As an ICT student or professional, you will have to solve all kinds of ICT challenges. To do that, you will need to answer questions to arrive at a suitable solution, such as "What does the end user really want?" and "Are there perhaps already existing solutions?". When finding an answer requires more than a quick Google search, you will need to conduct (a little) research to arrive at a good answer. But how?
Choosing suitable research methods can be very tricky. There are many different research methods and just as many reasons why one method might be more suitable for your project than another. The DOT framework offers a good way to understand the differences and similarities between the various research methods, so you can select a suitable method, or a suitable combination of methods.
This building block first explains the framework with the accompanying research strategies and trade-offs. This is followed by a concrete example of what this could mean in practice. Next, there is a description of a number of ways to use this framework and the list of methods (also available as a deck of cards) to choose suitable methods to answer the most important questions in your project.
P.S. Research is "methodically answering questions leading to relevant knowledge for the creation of professional products" (Andriessen, 2014). Research is about obtaining the information you need to arrive at a good solution for your project. This means that research is not something that you only need for your final project (thesis), but that it is simply part of your job!
P.P.S. The DOT framework has been developed by Koen van Turnhout et al. (2013), lecturers at the HAN. The images have been reproduced by the letter and have been used with their consent. The explanation has been copied for the greater part from the CMD methods and ICT research methods websites, with small adjustments here and there. The knowledge clips have been created by Tom Langhorst van Fontys for "Praktijkgericht onderzoek voor ICT" (EN: "Practically-oriented research for ICT").
Learning goals
After this building block:
You know the DOT framework and its accompanying research strategies and trade-offs with respect to what you are trying to accomplish with the research.
You can use the DOT framework to select a well-founded, suitable combination of research methods, to obtain the information needed to develop a suitable solution for your project.
As an IT professional, your goal is to realize IT solutions for specific problems or questions. This type of IT research is solution-oriented, and not aimed at creating new knowledge per se, as is the case for scientific research.
The Development Oriented Triangulation (DOT) framework can help you structure your research activities going from problem to solution. The framework consists of three layers:
What - the knowledge domains you can obtain information about through research
How - the research strategies and the methods you use to obtain the necessary information
Why - the trade-offs which make clear why you choose for specific research activities
In IT projects, you will usually have to develop new solutions, such as processes, architectures, applications or back-end systems. Research methods will help you in your search for innovation and quality. During a design project you can ask questions to obtain information about three different areas or domains:
Available work: You may want to know what has already been done by others. This does not only concern existing products or articles about these products, but also experts and authors. You could look at the competition, make use of existing theories or models, or you could look for best practices and design guidelines, to make sure your design is indeed new and in some aspects even better than already existing solutions. Activities include reading, trying out existing solutions yourself, consulting with experts. In this domain, you can find general information that might help you with your project.
Application domain: You might want to know more about the people who will be using your solution and the situation in which it will be used. You could investigate the work processes you will need to support, or the people who will be your customer. Activities might include: observing, mapping out the context of use, and consulting your target group. Within this domain, you find information which is specific to the context in which your solution will be used.
Innovation space: You may want to investigate the possibilities within the solution itself. You may want to explore and compare several ways of solving the problem with ideation or prototyping techniques. During these activities, you can include your target group as well as experts. This is the domain where the innovation happens.
During a project, you try to learn as much as you can about the domains of available work, application, and the innovation space. How do you learn about these domains? The DOT framework arranges the methods to do this in 5 research strategies.
Library - Stand on the shoulders of giants
The purpose of research in the library strategy is to discover what has already been done and what guidelines and theories exist that could help you further your design. This could be literature research into best practices, a competitor analysis, but also an expert interview.
Field - Understand your users
You apply a field strategy to get to know your end users, their needs, desires, and limitations as organizational and physical contexts in which they will use your product. Common methods are stakeholder interviews and user observations.
Workshop - Seek variation and improvement
Workshop research coincides with the innovation space and is done to explore possibilities. Prototyping, sketching, and co-creation activities are all ways to gain insights into what is possible and how things could work (better).
