School-based Simulated Internships to support dialogic collaboration and authentic links with the world of work: a design-based research study

Figures & data

Figure 1. Design-based research (DBR) process.

Table 1. Participants and data collection across Phases and Iterations.

	Phase 1, Iteration 1				Phase 1, Iteration 2				Phase 2
School	1	2	3	4	1	2	3	4	1	2	3	4
Teachers	1	3	2	1	1	3	2	0	0	2	0	0
Lesson observations	3	3	2	2	2	2	2	0	0	0	0	0
Teacher interview	0	1	1	1	0	0	0	0	1	1	1	0
Student focus groups	3	0	1	1	0	0	0	0	0	0	0	0
Students	26	66	12	14	22	54	12	0	0	120	0	0
Surveys	21	37	13	13	0	0	0	0	0	0	0	0

Note: N.B. some teachers were involved in multiple Iterations, with eight different teachers involved overall.

Figure 2. Thematic map of interview and focus group data.

Table

Stage	Stage Aim	Intended Outcomes	Core Stage Tasks	Links
1	To use challenges from the world of work to frame a challenge-based learning project – the aim of Stage 1 is for groups to take ownership of the ground rules for talk, have narrowed down from the big idea, and agreed on a challenge to pursue.	All groups establish whole class ground rules; agree and record group challenges. Most groups understand relation of local challenge to global issue. Some groups consider research strategy.	S1.T1. Watch BT/Huawei ‘welcome’ video. S1.T2. Discuss and establish ground rules for talk. S1.T3. Watch and discuss ‘challenge’ video presented by BT/Huawei; Choose the ‘big idea’; Agree the group challenge. S1.T4. Introduce student logbook.	Link to the world of work and curriculum: Explore a genuine workplace challenge. Link to C2C: Establish what ground rules for talk are useful and productive, for group interaction and for meeting Task requirements.
2	To ground a response to the challenge in research evidence and user perspectives, with consideration of appropriate methods, timescale, available tools and access.	All groups brainstorm ideas, plan and gather evidence in response to the challenge. Most groups conduct research outside the classroom. Some groups conduct interviews or surveys.	S2.T1. Brainstorm ideas and encourage a creative approach to the challenge. S2.T2. Research the challenge.	Link to the world of work and curriculum: Consider user perspectives and needs; Research the challenge. Link to C2C: Brainstorm ideas; Stay mindful of ground rules; Divide research tasks amongst group members.
3	To understand user and/or expert perspectives on the challenge; Decide on a potential solution on the basis of this understanding.	All groups discuss different possibilities, and agree on ideas for a group solution. Most groups ground their ideas in research evidence. Some groups explore multiple ideas before agreeing on one.	S3.T1. Watch and discuss BT/Huawei ‘creativity’ or ‘collaboration’ video. S3.T2. Discuss themes in the data – what does this mean for building a solution? S3.T3. Brainstorm and consider alternative solutions; Select one solution to pursue, using authentic industry criteria.	Link to the world of work and curriculum: Use evidence to think of innovative solutions to a challenge, based on real-world evaluative criteria. Link to C2C: Discuss themes from data, share suggestions and explore alternatives.
4	To use the understanding from previous Stages to design, model or build a solution that is innovative, sustainable and user-focused, and to evaluate this against authentic workplace criteria.	All groups implement, discuss reasons and evaluate a solution (design, model or build). Most groups indicate how they could improve their solution. Some groups amend their solution based on evaluation.	S4.T1. Implement a solution. S4.T2. Evaluate the solution.	Link to the world of work and curriculum: Use authentic workplace criteria to implement and evaluate the group solution. Link to C2C: Share and discuss reasons and actions for how to implement their solution, and for scoring it on the evaluation criteria.
5	To present the group’s process and implemented solution, and give a rationale for its evaluation against workplace criteria.	All groups prepare how to present the group solution, and present it. Most groups have a design, model or product to present. Some groups present how they would amend their solution based on evaluation.	S5.T1. Prepare the presentation. S5.T2. Present the group solution and evaluation. S5.T3. Reflect on their development through the project work.	Link to the world of work and curriculum: Use different media to present solution and evaluation; Align group work with real-world workplace criteria. Link to C2C: Work as a group to prepare and present their solution.