---
_id: '52702'
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>'
alternative_title:
- Epistemological questions revisited
author:
- first_name: Alexa Kristin
  full_name: Brase, Alexa Kristin
  last_name: Brase
- first_name: Tobias
  full_name: Jenert, Tobias
  id: '71994'
  last_name: Jenert
  orcid: ' https://orcid.org/0000-0001-9262-5646'
citation:
  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>
  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>
  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} }'
  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>.'
  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>.
  short: A.K. Brase, T. Jenert, EDeR. Educational Design Research 8 (2024).
date_created: 2024-03-21T12:59:35Z
date_updated: 2024-03-21T15:07:26Z
department:
- _id: '208'
doi: 10.15460/eder.8.1.2213
intvolume: '         8'
issue: '1'
language:
- iso: eng
main_file_link:
- open_access: '1'
  url: https://journals.sub.uni-hamburg.de/EDeR/article/view/2213/2023
oa: '1'
publication: EDeR. Educational Design Research
publication_identifier:
  issn:
  - 2511-0667
publication_status: published
publisher: Staats- und Universitatsbibliothek Hamburg Carl von Ossietzky
status: public
title: Knowledge by Design in Education
type: journal_article
user_id: '71994'
volume: 8
year: '2024'
...
---
_id: '57586'
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
  full_name: Härtel, Kira
  id: '23198'
  last_name: Härtel
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>'
  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>'
  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} }'
  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>.'
  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>.'
  short: K. Härtel, EDeR – Educational Design Research 8 (2024) 1–18.
date_created: 2024-12-05T08:48:19Z
date_updated: 2025-02-11T11:01:22Z
department:
- _id: '36'
doi: 10.15460/eder.8.2.2206
intvolume: '         8'
issue: '2'
language:
- iso: ger
page: 1–18
publication: EDeR – Educational Design Research
publication_identifier:
  issn:
  - 2511-0667
publication_status: published
publisher: Staats- und Universitatsbibliothek Hamburg Carl von Ossietzky
status: public
title: 'Sprach(en)bewusstheit im Deutschunterricht: Gestaltung einer sprachreflexiven
  Lernumgebung in einem designbasierten Projekt'
type: journal_article
user_id: '23198'
volume: 8
year: '2024'
...
---
_id: '48366'
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.'
article_number: '24'
article_type: original
author:
- first_name: Lisa
  full_name: Mordhorst, Lisa
  id: '81839'
  last_name: Mordhorst
- first_name: Bernd
  full_name: Gössling, Bernd
  last_name: Gössling
citation:
  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>'
  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} }'
  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>.'
  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>.'
  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>.'
  short: L. Mordhorst, B. Gössling, EDeR. Educational Design Research 4 (2020).
date_created: 2023-10-20T16:30:26Z
date_updated: 2023-10-20T16:35:36Z
doi: 10.15460/eder.4.1.1482
intvolume: '         4'
issue: '1'
keyword:
- Dual study programmes
- Design challenges
- Pedagogic development of HEIs
- Literature review
- Study programme development
- DBR cycle
language:
- iso: eng
publication: EDeR. Educational Design Research
publication_identifier:
  issn:
  - 2511-0667
publication_status: published
publisher: Staats- und Universitatsbibliothek Hamburg Carl von Ossietzky
status: public
title: 'Dual Study Programmes as a Design Challenge: Identifying Areas for Improvement
  as a Starting Point for Interventions'
type: journal_article
user_id: '81839'
volume: 4
year: '2020'
...
---
_id: '50280'
abstract:
- lang: eng
  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>
author:
- first_name: Bernd
  full_name: Gössling, Bernd
  last_name: Gössling
- first_name: Desiree
  full_name: Daniel, Desiree
  id: '10186'
  last_name: Daniel
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>
  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>
  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} }'
  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>.
  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>.'
  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>.
  short: B. Gössling, D. Daniel, EDeR. Educational Design Research 2 (2020).
date_created: 2024-01-08T08:21:20Z
date_updated: 2024-01-08T08:23:32Z
department:
- _id: '208'
doi: 10.15460/eder.2.2.1270
intvolume: '         2'
issue: '2'
keyword:
- Pulmonary and Respiratory Medicine
- Pediatrics
- Perinatology and Child Health
language:
- iso: eng
publication: EDeR. Educational Design Research
publication_identifier:
  issn:
  - 2511-0667
publication_status: published
publisher: Staats- und Universitatsbibliothek Hamburg Carl von Ossietzky
status: public
title: Video analysis in Design-Based Research – Findings of a project on self-organised
  learning at a vocational school
type: journal_article
user_id: '10186'
volume: 2
year: '2020'
...