Lab - Measuring is knowing
With lab research, you can test parts of your solution, concepts or the final product. You want to find out if things indeed work as intended, or test different scenario's. Examples of methods are system tests, usability tests, and security tests.
Showroom - Know & show your contribution
Research within the showroom strategy is conducted to compare your ideas with available work. How is your solution different from that of the competition? You could have experts evaluate your prototype, create a benchmark comparison, or formulate a pitch with the unique selling points of your product.
Explaining what you want to achieve with your research will help you to better structure your research.
If you do research in the application context your reason for research will probably be to obtain a product which is relevant for the stakeholders. You are trying to optimize the fit between your product and the application context. Oftentimes you want to assure that your product is up to contemporary quality standards. In those cases, you want to use all the expertise available to create your product. You do this by doing research in the "available work" domain. As there are few methods that simultaneously optimize fit with the application context andexpertise based on available work, it is often necessary to combine both types of methods in the project.
Similarly, there is a tradeoff between optimizing overview and certainty. Often, mostly in the beginning, you want to gain a good overview of what is needed or what is available. At other times you want to test specific aspects of your work, to make sure it works. In these cases, you try to configure your research to optimize "certainty" about your hypotheses or goals.
Lastly, in most cases your research might require a data oriented approach to justify your choices, as this information is less dependent on who executes the research. Sometimes, however, it is a good idea to choose inspiration-based methods, in which you personally will have an affect on the answers that come up, such as the Brainstorm method. Data-oriented methods are very suitable for providing justification, while inspiration-oriented methods result in more creative, innovative solutions.
On the one hand, these trade-offs help you find suitable methods for obtaining the necessary information to achieve your goals. On the other hand, they also show you that to arrive at a good solution, you will need a combination of methods on the various axes: triangulation. This way you achieve both overview and certainty, a good fit as well as making use of existing expertise. Which aspects are most important in your situation will depend on the goal of your specific project. Don't forget to take into account the limited amount of time available to you!
P.S. You can also consciously decide to combine multiple methods within the same research strategy. Instead of using triangulation to achieve multiple trade-off considerations, you then choose to be more thorough in one aspect, making you more certain of your answers to the questions in that area. The most important thing is to make conscious decisions and to justify them based on the goal that you are trying to attain.
Example
How can a robot help grandma feel less lonely?
This is an example of a very common research design pattern: first up is to obtain an overview of the situation and existing work in Field and Library, then come to a possible solution in the Workshop, to then evaluate this in Lab and Showroom. This is an example of a linear process.
A request, opportunity or problem to solve often comes from the application context. For example, you visit your grandma, and she tells you she often feels lonely. You have heard before that it is common for elderly to feel this way. Apparently, this is a frequently occurring problem. You just happened to have obtained some experience with robots during a project in the previous quartile. Could robots provide a suitable solution here?
A project often starts with obtaining a better overview of and insight into the problem. When does grandma feel lonely, and when does she not? What does grandma say she wants? You want information from the application context - the situation in which the solution will be applied. Overview in the application context? Then you arrive at the Field strategy. You could interview grandma. If you decide to use a method, do check the best practices to do it right (Library strategy!). You do not just want to drink a cup of tea with grandma. You also want to make sure you get answers to your questions. For an interview, you could, for example, create a topic list. To do this, again you could use a method from the Library strategy: what is already known to contribute to the feeling of loneliness in the elderly? Perhaps it includes some topics to also ask grandma about? And, if you are already at the retirement home, you could also interview a couple of other grandmas, to see if you can create a solution that could help more than one person.
Now you have a better view of the problem you are trying to solve and grandma's wishes, a suitable next step would be to look at what has already done by others. Overview in Available work: the Library strategy. Does the solution already exist? Maybe there have been some attempts, but there were still some problems to solve? Learn from that to improve your own solution. The library strategy can also yield useful information about existing parts you might reuse, such as a suitable cuddly robot, or a software library for speech recognition and speech generation. Also check the best practices for the methods and processes you want to use. Common ways to retrieve information in the library strategy is to search the internet or to ask an expert for advice (tip: when interviewing experts, you could again use a topic list). The library strategy often saves you a lot of work, as you can continue to build on the work of others before you - "Standing on the shoulders of giants".
