In this talk, I argue that design provides an important lens on education research, and potentially social science more generally, as a ‘science of the artificial’. Although initially design was seen as a venue in which to apply the results of social science research as constraints, design has influenced the research methods used in social science research, and has the potential to shift our epistemology in the human sciences. As a result of the intersections between design and science in education, human-computer interaction, and other fields, earlier assumptions about rigor and scale are called into question. Design-based research methods, and design-based implementation research, help illustrate how all design is empirical, but some design can also be investigational and serve as an important tool in understanding human systems we wish to influence. I conclude by discussing what we might call progress in light of the epistemology of design, and how this further challenges notions of trustworthiness and replicability in social science.
Dr. Chris Hoadley is associate professor in the Educational Communication and Technology Program, the Program in Digital Media Design for Learning, and the Program on Games for Learning. He has 40 years experience designing and building educational technology, and has researched connections between technology, learning, and collaboration for 25 years. His research focuses on collaborative technologies, computer support for cooperative learning (CSCL), and design-based research methods, a term he coined in the late 1990s. Hoadley is the director of dolcelab, the Laboratory for Design Of Learning, Collaboration & Experience. He is an affiliate scholar for the National Academy of Engineering's Center for the Advancement of Scholarship in Engineering Education (CASEE) and was awarded a Fulbright for 2008-2009 in the South Asia Regional program to study educational technologies for sustainability and empowerment in rural Himalayan villages. From 2011-2013, he was program director of the Educational Technology programs and founding program director of the Games for Learning program, and on the founding faculty presidium of MAGNET, the Media And Games Network. Since December 2013, he has been on loan to the National Science Foundation as a program officer in the Directorate of Computer and Information Science and Engineering and the Directorate of Education and Human Resources Division of Research on Learning.
Other interests include research on and through design, systems for supporting social capital and distributed intelligence, the role of informatics and digital libraries in education, and science and engineering education. Hoadley previously chaired the American Educational Research Association's Special Interest Group for Education in Science and Technology (now SIG: Learning Sciences), and served as the first president of the International Society for the Learning Sciences. Hoadley earned his baccalaureate in cognitive science from MIT, and a masters in computer science and doctorate in education from UC Berkeley. He previously taught at Stanford University, Mills College, and Penn State University in education, computer science, and information sciences, and has authored or co-authored over 100 peer-reviewed publications and presentations.
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