Research in Engineering Education Symposium 2011 - rees2009

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applied even more broadly, to investigating, and providing theoretical insights into, almost
any aspect of learning theory.
As a research methodology, DBR needs standards whereby its effectiveness can be judged,
to help guide and define the scope of subsequent iterations. Moreover, it will be important
to find ways of accommodating the influence of contextual variables that arise in shaping
the desirability, practicality and effectiveness of designs (Dede, 2004). Further, it will only
be by adopting DBR more widely that the stranglehold that more traditional, reductionist,
quantitative, „scientific‟ approaches have on research will be loosened. The whole field of
integrating DBR approaches from across different disciplines also beckons.
The author proposes to explore in greater depth the decision points and other
components of the process illustrated in Figure 1, to develop the application of DBR to
engineering education in a wider context, and to engage in an in-depth study of Co-
Creating Learning Intent, which has emerged from the present work as a key element,
concept and theoretical construct in student centred learning.
References
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Confessore, G. J. and Park, E. (2004). Factor validation of the Learner Autonomy Profile
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Dede, C. (2004). Why design-based research is both important and difficult. Educational
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International Research Symposium on Problem-Based Learning, 28-29 November
2011, Coventry
Johnson, D.W. and Johnson, R.T. (1989). Cooperation and Competition: Theory and
Research. Edina, MN: Interaction Book Company.
Proceedings of Research in Engineering Education Symposium 2011
Madrid, 4 th - 7 th October 2011