You have the wishes and inspiration from your talks with the grandmas and from available work. The next step is to arrive at a design and to implement it. It is time for innovation in the Workshop. Brainstorming, designing interactions and building prototypes are all activities you could do here.The methodical approach remains important here. If you just click a solution together, the chance is very small the solution will really be usable. Also from this strategy, you will regularly make short side-steps into other strategies, for example to Library to gain insight into how to best approach certain tasks, or to Field to learn more about the context of use, and to Lab to conduct a quick test if things work as intended or to demonstrate an in-between prototype to grandma.
When you have realized a prototype, the main question is: does the robot actually decrease grandma's sense of loneliness? You want certainty in the Application context: time for the Lab strategy. The aim here is to evaluate whether your solution indeed solves the problem and fulfills the wishes and demands formulated at the beginning of the project. For different types of requirements, there are different types of tests. You could ask grandma to log each hour how she feels, on a normal day and then the same for a day with the robot, to compare this data. If other grandmas are willing to participate again, you will have even more certainty!
There is still one important research strategy missing: Showroom. Showroom provides certainty with respect to Available work. Does your solution really provide something new compared to the already existing solutions? Compare your solution with existing social robots to make clear what the differences are. To make sure others could continue to build on your project, don't forget to provide sufficient documentation.
How you use the cards is up to you, but here are a couple of suggestions.
Negative selection and Triangulation are especially suitable to use in solo projects you do by yourself, such as your internship or final project. For teams there is Triangulation "go fish", Game of four and Network game, although with a little creativity you could also apply those game mechanics to a solo game.
Please note: To play these games you first need a rough idea of your goal. Otherwise, you have no idea of what kind of information you will need to achieve that goal. If you do not have a goal yet, it is better to first meet with the client or, if you choose your own goal, have a brainstorming session.
Negative selection
This game you could do by yourself or in a team.
Put the cards in front of you so you can see all of them.
Remove half of the cards, which are not applicable to your project for some reason.
Repeat step 2 until you have a balanced and feasible set of method cards.
Triangulation
This game you could do solo or in a team.
Select a card from the deck.
Imagine the type of results you would get from this method (in later steps: from these methods).
Select another card to achieve optimal triangulation across the different trade-offs.
Repeat the final two steps until you have all the results you need for this project.
Triangulation "go fish"
This game is meant for teams.
Shuffle the cards and give each player 4 cards. The rest of the deck becomes the draw pile.
One team member starts playing. If the four cards in his deck do not ensure enough triangulation along the different axes, he tries to swap a card with another team member by asking for a specific card.
If the other does not have it: put one card away at the bottom of the draw pile and draw a new card. When laying off the cards, explain why this one has to go. Then the turn goes to the next player.
Repeat steps until one has four cards which he or she regards as optimal. He or she has to defend the optimality of the set to the group.
Game of four
Game of four is meant for teams, but could also be played solo.
Shuffle the cards and give each player 4 cards. The rest of the cards become the draw pile. Put four cards open on the table. This is your initial research design.
One team member starts. The player chooses one of the cards from his hand to add to the research approach currently on the table, and then chooses which card from the design is least appropriate for the current project and puts it at the bottom of the draw pile. Each choice is explained to the rest of the team.
If you do not have a card to improve the current research design, then put all the cards in your hand at the bottom of the draw pile and draw 4 new cards. Then the turn goes to the next player.
Repeat the steps, until there is a full round with nobody adding anything to the research design.
Network game
This next game yields a more detailed research design than the previous games. You will need a couple of additional items to play it: post-its, a pen, (part of) a table or a wall, and possibly some additional arrow-shaped post-it stickies.
Preparation
Write in a couple of keywords on one post-it the purpose of the assignment.
Shuffle the cards and divide it all up among the team members.
Phase 1) Diverge
One team member begins. During your turn:
Select a method from your personal deck and explain to the team what information this method could yield that would be useful to arrive at a suitable solution.
Write the method and the information on a post-it and put it on the table (or stick it on the wall). Please note: Keep the actual card in your deck. You might want to use the same method again to retrieve other information!
