Dialogue and exchange of ideas and perspectives are fundamental to progress, whether in research, education, or societal development and are at the core of LED research group activities. [Left to right: Mimi Adjei, Dr. Ana-Paula Correia, Batzaya (Zack) Batsaikhan, Jiarui Xie, and Deborah Hewlett]

The Learning & Experience Design (LED) research group pursues four main research goals: (1) theory development/synthesis, (2) design/development, (3) action/evaluation, and (4) descriptive/interpretivist (Reeves & Oh*, 2017). We share with the authors that the scientific community engaged in educational technology research should take time to reflect on the lack of impact of research on practice and the inability of research to transfer into contexts of practice. Translating research findings into real contexts and settings is also one of our overarching goals.

Theory Development/Synthesis Goals

We focus on explaining how education works through the logical analysis and synthesis of theoretical knowledge and principles related to teaching and learning.

Design/Development Goals

We focus on creating and improving effective solutions to education problems and identifying reusable design principles related to teaching and learning.

Action/Evaluation Goals

We focus on studying a particular program, product, or method for the purpose of describing, improving, or estimating its effectiveness and worth.

Descriptive/Interpretivist Goals

We focus on portraying how education works by describing and interpreting phenomena related to teaching and learning.

*Reeves, T. C., & Oh, E. (2017). The goals and methods of educational technology research over a quarter century (1989–2014). Educational Technology Research and Development, 65(2), 325–339.