Shadowing Practice: LTEC 782: Design-Based Research in Education (Session 01) - Learn English Speaking with Video

Hello, everyone.

Welcome to session one of LTCH 782, Design -Based Research in Education.

My name is Dan Hoffman, and I will be your cloud -based virtual instructor in this six -week asynchronous summer course.

Now, I know just about everyone registered for the class, but just in case I haven't met you, my background is in instructional technology and media,

and I've been involved in education for about 20 years at this point, and I've worked at every level from pre -K all the way up to graduate school.

My research interests have to do with designing digital environments, and I've done quite a bit of that across content areas,

age groups, and different educational settings.

If I was to create a Venn diagram of myself as a professional, it would involve being an educator, a researcher, and a developer.

Now that you know a little bit about me, let's take a closer look at the course itself.

As an advanced methods course, LTCH 782 has two goals.

The first goal is to introduce you to different design -based research methods used in education research.

The second goal is to provide you with experience in defining,

planning, and articulating a design -based research study that's applicable to your area of interest.

Now, we're going to do a lot of things this semester, and I've got some really great activities planned,

but all of those elements are designed around the following learning objectives.

In other words, by the end of the semester, as a student in this class,

you should feel comfortable meeting these six objectives which are outlined in the course syllabus.

Now depending on your background you might be wondering what exactly is design -based research.

Well Arthur Baker a professor in the Netherlands says the following about design -based research.

He writes most educational research describes or evaluates education as it currently is.

Some educational research analyzes education as it was.

Design research, however, is about education as it could be, or even as it should be.

Now, you're probably thinking, well, great, that's interesting, but that's not really a definition.

So let's take a look at a formal definition of design -based research.

McKinney and Reeves define design -based research as a genre of research in

which the iterative development of solutions to practical and complex educational problems also provides the context for empirical investigation,

which yields theoretical understanding that can inform the work of others.

And we'll read more about that in this week's readings, but that is a working definition of design -based research.

Now, one thing

that I want to point out to you is you may

have run across design -based research in the past under a different name, and that's because of the diverse history around design research.

And some of the other names that scholars have used include developmental or development research, design experiments or design experimentation,

design -based research, educational design research, and formative experiments.

If you've ever run across any of these names, or in the reading that we do for this class, if you ever run across any of those labels essentially everyone

is talking about this genre of research known as design based

research now let's take a minute to situate design based research within the methodological landscape

and we can do that by talking about research paradigms approaches

and strategies and of course methods

and techniques now as doctoral students i know you've been studying this landscape in various ways shapes and forms

so let's talk for a minute about paradigm of course paradigms are really our general philosophical orientation about the world

and the nature of research that we bring as researchers to a particular study

and cresswell likes to call these paradigms worldviews meaning a basic set of beliefs

that guide our action now below that we actually have research approaches and strategies

and i know you're familiar with many of these such as experimental studies case studies action research studies ethnographic studies

so on and so forth and then down below

that we have research methods

and techniques such as questionnaires interviews eye tracking content analysis narrative analysis discourse analysis so on and so forth now Now,

the million -dollar question, of course, is where does design -based research fit into this landscape?

Well, surprisingly enough, most researchers agree that it doesn't fit neatly into this methodological landscape

and the reason is is dbr is neither a methodology nor

a method it is something in between it's a genre of

flexibly using existing research approaches for the purpose of gaining design -based insights

and research -based designs and we'll be talking more about

that in the weeks ahead so with all

that in mind let's talk a little bit about the course structure

so when you first log into canvas you will see in the overview module some important links

and information the first link of course is to the core syllabus

and i encourage everyone to take a few minutes to read through

that and make sure you understand the basic structure

and content of the class and please let me know

if you have any questions second you'll also see the link

to the office hour sign -up sheet in session two i

will be holding office hours from 5 to 6 p .m every Thursday evening.

And so in order to sign up for office hours, please just go to this editable Google document and go ahead and put down your name.

