ABSTRACT
The generic model presented in Chapter 3 set the stage for the second part of the book, which discussed the main processes involved in educational design research. It was stressed that these processes are generally evident in most design studies, but that the sequence, duration, and frequency varies with each project. Three core phases were discussed, each of which: involves interaction with practice; can feed into another phase; and can be viewed as a microcycle with its own cogent chain of reasoning and action. Throughout each of these phases, the value of approaching the work using the mindsets of both detective and inventor were noted. The first phase discussed was that of analysis (featuring initial orientation, literature review, and field-based investigation) and exploration (involving site visits, professional meetings, and networking). This phase yields a descriptive and explanatory definition of the problem; long-range goals; initial design propositions; and partial design requirements. The second phase described was that of design (exploring solutions through the generation, consideration and checking of ideas, and mapping solutions from design requirements and propositions through a skeleton design to detailed design specifications) and construction (creating and revising initial prototypes). This phase yields products that describe design ideas, as well as products that embody design ideas. The third phase described was that of evaluation (which entails an empirical cycle of testing) and reflection (which can be organic or structured). This phase yields theoretical understanding and recommendations for (refining) applied use. Each of these phases involves interaction with practice, and this was discussed in terms of the implementation and spread of interventions developed through design research. After describing the mindset of planning for actual use, implementation (adoption, enactment, and sustained maintenance) and spread (dissemination and diffusion) were described before attention was given to important factors that shape these processes: intervention attributes; strategies for change; the context, including its surrounding system; and the actors involved. Finally, considerations were given for implementation and spread during each of the three main phases of educational design research.
