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Design Based Research (Definition (Methodological Rigor (the…

- - - - conducted in a limited number of settings
      - highly interventionist
        nature of the methodology
      - prospective and reflective
      - iterative
      - concerned with domain-specific learning processes, accountable to the activity of design
    - - Theory
      - Design
      - Problem
  - - - Local problem which can scale up
      - Global problem
  - - - Problems are objectively given and provide static prosperity of the design space (Richter & Alert 2017)
      - May reduce education to a technological process with clear separation of means and ends (Richter & Alert 2017)
      - Stipulates the idea that design ideally boils down to a series of well-described, discrete, rational, and structured methodological steps
        (Richter & Alert 2017)
      - Analysis and synthesis are distinct during design process
    - - Design is focused on the "ultimate particular" (Richter & Alert 2017)
      - Design is a conversation (Richter & Alert 2017)
      - Design arises from a position of not-knowing and uncertainty (Richter & Alert 2017)
      - Tells us what "ought to be done" or "what is the best to be done under given circumstances (Richter & Alert 2017)
      - "Reflexive design... assumes that neither the problem nor the possible solutions are given but are actually created in the process of design." (Richter & Alert 2017)
- - - - One strategy for promoting the sustainability of designs is to develop capacity through intentional efforts to develop organizational routines and processes that help innovations travel through a system...by fostering cohesion among networks of local actors tasked with implementing change (Penuel 2011)
    - - In urban schools, if technology is to be usable, there must be a "fit" of the innovation to school culture, technical capability, and policies (Penuel 2011)
    - - Researchers were able to make evidence-based recommendations to district leaders of importance of principals' explicit coherence and support (Penuel 2011)
    - - Empathy, Problem-Framing, Co-Design, and listening to and responding to educator's needs (Penuel 2011)
  - - - Equity - a focus on "challenging and transforming inequitable social systems, organizing pathways for expansive learning and identity development, and working with community partners to identify the most pressing concerns and needs of nondominant communities" (p. 5).
      - Historicity: "becoming historical actors involves understanding oneself and one's cultural community in relation to their respective histories" (p. 7).
        
        Historicity - "involves attending to (a) the origins of current inequities in questions; (b) the local and global conditions for inequity that were created and sustained...(c) an understanding that the tensions, constraints, and possibilities for alignment... should be understood against their own histories; and (d) an understanding of the history of people's participation in practice as well as stories that give meaning to their lives" (p. 7).
- - - - "more frequently pursues the identification and application of universal laws of mind" (Bell, 2010, p. 247).