Phase of Research and brief description

-- Ha: [Brainstorming] Design ways for science teachers to notice epistemic development and collaboration in concept mapping tasks

-- Yuxin: Design orchestration technology for teachers to manage multiple small groups and support collaborative inquiry in game-based learning environment

-- Lu: Dissertation on the design process to build an orchestration tool and the implementation in the classroom

What did the framework help illuminate?

-- Starting with the framework to clearly define goals and principles to help communicate argument

-- Articulating conjectures about learning claims and learning models in describing design iterations

-- Explicitly contextualizing a study for replication: participants, implementation features, etc.

What challenges emerged?

-- Communicating DBR to different audiences (e.g., LS, HCI communities, educators)

Questions or Suggestions

-- How do you theorize from observations and analyses of design iterations?

Research Context

Started with Xueqi’s dissertation, which involved multiple studies and iterations; kind of talked about everything

What did the framework help illuminate?

Thinking about the framing of your work especially in terms of Learning Model, Learning Claims, new Learning Problem: Making these explicit in each of the 4 studies

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Thinking about a specific example that involved iterations made it more apparent how you might think about that in the framework (this was not a feature of Herrenkohl paper)

What challenges emerged?

How do we present with emergent results / surprises?

(“I predicted that there might be some unexpected outcomes”)

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When to write it up as DBR, vs. a more typical empirical study: is design just a means to collect the data, or is it what is to be understood? The second implies that a big contribution of DBR can/should be modified design principles or framework (rather than learning theory; “engineering” mindset)

Questions or Suggestions

• 3D spirals: what changes with each iteration?
• Co-design (with teachers or students) and its role in DBR.

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Phase of Research and brief description

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What did the framework help illuminate?

-- Great start point to provide the ground of checklist for DBR work.

-- Help illuminate the challenges DBR has to unpack how the learning happens - how do we claim learning happened or didn't happen?

-- Applications for teaching--designing and iteratively enhancing activities or curriculum for a classroom

What challenges emerged?

-- How do we balance and transfer between these processes?

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Questions or Suggestions

-- How do you present multiple iterations and “challenges” you overcome?

Phase of Research and brief description

Cat: I’m between starting new projects (from a DBR lens) as an asst prof and revamping activities from my diss. for new informal contexts, including online ones.

Karis: I am working on writing up my dissertation study which is a social design experiment

Ellen: In the midst of multiple design cycles and continuing refinement of design principles and theory networking; reporting methods and pilot implementation results

Yeliz: learning about DBR

What did the framework help illuminate?

Distinction between design as planned & design as implemented (echoes Yael Kali’s 2016 keynote)

Differentiating learning models/claims/problem is helpful for thinking about granularity within research designs

What challenges emerged?

Combining disciplines or disparate bodies of research

Talking about how the design argument changes over multiple iterations

Theory networking and prioritising theories when communicating about the research

Questions or Suggestions

Outcomes other than learning (or fall under umbrella of learning)

Example papers that include multiple iterations, esp. for discussing design as planned v. implemented (e.g., Puntambekar & Kolodner, 2005)

Project topics

Math ed, teacher ed — looking at teacher learning as well as student learning

What did the framework help illuminate?

Differences between learning claims, design principles and design as planned not clear

Reminding of granularity

What challenges emerged?

• Challenges around teacher learning:
• Assessing teacher learning
• Setting goals and learning problems for teacher learning in general vs for specific teachers
• Different learning environments (e.g., coaching conversation vs classroom), which are really complex
• Making claims about causality — especially in complicated learning contexts (e.g., teacher learning)
• Separating/evaluating design conjectures — it’s a whole package

Questions or Suggestions

• How do we grapple with these issues when the field (especially funders and journals) isn’t set up for the DBR paradigm?
• The time pressure is especially challenging for early-career folks
• How do we package our work in a way that’s exciting and interesting to others?

Phase of Research and brief description

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What did the framework help illuminate?

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What challenges emerged?

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Questions or Suggestions

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