If there is already another method on the table which yields the same information, then you will have to try to convince your team why your method would be better. Did you convince your team? Then stick the post-it with your method on top of it. Or perhaps you end up deciding to use both methods together to be more certain of the answer: then stick your post-it next to it.
Indicate dependencies.
Do you depend on other information to execute the added method and is this already on the table? Then add an arrow from the information you need to the method post-it you just added. Perhaps reposition some post-its if that helps communicate your research design.
If there is a method on the table that needs information that your method will yield, then add an arrow from this information to the other method. Again, reposition some post-its if that helps communicate your research design.
Continue on to the next team member, until nobody wants to add another method. Then move on to the next phase.
Phase 2) Converge
Now you have added all research activities that could possibly be interesting, it is time to cut back to create a feasible plan consisting of only the most important parts.
One team member begins. During your turn:
Point at one of the posted research activities and indicate why this activity contributes the least (or very little) to the end result of the project.
Did you convince your team? Then remove the activity. Please note: Make sure you are not accidentally removing important information after all. Are you still making use of triangulation?
Continue with the next team member until nobody wants to remove another method and you agree that the current design is feasible within the time available for the project.
Assignments
Self assessment (knowledge)
Oefening: Self-assessment DOT framework
0%
With the help of this self-assessment, you can determine how well you know the DOT framework with the three knowledge domains, the trade-offs and the five research strategies. The test consists of 10 multiple choice questions and shows after each answer whether you answered correctly and which was the right one.
Below you find a description of a research journey as has been conducted within the Ambient Intelligence research group at Saxion. After the description, there are a couple of exercises about this description.
Exercises
1. What research questions do you recognize in the story?
2. What other questions could have been important?
3. What methods and research strategies do you recognize?
4. Would you use other additional methods or strategies? Why?
Project assignment
Think up a research design for your current project. Justify your approach by clarifying what the research contributes to the final solution. Use triangulation.
Indicate for each step:
the question you want to answer,
what information you want te retrieve (what knowledge domain does this belong to?),
how you are going to answer this question (through what method?),
and why this is important (what are you trying to achieve? where are you on the axes?).
Tip: Use one of the Research design games to arrive at an initial design.
The methods in the deck and on the lists are only meant as a source of inspiration. Do not let yourself be limited by it. There are so many more possibilities!
Except for thinking about the methods, it could also be useful to think about what the result will look like. How are you going to present the information so you can pass it on to the next step in the process? Is it a list of demands? A prototype? A table comparing the features of various solutions?
For a good research design, also consider the following two questions: Do you really need all these research activities to arrive at a good end result? And is this design feasible within the time available to you?
About feasibility: How much time a research activity will take depends on more than just the method itself. If you interview two people, that takes less time than interviewing ten. So also think a little about what you would like to do exactly within a particular activity.
Bibliography
Andriessen, D. (2014). Praktisch relevant én methodisch grondig. Dimensies van onderzoek in het HBO. Kenniskring Methodologie van Praktijkgericht Onderzoek. Hogeschool Utrecht Kenniscentrum Innovatie & Business, Nederland. ISBN (EAN), 978-90.
Langhorst, T.A. (2017). Praktijkgericht Onderzoek binnen FHICT - Het DOT framework. Fontys, Nederland. Geraadpleegd op: 10 augustus 2018, van http://www.fhict.nl/Vakken/DOTFramework/
Turnhout, K. van, Craenmehr, S., Holwerda, R., Menijn, M., Zwart, J. P., & Bakker, R. (2013). Tradeoffs in design research: development oriented triangulation. In Proceedings of the 27th International BCS Human Computer Interaction Conference (p. 56). British Computer Society.
Note: the rest of the teacher instructions have not been translated from Dutch.
The purpose of this building block is to provide an introduction to the DOT framework which provides students with some structure for determining the research design for their own project.
Place in curriculum and module
Curriculum
Aangezien deze bouwsteen een eerste introductie geeft in het DOT framework is het aanbevolen dit leermateriaal in te zetten aan het begin van het eerste leerjaar, bijvoorbeeld kwartiel 1 of kwartiel 2. Dit geeft de studenten houvast bij het nadenken over onderzoek en geeft de docenten een handvat voor het begeleiden van studenten op dit onderwerp. Aangezien er bij elk project wel een bepaalde informatiebehoefte is, zullen studenten hier baat bij hebben bij elk volgend project.
