Full Description
Examining how research-informed design knowledge is created, represented, and used in educational research and innovation projects, this book offers theoretical, methodological, and practical guidance on how to (and how not to) create, represent, and (re)use research-informed design principles.
The chapters explore how educational researchers, designers, teachers, and other innovating practitioners can make outcomes of educational research and innovation projects scalable, readily applicable in educational design, and impactful on practice. They offer methodological "know-how" that is theoretically robust and grounded in research and design experiences. Providing critical reflection on current theories, methods, and practices, this book also considers directions for the future in light of developments in semantic web technologies, AI, and other emerging technologies.
This book is a helpful guide for researchers, research students, and innovation designers who aim to produce and apply design knowledge that is robust, grounded in research, and practically useful as a part of diverse research and innovation projects.
Contents
1. Introduction: Creating Design Knowledge in Educational Innovation
Section 1: Theoretical Foundations
Introduction
2. A Situated Perspective on the Usefulness of Design Principles
3. Design Principles as Communication: Text, Context and Subtext
4. Christopher Alexander on Design Patterns and Principles
5. Synthesizing Design Principles: From Literature Reviews to Knowledge Graphs
6. Commentary: Co-Designing Future Learning Environments for Individuals, Society, and Beyond
Key takeaways
Section 2: Methodological Approaches
Introduction
7. Creating Reusable Design Knowledge in Interdisciplinary Education: Current Methodological Practices and Issues
8. Creating Design Principles from Research, Experience and Literature
9. Linking Design Principles to Context and Evidence: A Semantic Web Approach
10. Heterogeneous Communities of Experimentation: On Participant Agency in Educational Design Research
11. Design Principles as Mirrors and Vehicles in a Dynamic and Changing Practice: A Framework for Developing Writing Instruction
12. Commentary: Need for a Pattern-Based Design Language to Scaffold Learning Design Knowledge Co-Creation and Mobilization
Key takeaways
Section 3: Design Knowledge in Practice
Introduction
13. Co-Designing for Learning Across Disciplines: Bringing Students' Perspectives into Design Principles via Relational Design
14. What Does 'to Design' Mean? Teachers' Experiences of a Co-Design Initiative
15. Co-Creating Learning Designs with Upper Secondary School Teachers
16. Design Principles for Integrating Computational Tools in Humanistic Subjects
17. Designing for Computational Literacy in Non-Computer Science Subjects
18. Commentary: When Co-Creating Across Differences
Key takeaways
Section 4: Future Directions
Introduction
19. Commentary: Building Educational Design Knowledge—Looking Sideways and Looking Ahead
20. Commentary: Hopes and Values for the Next Generation of Educational Design Research
21. Creating Design Knowledge: Future Directions
Key takeaways
