Exploring theDesign Science Research Process

as an approach to addressingDigital Fluency for Academic staff at

Open University of TanzaniaBrenda Mallinson

24-25 June 2014

Design Science Research explored -• Research Paradigm in which a designer answers

questions relevant to human problems via the creation of innovative artifacts, thereby contributing new knowledge to the body of scientific literature. The designed artifact/s are both useful and fundamental in understanding that problem.

• Principle: Knowledge and understanding of a design problem and its solution are acquired in the building and application of an artifact.

Hevner & Chatterjee (2010)

Artefact

ProblemPerson

uses

addresses

perceives

People, Practices & Problems

Johannesson& Perjons (2012)

Problem Identification

• Motivation

Objectives of a Solution

• Respond to Requirements

Design & Development

• Artifact

Demonstration • Proof of Concept

Evaluation • Collect Feedback

Communication• Publish output

DSRP ModelPeffers et al (2006)

Problem Identification• OER Africa support for Open Uni Tanzania (OUT)– Aug 2013: took stock of progress & identified current needs

• Areas requiring support identified:1. Review and update of a variety of OUT institutional

policies2. Further enhancement of the OUT Digital Library

Portal 3. Address challenges in moving from print based to

digital culture with the ODL context

Solution ObjectivesGuidance / Capacity Development for Academic Staff• Advancing General Digital Competencies• Developing Specific Digital Competencies in a range of areas to be

identified

In order to facilitate:• Guidance to students to access and use supplementary materials• Enhancement of blended and online teaching and learning• Promotion of student engagement and interaction in the Distance

Education context• Efficiencies in working with the new OUT administrative paperless

environment• Working with Open Educational Resources to change pedagogical

practices

Design and DevelopmentArtefact to be produced:• ‘Digital Fluency’ course for Academics• Five modules identified:

– Digital Literacy Fundamentals– Academic Integrity– Storage and Access of Digital Resources– Working with OERs– Learning Design and Development for Online Delivery

How?• Model shared educational beliefs in conceptualising, designing,

developing, piloting and implementing the course• Used Learning Design 7C’s OERs (UL & OU UK) to workshop the

modules’ design

DemonstrationWider propagation

Regional Dissemination

Internal to OUT

Academics

Internal to IEMT

Evaluation• For each module:– Set up Evaluation Metrics for pilots– Gather & Analyse Feedback from Facilitators & Students– Revise

Communication• Publish as an OER– Release whole course & modules using CC license – Disseminate via appropriate portals & fora

• Share reflexive research via scholarly open access publication

References• Hevner, A. and Chatterjee, S. (2010). Design research in Information Systems,

Integrated Series in Information Systems 22• Johannesson, P. and Perjons, E. (2012). A Design Science Primer, CreateSpace• Mallinson, B. (2013a). ‘OUT Next Steps Elaborated - September 2013’. OER Africa /

Saide.• Mallinson, B. (2013b). ‘OUT Trip Report - October 2013’. OER Africa / Saide.• Mallinson, B. (2014). ‘Project plan for the OUT OER Digital Fluency course – April

2014’. OER Africa / Saide.• Peffers, K., Tuunanen, T., Gengler, C., Rossi, M., Hui, W., Virtanen, V. and Bragge, J.,

(2006). ‘The Design Science Research Process: A Model for Producing and Presenting Information Systems Research’. In: Proceedings of the first international conference on design science research in information systems and technology. (DESRIST). Claremont, CA.: CGU, pp.83-106.

• University of Leicester (2012). ‘The 7Cs of Learning Design Toolkit’. Institute of Learning Innovation. [online] [Accessed 17 Apr. 2014]. Available at: http://www2.le.ac.uk/projects/oer/oers/beyond-distance-research-alliance/7Cs-toolkit

Thank You!

Brenda Mallinson brendam@saide.org.za

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