The EDRL research group works around a theoretical strain (embodied cognition), a methodological line (design-based research), and a disciplinary emphasis (mathematics). Thus, the laboratory hosts the full cycle of design-research projects that are geared to contribute to theory and practice of multi-modal mathematical learning and reasoning as well as to design theory.
K. Juuti, and J. Lavonen. NorDiNa, (2006)Construction of research based teaching sequences through Developmental research (Linsje, 1995), Educational reconstruction (Duit, Komorek & Wilbers, 1997), or Ingenierie Didactique (Artigue, 1994), can be considered very similar with design-based research. On the one hand, these approaches take into careful consideration students’ previous knowledge and emphasise basic scientific concepts and how they are related to the teaching sequence (Méhuet, 2004) and on another hand they aim to design the artefacts. For example, Andersson and Bach (2005) produced a teacher guide as an artefact describing the research-based sequence for teaching geometrical optics. However, these approaches focus on research-based design and the adoption of the innovations needs, for example, teachers’ in-service training.
(p 56).
Y. Kali, R. Levin-Peled, and Y. Dori. Computers in Human Behavior, 25 (5):
1067 - 1078(2009)Including the Special Issue: Design Patterns for Augmenting E-Learning Experiences.
M. Feuer, L. Towne, and R. Shavelson. Educational Researcher, 31 (8):
4(2002)“For example, when well-specified causal hypotheses can be formulated and randomization to treatment and control conditions is ethical and feasible, a randomized experiment is the best method for estimating effects” p. 8.
V. Barre, C. Chaquet, and H. El-Kechaï. Proceedings of Artificial Intelligence in Education: Workshop on Usage Analysis in Learning Systems, Amsterdam, (2005)