Employing Design and Development Research (DDR) Approach in Designing Next Generation Learning Spaces (NGLS) In Teachers’ Pedagogy and Technology Tools

    Sanura Jaya ,Rozniza Zaharudin ,Siti Noor Aneeis Hashim ,Muhammad Azlan Ithnin ,Sumaiyah Mohd Zaid ,Jabil Mapjabil ,Mohd Norazmi Nordin
    Keywords: Next Generation Learning spaces (NGLS), teachers’ pedagogy, technology tools, design and development (DDR) ,


    Design and development research (DDR) is a systematic study of design, development, and assessment
    processes with the goal of providing an empirical foundation for the production of instructional and noninstructional goods and tools, as well as new or better development models. This method employs a wide
    range of methods, including qualitative and quantitative techniques, as well as a thorough examination
    of the literature (Richey & Klein, 2014). The design and development of Next Generation Learning Spaces
    (NGLS) in instructors' pedagogy and technological tools is described in this article. The effort in generating
    new perspective in education in developing of the pedagogical framework in teachers’ pedagogy and
    used of technology tools in secondary schools in Malaysia. Therefore, this research paper aims to design
    and development of NGLS using design and development research (DDR) approach. Researcher will go
    through three phases of study and use several different study approaches in each phase. In the first
    phase, researcher was investigated teacher’ needs in their pedagogy and technology tools used in their
    lessons. The phase two and three are to design and development phase which is in real setting by various
    of expert’s consensus in developing the framework as well as evaluate the usability and practicality of
    the framework. The expert’s consensus are the main inputs in developed the framework in context of
    Malaysian education. Malaysian education has to brings in different paradigms of education and
    teaching strategies (Don, Raman et al., 2015), which extend to teachers’ pedagogy and technology
    tools impact by NGLS in the future. Therefore, the findings provided useful evidence of potential in
    designing and development of pedagogical framework in teachers’ pedagogy and technology tools.

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