in researching their design. This paper aims at reflecting how the benefits of video-based analysis may be utilised in DBR. Experiences with the collection and analysis of video data in a project to design self-organised learning (SOL) at a vocational school in Germany will be used as a case study to illustrate the type of findings that may feed into the DBR process. In this case, the project school had already introduced a sophisticated SOL model but was experiencing various implementation difficulties. Resolving issues like this requires insights into how exactly a concept is realised and what happens in the field. Therefore, video data on classroom interactions was gathered and sub-sequently analysed using the documentary method. This led to the reconstruction of two different types of orientation that were guiding the students when they dealt with their self-organised learning environment. In a subversive orientation, students playfully infiltrate the formal learning space with peer activities. In a confirming orientation, students stick to both, the (informal) rules of the (formal) learning arrangement and of the peer environment, thus expressing respect for the boundary between these two worlds. These findings have been used to redesign the SOL intervention.</jats:p>","lang":"eng"}],"publication":"EDeR. Educational Design Research","language":[{"iso":"eng"}],"keyword":["Pulmonary and Respiratory Medicine","Pediatrics","Perinatology and Child Health"],"intvolume":"         2","citation":{"ama":"Gössling B, Daniel D. Video analysis in Design-Based Research – Findings of a project on self-organised learning at a vocational school. <i>EDeR Educational Design Research</i>. 2020;2(2). doi:<a href=\"https://doi.org/10.15460/eder.2.2.1270\">10.15460/eder.2.2.1270</a>","ieee":"B. Gössling and D. Daniel, “Video analysis in Design-Based Research – Findings of a project on self-organised learning at a vocational school,” <i>EDeR. Educational Design Research</i>, vol. 2, no. 2, 2020, doi: <a href=\"https://doi.org/10.15460/eder.2.2.1270\">10.15460/eder.2.2.1270</a>.","chicago":"Gössling, Bernd, and Desiree Daniel. “Video Analysis in Design-Based Research – Findings of a Project on Self-Organised Learning at a Vocational School.” <i>EDeR. Educational Design Research</i> 2, no. 2 (2020). <a href=\"https://doi.org/10.15460/eder.2.2.1270\">https://doi.org/10.15460/eder.2.2.1270</a>.","bibtex":"@article{Gössling_Daniel_2020, title={Video analysis in Design-Based Research – Findings of a project on self-organised learning at a vocational school}, volume={2}, DOI={<a href=\"https://doi.org/10.15460/eder.2.2.1270\">10.15460/eder.2.2.1270</a>}, number={2}, journal={EDeR. Educational Design Research}, publisher={Staats- und Universitatsbibliothek Hamburg Carl von Ossietzky}, author={Gössling, Bernd and Daniel, Desiree}, year={2020} }","short":"B. Gössling, D. Daniel, EDeR. Educational Design Research 2 (2020).","mla":"Gössling, Bernd, and Desiree Daniel. “Video Analysis in Design-Based Research – Findings of a Project on Self-Organised Learning at a Vocational School.” <i>EDeR. Educational Design Research</i>, vol. 2, no. 2, Staats- und Universitatsbibliothek Hamburg Carl von Ossietzky, 2020, doi:<a href=\"https://doi.org/10.15460/eder.2.2.1270\">10.15460/eder.2.2.1270</a>.","apa":"Gössling, B., &#38; Daniel, D. (2020). Video analysis in Design-Based Research – Findings of a project on self-organised learning at a vocational school. <i>EDeR. Educational Design Research</i>, <i>2</i>(2). <a href=\"https://doi.org/10.15460/eder.2.2.1270\">https://doi.org/10.15460/eder.2.2.1270</a>"},"publication_identifier":{"issn":["2511-0667"]},"publication_status":"published","doi":"10.15460/eder.2.2.1270","volume":2,"author":[{"full_name":"Gössling, Bernd","last_name":"Gössling","first_name":"Bernd"},{"first_name":"Desiree","full_name":"Daniel, Desiree","id":"10186","last_name":"Daniel"}],"date_updated":"2024-01-08T08:23:32Z","status":"public","type":"journal_article","department":[{"_id":"208"}],"user_id":"10186","_id":"50280"}]