The Design Principles Database: A Multipurpose Tool for the Educational Technology Community

By Yael Kali, Rachel Levin-Peled, Tamar Ronen-Fuhrmann and Meytal Hans.

Published by The Design Collection

Format Price
Article: Print $US10.00
Article: Electronic $US5.00

The DPD was developed as an infrastructure for educational technology designers to publish, connect, discuss and review design ideas. The DPD is designed to bridge research and design in a communicable and systematic manner. It also has the potential of enabling designers to build on the successes and failures of others rather than reinventing solutions that others have struggled to develop. This paper illustrates how the DPD can be used: a) as a tool for synthesizing design knowledge, b) as a methodological support for design-based research, c) as a guide for designing new technologies, and d) as an infrastructure to support novice educational technology designers.

Keywords: Educational Technology, Collaboration, Novice-Expert

Design Principles and Practices: An International Journal, Volume 3, Issue 1, pp.55-66. Article: Print (Spiral Bound). Article: Electronic (PDF File; 1.750MB).

Yael Kali

Senior Lecturer (Assistant Professor), Department of Education in Science and Technology, Israel Institute of Technology, Haifa, Israel

Yael Kali is a faculty member at the Education in Science and Technology Department at the Technion in Israel. The group she leads at the Technion focuses on design- principles for educational technologies, and studies how technology enhanced learning environments affect student learning at different age levels (middle-school to higher- education). She is a co-principle investigator in the NSF- funded Technology Enhanced Learning in Science (TELS) center, in which she develops the Design Principles Database, and studies its contribution to the Learning Sciences and Design communities. She is the director of the NSF-funded Delineating and Evaluating Coherent Instructional Designs for Education (DECIDE) project. She received her PhD from the Weizmann Institute of Science, Rehovot, specializing in earth science education.

Rachel Levin-Peled

Israel Institute of Technology, Israel

Rachel Levin-Peled received her PhD from the Department of Education in Technology and Science at the Technion in Israel. Her research focused on constructivist and socio-cultural aspects of online learning in higher education, and on design principles that synthesize and guide the design of academic hybrid courses. Rachel currently serves as the manager of the Israeli National Teacher Center for the “Science and Technology for Non- Science Majors” program. She also teaches in undergraduate courses for pre-service teachers and in graduate courses at the Technion. Previous to her PhD Rachel worked as a coordinator, tutor and developer of computer-based curricula in science and technology at the Technion and at ORT Research & Development Center.

Tamar Ronen-Fuhrmann

Israel Institute of Technology, Israel

Tamar Ronen-Fuhrmann is a graduate student at the Department of Education in Science and Technology, at the Technion in Israel and a fellow in TELS (Technology Enhanced Learning in Science). Her research focuses on investigating how people learn to design educational technologies, and on the role of the Design Principles Database in supporting design processes. In her dissertation she examined learning processes of novice designers, who use design principles and patterns in an education technology course. She developed an instructional model, now embedded in the Design Principles Database. Tamar’s prior background is a B.Sc. in Biology and M.Sc. in Biochemistry (both Cum laude) from the Hebrew University in Jerusalem. Previous to her PhD she worked as a game designer, interactive designer and instructional designer, designing educational technologies and managing projects in industry.

Meytal Hans

Israel Institute of Technology, Israel

Meytal Hans is a graduate student at the department of Education in Technology and Science at the Technion in Israel. Her research focuses on spatial perception required for understanding the moon phases phenomena. She examines the learning process through which middle-school students develop spatial perception, and explores how to design web-based features to promote this understanding. As part of her research Meytal designed and developed a web-based module for middle-school students to study the moon-phases. Prior to her Ph.D. Meytal received her B.Sc. in Physics (Cum laude), from the Technion, and taught physics and mathematics in high schools.

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