Module
Het is aanbevolen onderzoek zoveel mogelijk geintegreerd aan te bieden, dus niet als een vak dat compleet los lijkt te staan van de overige professionele vaardigheden. Ons advies is deze bouwsteen te integreren in een projectmodule, zodat de studenten van deze kennis en vaardigheden gebruik kunnen maken in een realistische context.
Er zijn voorbeeldlesplannen aangegeven met ideeen voor zowel minimale contacttijd (alleen bespreking van de aanpak) als een workshop van 2 lesuren.
Voorkennis
Er is geen vereiste voorkennis, maar wel kennis die handig is om rond deze bouwsteen ook aan te reiken. Denk hierbij aan een onderdeel over de onderzoekscyclus zodat studenten weten hoe ze na het plannen van hun onderzoek tot op methodeniveau ze ook de stappen binnen die methode verder uit kunnen werken in termen van data verzameling, data analyse en visualisatie, en het trekken van conclusies. Een ander aanbevolen onderwerp is het schrijven van een projectplan of onderzoeksplan waarin het plan waar studenten op uit komen m.b.v. deze bouwsteen in beschreven kan worden. Daarnaast is het natuurlijk aan te raden om de studenten informatie of bronnen aan te reiken voor het uitvoeren van een aantal veelvoorkomende/handige methoden, zoals een basis interviewtechnieken, brainstorming, paper prototyping, en basale informatievaardigheden voor het doen van literatuuronderzoek.
Vervolgkennis
Aanbevolen vervolgkennis is eigenlijk alles wat ook maar voortbouwt op enige basale onderzoekskennis, zoals design research patterns / beroepsprocessen, stepping stones, of het reflecteren op de kwaliteit van gedaan onderzoek.
Tips for the assignments
Zelftest
De zelftest kan door studenten zelf worden uitgevoerd na het bekijken van de bouwsteen, zodat ze weten hoeveel van het materiaal al is geland en waar ze nog een keer naar zouden kunnen kijken. De zelftest geeft direct aan of een antwoord goed was of fout.
Als docent kun je rondvragen of er n.a.v. deze test nog vragen of onduidelijkheden zijn.
Verwerkingsopdracht
In de verwerkingsopdracht lezen de studenten een beschrijving van daadwerkelijk uitgevoerd onderzoek en krijgen vervolgens opdrachten om te herkennen welke vragen, methoden en onderzoeksstrategieën zijn gebruikt, incl. de vraag wat zij zelf anders zouden hebben gedaan en waarom. De verwerkingsopdracht kan individueel worden uitgevoerd als voorbereiding thuis, maar zou ook in een groepje plaats kunnen vinden tijdens een workshop of begeleidingsuur. In dat laatste geval kan bijvoorbeeld per alinea in het team besproken worden welke vragen en methodes de studenten herkennen en wat ze mogelijk anders zouden doen.
Er zou een inleveropdracht van gemaakt kunnen worden om het daadwerkelijk uitvoeren van deze opdracht te stimuleren.
Projectopdracht
De insteek van de projectopdracht is het gebruik van het framework voor het ontwerpen van het nodige onderzoek voor een project, zoals we het ook in de praktijk graag zouden willen zien. Stimuleer studenten in eerste instantie vooral breed te kijken, voorbij de standaard methoden. Daag ze uit om nog eens te kijken naar alternatieve methoden en ook naar strategieen die ze op dit moment misschien nog niet gebruiken. Help ze nadenken over wat ze met de verschillende onderzoekjes proberen te bereiken (de afwegingen) en wat dit bijdraagt aan hun eindoplossing. Zo gaan ze vermijden ze hopelijk de valkuil van het onderzoek doen alleen omdat ze onderzoek moeten doen, en helpt dit ze met het vinden van geschikte methodes binnen de juiste strategieën.
