Abstract
<p style="text-align: justify;">In this article, we present some core ideas underpinning research that takes a Designs for Learning (DFL) approach guided by theoretical considerations and choices, as well as by practitioners’ challenges and inquiries. These choices shape, and are shaped by, DFL’s research goals and motives, theoretical orientation, research objectives, questions, and practitioners’ participation and ethical considerations. Further, we present and discuss how DFL as a research approach compares to other design-oriented research strategies. Even if a DFL research approach shares several similarities with other approaches of inquiry, we argue that it remains primarily oriented towards knowledge areas that relate to understanding and developing learning and teaching – both in formal education and in informal settings such as museums.</p>
Highlights
In this article, we present and discuss a design-oriented research projects focusing on Designs for Learning (DFL)
In this article, we present some core ideas underpinning research that takes a Designs for Learning (DFL) approach guided by theoretical considerations and choices, as well as by practitioners’ challenges and inquiries
Even if a DFL research approach shares several similarities with other approaches of inquiry, we argue that it remains primarily oriented towards knowledge areas that relate to understanding and developing learning and teaching – both in formal education and in informal settings such as museums
Summary
We present and discuss a design-oriented research projects focusing on Designs for Learning (DFL). EDR is considered to be an open, interventionist, collaborative, theory-driven, iterative, and context-specific approach (McKenney & Reeves, 2019; Plomp & Nieveen, 2013; Van den Akker et al, 2006) It is open because of the transparency of the methodological process and interventionist because there are always interventions going on in an educational design research project. We will present some core ideas behind researching with a DFL approach and show how theoretical assumptions and methodological processes underpin its research strategies. It reaches research areas of learning and teaching in different educational settings. As a point of departure from a DFL approach, it is first and foremost a theoretical approach for analyzing and interpreting multimodal meaning-making and learning processes within organizations, groups, and individuals
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