1st Edition

Creating Design Knowledge in Educational Innovation Theory, Methods and Practice

    304 Pages 22 B/W Illustrations
    by Routledge

    304 Pages 22 B/W Illustrations
    by Routledge

    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.

    1. Introduction: Creating Design Knowledge in Educational Innovation

    Inger-Marie Falgren Christensen, Lina Markauskaite, Nina Bonderup Dohn, Dwayne Ripley and Roland Hachmann


    Section 1: Theoretical Foundations


    2. A Situated Perspective on the Usefulness of Design Principles

    Nina Bonderup Dohn and Natalie Spence


    3. Design Principles as Communication: Text, Context and Subtext

    Jens Jørgen Hansen


    4. Christopher Alexander on Design Patterns and Principles

    Stig Børsen Hansen


    5. Synthesizing Design Principles: From Literature Reviews to Knowledge Graphs

    Peter Reimann


    6. Commentary: Co-Designing Future Learning Environments for Individuals, Society, and Beyond

    Lucila Carvalho


    Key takeaways


    Section 2: Methodological Approaches


    7. Creating Reusable Design Knowledge in Interdisciplinary Education: Current Methodological Practices and Issues

    Inger-Marie Falgren Christensen and Lina Markauskaite


    8. Creating Design Principles from Research, Experience and Literature

    Natalie Spence


    9. Linking Design Principles to Context and Evidence: A Semantic Web Approach

    Peter Reimann and Roland Hachmann


    10. Heterogeneous Communities of Experimentation: On Participant Agency in Educational Design Research

    Ane Bjerre Odgaard


    11. Design Principles as Mirrors and Vehicles in a Dynamic and Changing Practice: A Framework for Developing Writing Instruction

    Jens Jørgen Hansen


    12. Commentary: Need for a Pattern-Based Design Language to Scaffold Learning Design Knowledge Co-Creation and Mobilization

    Nancy Law

    Key takeaways


    Section 3: Design Knowledge in Practice


    13. Co-Designing for Learning Across Disciplines: Bringing Students’ Perspectives into Design Principles via Relational Design

    Dwayne Ripley, Natasha Arthars, Maryam Khosronejad and Lina Markauskaite


    14. What Does ‘to Design’ Mean? Teachers’ Experiences of a Co-Design Initiative
    Rita Prestigiacomo and Lina Markauskaite

    15. Co-Creating Learning Designs with Upper Secondary School Teachers

    Nina Bonderup Dohn and Niels Bonderup Dohn


    16. Design Principles for Integrating Computational Tools in Humanistic Subjects

    Inger-Marie Falgren Christensen


    17. Designing for Computational Literacy in Non-Computer Science Subjects

    Roland Hachmann


    18. Commentary: When Co-Creating Across Differences

    Daniela Gachago


    Key takeaways


    Section 4: Future Directions



    19. Commentary: Building Educational Design Knowledge—Looking Sideways and Looking Ahead

    Peter Goodyear


    20. Commentary: Hopes and Values for the Next Generation of Educational Design Research

    Nicola Pallitt


    21. Creating Design Knowledge: Future Directions

    Lina Markauskaite, Inger-Marie Falgren Christensen, Nina Bonderup Dohn, Dwayne Ripley and Roland Hachmann


    Key takeaways


    Inger-Marie Falgren Christensen is an Assistant Professor at the Department of Design, Media and Educational Science at the University of Southern Denmark. Using a design-based research approach, she undertakes research in the field of learning, design and technology in higher education. Her current research involves collaboration with teachers, students and other stakeholders around the development and evaluation of learning designs for the integration of computational thinking in the humanities and social sciences.

    Lina Markauskaite is a Professor of Learning Sciences at the University of Sydney, Australia. Her research projects have been mainly concerned with understanding the nature of complex professional knowledge work and learning, and how human capabilities are entangled with digital technologies.

    Nina Bonderup Dohn is a Professor at the Department of Design, Media and Educational Science, Head of Center for Learning Computational Thinking and Chair of Danish Institute of Advanced Study, University of Southern Denmark. Her research integrates epistemology, learning sciences, web communication, and technology-mediated learning, focusing on tacit knowledge.

    Dwayne Ripley is a PhD student at the Sydney School of Education and Social Work, The University of Sydney, Australia. His doctoral research in the learning sciences explores variation in design for interdisciplinary education, including understandings of interdisciplinarity, conceptions of its purpose, and experiences designing for interdisciplinary teaching and learning, investigating course designs, design processes, and institutional environments for design by leaders of interdisciplinary courses.

     Roland Hachmann is a Senior Lecturer and Researcher at the Department of Education and School, University College South Denmark. Through design-based interventions, he examines the constraints and opportunities of technology in classrooms. He is especially focussed on Computational Literacy in K9 and works design-based and collaboratively through partnerships with teachers, educators and teacher students.


    This book uncovers exciting pathways into the fascinating world where design serves to bridge theoretical knowledge and practical wisdom in co-creating educational innovation. A must-read for those who view education as a design science and teaching as a design profession.

     Professor Yael Kali, Learning and Instructional Sciences, University of Haifa, Israel

    Acknowledging that educational innovation is a design problem, this book helps researchers, designers and educators to effectively develop and communicate education design knowledge by bringing theoretical, methodological and practice knowledge about design and innovation into sharp focus. A must read for those interested in synthesizing design knowledge and innovation through collaborative action rooted in experience and practice.

    Professor Maarten de Laat, Centre for Change and Complexity in Learning, University of South Australia.