EARLI: On shifting positions in DBR

I’m happy to announce, that I will be going to Finland on the EARLI (European Association for Research on Learning and Instruction) conference this year with a contribution to a roundtable discussion.  My colleagues Lea Tilde Rosenlund, Charlotte Wolff and I had our proposal accepted with the following comments:

This makes for an interesting round-table, being conscious of the possible influences of shifting roles and perspectives are of the utmost importance in DBR – any type of research for that matter. I think the discussion at this round-table will be fruitful.

The question of the (shifting) role of the researcher in Design-Base Research is an important and understudied question. The proposed round table could provide a welcome contribution to the discussion. The round table format fits the described purpose very well.

The topic for our roundtable discussion is on the shifting positions of the researcher within Design-Based Research. You can see our proposal here: EARLI submission round table 2017

You can find out more about the EARLI conference here: https://earli.org/earli-2017

Hope to see you there

Submission for EARLI 2017

Are you going to participate at EARLI 2017?

skaermbillede-2016-11-06-kl-19-43-28

Well hopefully, I am. I just co-authored a submission to a roundtable discussion about the earlier stated interest in Shifting Positions. The aim is to get more input on the topic. In the following,  you will find the abstract that we hope will be accepted.

We wish to portray and negotiate different perspectives of participation as a basic condition when conducting Design-Based Research.  The position of the researcher is not fixed and must adjust and adapt in-process, and in collaboration with practitioners. Although the literature on Design-Based Research addresses perspectives on roles of the researcher, and the co-designers or practitioners, we find that focus is often on skills needed, e.g. being an expert in the field, rather than on the phenomena of shifting positions in the phases and contexts of research. We propose the phenomenon of shifting positions as consequential to the scope and outcomes of a project. Discussing these shifts in relation to benefits and challenges particular to the Design-based Research approach is necessary to stimulate awareness of these issues. As these issues are  valuable to both researchers and practitioners, considering them may generate  recommendations on how to prepare for these shifts when conducting Design-Based Research. To illustrate how positions shift in actual practice, we draw upon two empirical studies conducted in the context of Teacher Education Programme. We present one case where the researcher is positioned as a second teacher within the classroom, and another case where the researcher needs to renegotiate his position as co-designer and researcher after an intervention in the design experiment. Our goal is to gather ideas and contributions through discussion of the concept and characterisation of shifting positions, collectively considering how this concept may advance Design-based research.  

If you are indeed participating I hope you will join the discussions.