ABSTRACT
John Dewey has been credited with saying that “A problem well stated is a problem half solved.” The main goal of analysis during this phase of educational design research is problem definition. Through contextual analysis and needs assessment, as well as literature review, initial perceptions of the problem are refined and causes for the problem are explained. The main goal of exploration, which may be conducted alongside analysis activities, is to seek out and learn from how others have viewed and solved similar problems. Exploration is often conducted through site visits, professional meetings, and networking. This chapter describes the micro-cycle of analysis and exploration. It begins with an overview of the main activities and outputs in this phase. Then, the aforementioned perspectives of the detective and inventor are addressed, in light of analysis and exploration activities. Setting the stage for the remainder of the chapter, attention is given to what problems are, and examples are described of misconceived problems. Thereafter, the analysis process is discussed in detail, with attention to its objectives, and how to plan for, conduct, and make sense of the endeavor. Exploration is also addressed, followed by a description of the products generated during this phase.
