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Although DBR is practice-oriented, the study investigates how participants frame their own and each other’s roles, how the researcher’s flexible role functions, and how teachers differently frame education and research. 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(2018). A Bit More than a Fly on the Wall: Roles and Responsibilities in Design-Based Research. Designs for Learning, 10(1),18–28, DOI: [https://doi.org/10.16993/dfl.79](https://doi.org/10.16993/dfl.79)  \n\n| RESEARCH\u003Cbr>A Bit More than a Fly on the Wall: Roles and Responsibilities in Design-Based Research Elisabeth Iversen and Guðrún Jónsdóttir |\n| --- |\n| This article highlights roles and responsibilities in design-based research (DBR) by analysing the micro-communication processes between two science teachers and one researcher. Despite DBR being a practice-oriented methodology, we know little about micro-communication processes with regard to how roles and responsibilities are fulfilled and perceived. We draw upon certain concepts from frame analysis when exploring three areas of concern: (1) the participants’ framing of their own and each other roles and responsibilities, (2) the flexible researcher role in micro-communication processes, and (3) the teachers’different framing of education and research. Our analyses reveals that the researcher’s role is framed asan observer while the teachers are the ones who implement the artefact being tested. Additionally, the flexible researcher appears more equipped to handle micro-communication processes and the teachers’different framing can be useful for development of the study. Finally, we present some final reflections based on our findings. |\n| Keywords: teacher-researcher collaboration; micro-communication processes; design-based research; frame analysis |\n\nIntroduction  \n‘I am unsure of what you are going to explore. Are we the ones planning outdoor education while you register what you see?’ (Arya, Introductory meeting) .  \nThe above quotation originates from one science teacher, Arya, who raises questions concerning the roles and responsibilities in the present design-based research (DBR) study. Arya seems to perceive the researcher’s role as that of an observer who process what is happening much like a fly on the wall. By analysing the micro-communication processes between two science teachers and the first author (henceforth called the researcher), we explore the roles and responsibilities in a study concerning outdoor education in science at the upper-secondary level.  \nThe present study is guided by Wang and Hannafin’s (2005) definition of DBR as ‘a systematic but flexible methodology aimed to improve educational practices through iterative analysis, design, development, and implementation, based on collaboration among researchers and practitioners in real-world settings, and leading to contextually-sensitive design principles and theories’(pp. 6–7) . With regard to DBR, this definition includes  \nNorwegian University of Life Sciences, NO Corresponding author: Elisabeth Iversen ([elisabeth.iversen@nmbu.no](elisabeth.iversen@nmbu.no))  \nthe aim (improve educational practices) and the approach (iterative cycles in collaboration) . It also indicates among whom (researchers and practitioners) and where (realworld settings) the DBR is conducted, as well as its outcome (context-sensitive design principles and theories) . Collaboration among researchers and teachers are important for inclusion and participation, however, reflections concerning how roles and responsibilities are negotiated appear to be under-researched.  \nAlthough educational researchers and teachers may share a number of similarities, they work in separate cultural communities (Caplan, 1979) . On one side, teachers work within organisational structures with all of their practical implications and complexities (Doyle, 1986; Penuel et al., 2015) . Teachers frequently seek practical approaches and want to gain knowledge that can improve their teaching (Kolmos, 2015) . On the other side, DBR researchers work within an academic culture and ‘research often proceeds slowly, as researchers prioritize generating evidence through cycles of inquiry and analysis before they are ready to reco","cbCaikf1KfZUzmgM","https://ap.wps.com/l/cbCaikf1KfZUzmgM","pdf",507600,11,"English","# Introduction\n## Design-based research context and definition\n## Roles, responsibilities, and cultural communities\n# Roles and responsibilities in the study\n## Framing of participants’ roles\n## Flexible researcher role\n## Teachers’ framing of education and research","[{\"question\":\"What does the article focus on regarding design-based research?\",\"answer\":\"It focuses on how roles and responsibilities are fulfilled and perceived through micro-communication among participants in a design-based research study.\"},{\"question\":\"Who are the participants analyzed in the micro-communication processes?\",\"answer\":\"The analysis centers on two science teachers and the researcher in the outdoor education context.\"},{\"question\":\"How is the researcher’s role framed compared with the teachers’ roles?\",\"answer\":\"The researcher’s role is framed as that of an observer, while the teachers are the ones who implement the artefact being tested.\"}]","A Bit More than a Fly on the Wall - Roles and Responsibilities in Design-Based Research - Research article | PDF",1792091811,28]