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DBR: LSE542 Spring 2021, Bell, 2004 On the Theoretical Breadth of Design…

- - - - CDBR views learning as dynamic cultural processes, or what is increasingly called learning in cultural ecologies, recognizes that all people explore, narrate, make sense of and shape their worlds, but they do so in varied ways, connected to the particular
        constellations of practice, relationships, values, goals, and worldviews of their communities.
  - - - Importantly they also recognized that in many science learning environments IWOK (Indigenous ways of learning) are often positioned as historical and past or no longer generating new knowledge.
  - - - It meant recognizing that age segregation has particular purposes, impacts, affordances, assumptions, challenges, and histories that were designed to eradicate Indigenous norms and then deliberately making decisions to resist age segregation.
- - - - Design-based implementation research is concerned with developing capacity for sustaining change in systems.
- - - - Methods of Design-Based Research: “a series of approaches, with the intent of producing new theories, artifacts, and practices that account for and potentially impact learning and teaching in naturalistic settings” (Ritcher & Allert, 2017)
        
        Reflexive Model of Design: "starts from the premise that design is an inherently social activity embedded and mediated by the situation it arises from and aims to change" (Ritcher & Allert, 2017)
        
        Design is anticipatory: Aims to foresee possible futures
        Create new and viable options of action
        
        Design is conscious and reflexive:
        It is an Intentional activity
        
        Design is creative and generative:
        produces new, unexpected forms, substantially alters situations it responds to
        
        Design is focused on the "ultimate particular":
        aims to respond to particular situation
        develop a solution with specific functions and characteristics
        
        Design is integrative:
        once product has been put to use, must confront entire complexity of situation
        
        Design is a conversation:
        conversation with stakeholders and materials
        
        Design arises from a position of not-knowing and uncertainty:
        situation designer is confronted with is uncertain
        changes designer wants to bring about is uncertain
        both start to take shape in process of design
        
        Engineering Model of Design: "aimed to find a solution for a given problem from which the requirements and solutions can be derived" (Ritcher & Allert, 2017)
      - Instrumental Perspective vs Critical Perspective
        
        Instrumental Perspective
        
        Outcome:
        What outcomes are to be expected?
        
        What:
        what can be done?
        
        How:
        how are the outcomes produced?
        
        Context:
        what context conditions are relevant?
        
        Critical Perspective
        
        Outcome:
        are the outcomes desirable?
        
        What:
        what should be done?
        
        How:
        what mechanisms of power are affected?
        
        Context:
        which rules, conventions, and normative committments are constitutive for the context?