Praktisch gezien kan het vooral voor de eerste blootstelling aan het framework handig zijn om studenten een concreet kaartenspel te geven om uit te voeren in plaats van ze zelf te laten kiezen. Ook is het een idee om al een zekere fasering van het beroepsproces aan te geven, bijvoorbeeld: probleemanalyse - ideeengeneratie - ontwerp - evaluatie (realisatie is in kwartiel 1 waarschijnlijk wat te veel gevraagd, hoewel er wel degelijk mogelijkheden zijn met bijv. paper prototyping). Op die manier hoeven studenten alleen nog maar kaartjes te plaatsen binnen elke fase en stimuleert de fasering het gebruik van meerdere onderzoeksruimtes. Een andere aanpak kan zijn een eis te stellen in de trant van: gebruik tenminste drie verschillende onderzoeksstrategieën.
In plaats van de aanpak alleen maar in te leveren voor feedback, kan het ook heel leerzaam zijn de studenten hun aanpak te laten presenteren aan de andere teams. Studenten worden zo meer blootgesteld aan verschillende mogelijkheden wat betreft het gebruik van strategieën en methoden en de onderbouwing voor het gebruik ervan.
Sample lesson plans
Tijdsindicaties hangen natuurlijk af van de betreffende student(en) en hoe grondig ze het betreffende materiaal lezen en verwerken danwel hoe serieus de opdrachten worden uitgevoerd.
Voorbeeld lesplan 1: minimale contacttijd
2 u
De student neemt zelf thuis de bouwsteen door en doet de zelftest ter voorbereiding.
Individueel
2 u
Binnen het eigen projectteam voeren studenten de verwerkingsopdracht uit en leveren hun antwoorden in als team.
Groep
2 u+1 u
Het projectteam werkt een plan uit voor het eigen project door het uitvoeren van de projectopdracht, met behulp van een kaartspel naar keuze.
Groep
1u
Het grove plan wordt in tekst en/of visueel uitgewerkt en ingeleverd.
Groep
15 min
De docent bespreekt het plan met het team, beantwoordt openstaande vragen en geeft feedback.
Begeleiding
Groep
1u
Het projectteam past eventueel het plan nog aan en levert de laatste versie in.
Groep
Voorbeeld lesplan 2: workshop en presentatie
2 u
De student neemt zelf thuis de bouwsteen door en doet de zelftest ter voorbereiding.
Individueel
2 u
Binnen het eigen projectteam voeren studenten de verwerkingsopdracht uit.
Groep
2 u
Centrale bespreking van vragen n.a.v. het doorwerken van de bouwsteen en de verwerkingsopdracht.
De docent geeft de studenten materiaal voor het uitvoeren van het Netwerkspel. De teams werken zo een plan uit voor hun eigen project door het uitvoeren van de beschreven projectopdracht.
De docent loopt rond als coach.
Workshop
Groep / klas
30 min
Dit grove plan wordt uitgewerkt als korte presentatie van maximaal 5 minuten.
Groep
15 min
Tijdens het volgende klassikale contactmoment presenteert elke groep in maximaal 5 minuten hun aanpak, gevolgd door feedback en vragen van de klas en de docent.
Begeleiding
Groep / klas
1u
Het projectteam past eventueel het plan nog aan en levert de laatste versie in.
Groep
Voorbeeld lesplan 3: geen zelfstandige voorbereiding
Stel je verwacht dat de klas niets voorbereidt en je hebt maar 2 lesuren, begin dan met een centrale uitleg van het framework van maximaal 15 minuten (zet bijvoorbeeld de plaatjes in deze bouwsteen in een powerpoint) en zet de studenten vervolgens zo snel mogelijk aan de slag met de projectopdracht om zo tot een aanpak te komen voor hun eigen onderzoek. Geef feedback op hun voorgestelde aanpak tijdens het rondlopen of tijdens het eerstvolgende begeleidingsmoment.
Tips for project coaching
Zie de tips bij de Projectopdracht. Laat studenten expliciet maken waarom ze bepaalde onderzoeken uitvoeren en hoe dat leidt tot hun gekozen methoden. Stimuleer ze ook na te denken over alternatieven.
Aan het eind van het project kunnen studenten ook reflecteren op hun aanpak met behulp van het DOT framework en zo lering trekken voor toekomstige projecten.
