The purpose of a design research is described in the book Educational design research (Akker et al., 2013) as follows: "to design and develop an intervention (such as programs, teaching strategies and materials, products and systems) as a solution to a complex educational problem, but also to increase our knowledge about the characteristics of these interventions and the processes to design and develop them, or as an alternative to design and develop educational interventions (about, for example, learning processes, learning environments and the like) with the aim of developing or validating theories".

The ILD framework consists of four phases. The first phase is the informed exploration phases.  The goal of this phase is to gather information and understand the complex problem in order to make the design educational intervention as effective and effective as possible. This phase includes several key activities, including:


  • Needs analysis: defining the problem and the research question in a clear and concise way. In this research, this will be done by means of an interview with the school board and describing my own experience as a music teacher at the Aventurijncollege.
  • Literature review: making  an overview of relevant studies and theories to gain a deeper understanding of the problem. 
  • Context analysis: analyzing the context in which the educational intervention will be implemented, including the physical, social, and cultural environment. In this research, this will be done by means of an interview with the school board, an analysis of the school guide and a description of my own experiences as a teacher at the Aventurine College.

 

The result of the informed exploration phase is a clear understanding of the problem, the learners, the context and the resources, which are used to inform the design of an effective and efficient educational intervention.


 

The final phase of the ILD framework will not be covered in this study. However, the conclusion of this study will describe an advice for a possible follow-up investigation. In this follow-up research, this fourth phase of the ILD framework can be used. Because this research is based on the ILD framework, a brief explanation of this fourth phase will be given below. 

 

The broad evaluation phase of the ILD framework is the fourth and final step. In this phase, the focus is on evaluating the educational intervention from a broader perspective. The purpose of this phase is to contribute to the continuous development and improvement of teaching practices and theories. The broad evaluation phase includes several activities:

 

  • Generalization: Generalizing the results of the educational intervention to a broader context and considering its potential impact on other similar situations.
  • Theory development: Developing or refining theories related to the problem, the learners, the context and the educational intervention itself, based on the results of the evaluation.
  • Knowledge dissemination: Dissemination of the results of the evaluation and the developed theories to the wider educational community, including through publication in academic journals, presentation at conferences and dissemination through other channels.
  • Reflection: Reflecting on the overall process of the Integrative Learning Design Framework and considering possible improvements for future design processes.


The result of the broad evaluation phase is a contribution to the continuous development and improvement of teaching practices and theories. The results of the evaluation and the theories developed are shared with the wider educational community to advance the field and contribute to the development of best practices in educational design.

Methodology

The second phase of the ILD framework is the enactment phase.  In this phase, the focus is on designing the educational intervention based on the information collected in the informed knowledge phase. The aim of this phase is to develop a design that takes into account the complex problem, the students, the context and the resources. The entry into force phase consists of several activities:

 

  • Prototype development: developing a working prototype of the educational intervention to test the design and identify any issues that need to be addressed.  In this study, the prototype will consist of a single-lesson lesson design that incorporates both musical and expository development goals.
  • Refinement: Review of the design based on feedback from the prototype, taking into account any changes that may be necessary to ensure that the educational intervention is effective and efficient.  In this research, feedback will be given on the prototype by different experts from the working field.
  • Design: developing a design for the educational intervention based on the information gathered in the informed exploration phase and the feedback from the prototype door experts from the field. In this research, various activities for the music lesson will be designed that contribute to the development of the executive functions using the UDL framework. 
  • Implementation planning: Develop a plan for the implementation of the educational intervention, including the identification of resources, timelines, and stakeholder roles and responsibilities.  In this research, a schedule will be made in which the lessons are planned by myself .

The result of enactment is a comprehensive and well-informed design for the educational intervention, including a working prototype and a plan for implementation. This design is based on a thorough analysis of the problem, the learners, the context and the resources, and takes into account the needs of all stakeholders.

A design research can have two purposes. Developing research-based solutions to complex problems in educational practice or validating theories about learning processes and learning environments through the study of educational interventions. This research will mainly be a development study. The aim of this research is to develop various activities that encourage the development of executive functions in music lessons. An existing framework will be used for this, but it will be applied in a new setting, with a new purpose. In this research, the defenition of Barab and Squire's (2004, p2) is therefore most applicable: " Design-based research is not so much an approach as a series of approaches, with the intention of producing new theories, artifacts and practices that take into account and possibly influence learning and teaching in naturalistic environments".

The local impact phase of the ILD framework is the third step in the systematic design of educational interventions.  In this phase, the focus is on implementing the educational intervention and evaluating its impact on the problem, the students and the context. The aim of this phase is to determine the effectiveness of the educational intervention and identify areas for improvement. The local impact phase includes several activities:


  • Implementation: Implementation of the educational intervention as planned, including the execution of learning activities and assessment tasks.  In this research I will carry out the activities myself with a class and film this1. These images will be observed as a behavioral expert and an expert in the field of music education. 
  • Data collection: Collecting data on the implementation of the educational intervention and its impact on the problem, the students and the context. This may include the use of surveys, interviews, observations and other forms of data collection.  In this study, data will be collected in the following ways: 
    • Observations are made by an expert in the field of behavior and an expert in the field of music education;
    • My own observations and experiences;
    • The experiences of students on the basis of a survey or interview. 
  • Data analysis: Analyzing  the collected data to determine the effectiveness and efficiency of the educational intervention and identify areas for improvement.  In this study, the results of the observations, experiences and surveys/inverviews will be analysed.
  • Reflection: Reflect on the implementation of the educational intervention and its impact, including identifying any challenges that have arisen and considering possible solutions.  In this study, a summary of the data analysis will be made in this phase, a conclusion will be described as a recommendation for the future. 

The result of the local impact phase is a comprehensive evaluation of the effectiveness of the educational intervention and an understanding of its impact on the problem, the students and the context. This information is used to refine and improve the educational intervention in the future interventions. 

In recent years, systematic methods have been developed for design research in various research areas. The metodology for this research is based on the Integrative Learning Design Framework (ILD). This is a systematic approach to designing educational interventions that address complex problems in educational practice. It focuses on the integration of theories, research and practice. It provides guidance for the ILD provides guidance for planning, designing, implementing, and evaluating educational intervention based on a thorough analysis of the problem, students, context, and resources. The ultimate goal of the ILD framework is to promote effective educational interventions that are research-based and tailored to students' specific needs and contexts.