And we will meet in my virtual office.

That link to my virtual office is in the course syllabus.

It's also right here, of course, in Canvas.

And if you want to jot it down, It's gohawaii .edu slash AS3.

Now, one of the things that I'd like to ask all of you to do is to please update your Canvas profile.

Here's an example of a useful Canvas profile.

You'll notice that this particular student has her degree level listed, her degree program in year.

In other words, when did she enter her degree program?

And then she provides a couple of sentences about her background.

This is particularly helpful for me in order to keep track of where everyone's from

and what perspectives and background experiences you might be bringing to the class.

If you need help editing your Canvas profile, here's a link to a YouTube tutorial that's all about how to edit your profile in Canvas.

Now let's talk about the typical weekly structure.

As I mentioned in my pre -announcement, each week of the course will always begin on a Tuesday and end on a Monday.

So a typical structure will look like this.

Tuesday morning, I'll release the weekly materials sometime between 9 and 10 a .m.

On Thursday evenings, you have the optional office hours available from 5 to 6 p .m.

On Fridays at midnight, the first round of assignments will be due.

And then finally, on Mondays at midnight, the second round of assignments will be due.

And I just want to point out in advance, because we're working in a compressed six -week time frame, we have multiple assignments due each week.

Typically, the first assignment will be due on Friday evenings at midnight, and then the next one will be due on Mondays at midnight.

Now, let's take a look at this as it relates to session one.

So, you can see here the session one materials in Canvas are broken down into three sections.

In the presentation section, you will find the link to the video presentation that I create and release each week.

Below that, you will see the readings that are required and or optional for a given week.

And then down below that, you will see a list of all of the assignments that are due in a given week.

Now, pay attention to those due dates for each assignment to figure out

which assignments are due at Friday at midnight and which ones are due on Monday at midnight.

Now I want to wrap up by simply looking ahead.

You'll see in the syllabus

that one of the main outputs of this course will be a design -based research proposal

that you will write over the course of the next six weeks.

Now the purpose of this is to advance a DBR study applicable to the domain that you're interested in.

Now this proposal won't be very long.

It's only six to eight pages double -spaced.

100

Now, I'll be introducing the criteria for this proposal, which we will read in session three.

101

That criteria comes from chapter eight of the McKinney and Reeves text.

102

Now, I'm sharing all of that with you now

103

because I want you to be thinking about a practical

104

and complex educational problem that you want to address through design -based research.

105

So, I want you to be thinking about that the next couple of weeks as we slowly move forward.

106

And remember that design -based research is about education as it could be or even as it should be.

107

And with that, we're out of time for today.

108

Have a great week, everyone, and I'll see you in Canvas.

✨ Recommend Video

111 sentences

Vocabulary and speaking notes for this lesson

This video has 108 sentences and 1534 words to shadow. The speech runs for 9:29. The speaker talks at a natural 162 words per minute, close to everyday conversation. 84% of the words are among the 3,000 most common in English; the rest is worth studying before you start.

Key vocabulary in this video

15 words from the video worth learning, with pronunciation and meaning:

Word	Pronunciation	Meaning
canvas noun	/ˈkæn.vəs/	A type of coarse cloth, woven from hemp (traditionally) or from cotton and polyesters, useful for making sails, tents, and overcoats or as a surface for…
assignment noun	/əˈsaɪn.mənt/	The act of assigning; the allocation of a job or a set of tasks.
midnight noun	/ˈmɪd(ˌ)naɪt/	The middle of the night: the sixth temporal hour, equidistant between sunset and sunrise.
landscape noun	/ˈlan(d)skeɪp/	A portion of land or territory as defined by its landform, its geographical (and architectural) features.
paradigm noun	/ˈpæɹ.ə.daɪm/	A pattern, a way of doing something; especially a pattern of thought, a system of beliefs, a conceptual framework.
proposal noun	/pɹəˈpoʊzəl/	A scheme or design.
virtual adjective	/ˈvɜɹt͡ʃuəl/	In effect or essence, rather than in fact or reality; also, imitated, simulated.
genre noun	/ˈ(d)ʒɑnɹə/	A kind; a stylistic category or sort, especially of literature or other artworks.
researcher noun	/ˈɹiˌsɝ.t͡ʃɚ/	One who researches.
practical adjective	/ˈpɹæk.tɪ.kəl/	Relating to, or based on, practice or action rather than theory or hypothesis.
technique noun	/tɛkˈniːk/	The practical aspects of a given art, occupation etc.; formal requirements.
experiment noun	/ɪkˈspɛɹ.ə.mənt/	A test under controlled conditions made to either demonstrate a known truth, examine the validity of a hypothesis, or determine the efficacy or likelihood of…
introduce verb	/ˌɪntɹəˈdus/	To cause (someone) to be acquainted (with someone else).
objective noun	/ɒbˈd͡ʒɛk.tɪv/	A material object that physically exists.
define verb	/dɪˈfaɪn/	To determine with precision; to mark out with distinctness; to ascertain or exhibit clearly.

Phrasal verbs you will hear

Word	Pronunciation	Meaning
run across verb		To cross by running.
figure out verb		To come to understand; to discover or find a solution; to deduce.
go ahead verb	/ˌɡoʊ əˈhɛd/	To proceed with; to begin.
look ahead verb		To consider the future, to anticipate future events.
move forward verb		To cause to make progress.
put down verb		To insult, belittle, or demean.
read through verb		To thoroughly read something to check or proofread it.
sign up verb		To add a name to the list of people who are participating in something.

Grammar in this video

The structures the speaker uses most, with the exact words from the video:

Structure	In the video
Present perfect have/has + past participle — a past action that still matters now	haven't met · I've been involved · I've done
Passive voice be + past participle — the focus is on what happens, not who does it	I've been involved · are designed · are outlined

Pronunciation to watch

The speaker uses 25 contractions and reduced forms, such as I've, I'll, we're. Say them the short way, as you hear them.

The “th” sounds: theoretical /ˌθi.əˈɹɛt.ɪ.kəl/, methodology /ˌmɛθ.əˈdɑ.lə.d͡ʒi/, methodological /ˌmɛθ.ə.dəˈlɑ.d͡ʒɪ.kəl/
The “sh” and “zh” sounds: genre /ˈ(d)ʒɑnɹə/, presentation /ˌpɹɛzn̩ˈteɪʃn̩/, optional /ˈɑp.ʃə.nəl/, essentially /ɪˈsɛnʃəli/, sheet /ʃit/
Long words — get the stress right: experiment /ɪkˈspɛɹ.ə.mənt/, applicable /əˈplɪk.ə.bəl/, essentially /ɪˈsɛnʃəli/, experimental /ɪkspɛɹəˈmɛntəl/, developer /dɪˈvɛləpɚ/

How to practise with this video

Listen to the whole video once without speaking and note the words you do not know.
Start at 0.75× speed, shadow it sentence by sentence, then go back to normal speed once it feels easy.
Record yourself and compare with the original, paying attention to words like canvas, assignment, midnight.

What is the Shadowing Technique?

Shadowing is a science-backed language learning technique originally developed for professional interpreter training and popularized by polyglot Dr. Alexander Arguelles. The method is simple but powerful: you listen to native English audio and immediately repeat it out loud — like a shadow following the speaker with just a 1–2 second delay. Unlike passive listening or grammar drills, shadowing forces your brain and mouth muscles to simultaneously process and reproduce real speech patterns. Research shows it significantly improves pronunciation accuracy, intonation, rhythm, connected speech, listening comprehension, and speaking fluency — making it one of the most effective methods for IELTS Speaking preparation and real-world English communication.

Shadowing technique: read the full step-by-step guide →

Shadowing Practice: LTEC 782: Design-Based Research in Education (Session 01) - Learn English Speaking with Video

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