Grading
Zelf-test
De zelftest wordt automatisch beoordeeld.
Verwerkingsopdracht
Er is (nog) geen voorbeeld uitwerking of handreiking voor scoring beschikbaar.
Project
Onvoldoende
Voldoende
Goed
Aanpak
Je legt niet uit wat je hebt gedaan.
Je geeft aan welke methoden zullen worden uitgevoerd.
Je geeft aan welke methoden worden uitgevoerd en maakt gebruik van een combinatie van methoden die een triangulatie inhouden op de assen overzicht-zekerheid en expertise-fit.
Onderbouwing
Je legt niet uit waarom er gekozen is voor een bepaalde aanpak.
Je geeft aan waarom je hebt voor deze methoden in relatie tot het doel van het deelonderzoek.
Je geeft aan waarom je hebt gekozen voor deze methoden in relatie tot het doel van het deelonderzoek en maakt gebruik van triangulatie en legt uit hoe dit bijdraagt aan een betere oplossing.
Het arrangement DOT-framework (EN) is gemaakt met
Wikiwijs van
Kennisnet. Wikiwijs is hét onderwijsplatform waar je leermiddelen zoekt,
maakt en deelt.
Dit lesmateriaal is gepubliceerd onder de Creative Commons Naamsvermelding 4.0 Internationale licentie. Dit houdt in dat je onder de voorwaarde van naamsvermelding vrij bent om:
het werk te delen - te kopiëren, te verspreiden en door te geven via elk medium of bestandsformaat
het werk te bewerken - te remixen, te veranderen en afgeleide werken te maken
voor alle doeleinden, inclusief commerciële doeleinden.
Van dit lesmateriaal is de volgende aanvullende informatie beschikbaar:
Toelichting
As an ICT professional (in training) you will need to develop solutions, for which you will need to all kinds of relevant information. If the answer to your question is not readily available, you will need to conduct some research. But how do you decide what you are going to do? The DOT framework will help you with your research design. This is an HBO-IT building block for Research in Education.
Eindgebruiker
leerling/student
Moeilijkheidsgraad
gemiddeld
Trefwoorden
bouwsteen, building block, hbo ict oio, onderzoek, onderzoekend vermogen, onderzoeksaanpak, onderzoeksdesign, research, research design
As an ICT professional (in training) you will need to develop solutions, for which you will need to all kinds of relevant information. If the answer to your question is not readily available, you will need to conduct some research. But how do you decide what you are going to do? The DOT framework will help you with your research design. This is an HBO-IT building block for Research in Education.
leerling/student
bouwsteen, building block, hbo ict oio, onderzoek, onderzoekend vermogen, onderzoeksaanpak, onderzoeksdesign, research, research design
Leeromgevingen die gebruik maken van LTI kunnen Wikiwijs arrangementen en toetsen afspelen en resultaten
terugkoppelen. Hiervoor moet de leeromgeving wel bij Wikiwijs aangemeld zijn. Wil je gebruik maken van de LTI
koppeling? Meld je aan via info@wikiwijs.nl met het verzoek om een LTI
koppeling aan te gaan.
Maak je al gebruik van LTI? Gebruik dan de onderstaande Launch URL’s.
Arrangement
Oefeningen en toetsen
Self-assessment DOT framework
IMSCC package
Wil je de Launch URL’s niet los kopiëren, maar in één keer downloaden? Download dan de IMSCC package.
Oefeningen en toetsen van dit arrangement kun je ook downloaden als QTI. Dit bestaat uit een ZIP bestand dat
alle
informatie bevat over de specifieke oefening of toets; volgorde van de vragen, afbeeldingen, te behalen
punten,
etc. Omgevingen met een QTI player kunnen QTI afspelen.
Wikiwijs lesmateriaal kan worden gebruikt in een externe leeromgeving. Er kunnen koppelingen worden gemaakt en
het lesmateriaal kan op verschillende manieren worden geëxporteerd. Meer informatie hierover kun je vinden op
onze Developers Wiki.
This is an example of a very common research design pattern: first up is to obtain an overview of the situation and existing work in 
