The document outlines a multi-phase research project aimed at co-designing inquiry-based and technology-enhanced learning scenarios in higher education, involving teachers, students, and researchers. It details specific stages of the co-design process, methodologies for data collection and analysis, and the development of a pedagogical model adaptable to diverse learning contexts. The project includes a final evaluation and focuses on generating theory and mediating artifacts to support the co-design process.

1. Phase 1
Research team
preparation
Phase 2
1st Co-design cicle
(4 contexts)
Phase 3
2nd Co-design cicle
(4 contexts)
Phase 4
Final evaluation of
Co-design process
(8 contexts)
• Learning design principles and
supporting tools
• Research design and instruments
• Selection of research contexts and
participants
• Stage 1. Informed exploration and ideation
of learning scenarios with teachers
• Stage 2. Implementation and assessment
of designed learning scenarios with
teachers and students
• Stage 3. Assessment of co-design process
and generation of theory with teachers
and students
• Stage 1. Informed exploration and ideation
of learning scenarios with teachers
• Stage 2. Implementation and assessment
of designed learning scenarios with
teachers and students
• Stage 3. Assessment of co-design process
and generation of theory with teachers and
students
• Data triangulation
• Systematization of products and
results
• Theory generation
SUPPORTING AND INQUIRING INTO THE PROCESS
OF CO-DESIGNING ENGAGING LEARNING SCENARIOS
IN UNIVERSITIES
Design2Learn Project
1. To study and propose an inquiry-based pedagogical model to inform the
design of new learning scenarios in higher education, identifying the elements
that enable the model to be addapted to different contexts of learning practice
and student profiles.
2. To develop and analyze a co-design methodology of learning scenarios that
involves teachers, students and researchers as key players.
3. To design and analyze inquiry-based and technnology-enhanced learning
scenarios, that are based on an intensive, smart and autonomous use of ICT
by students.
4. To propose and use mediating artifacts (tools, patterns...) to support the co-
design process, so that it can be better explained, represented, shared and
reused by other teachers.
5. To validate and systematize the inquiry based pedagogical model as well as
the proposed co-design instruments and methodology.
Goals
Co-designing inquiry-based and technology-
enhanced learning scenarios in universities
involving teachers, students and researchers
2nd Multidisciplinay Summer School on Design as Inquiry. 13-16 June 2013 Helsinki
DESIGN BASED RESEARCH METHODOLOGY
Iolanda Garcia and Begoña Gros
igarciago@uoc.edu bgros@ub.edu
3 iterations
3 iterations
How to involve
students, teachers
and researchers in
a creative and
participatory co-
design process
(participatory
design
methods, techniq
ues, dynamics…)
.
How to collect
and analyse
relevant and
productive
research data
during the co-
design process
(research
instruments and
data analysis).
How to capture
and represent the
design process
and products, so
that they can be
shared, repurpos
ed and reused
(design
tools, technique
s, patterns).
ISSUES
DISCUSSION
FOR
Inquiry-based
learning
Design
patterns
and tools
Participatory
design
Student’s
voice
Self-
directed
use of ICT
Learning
co-design
8 CONTEXTS =>
8 learning scenarios
• Two different
university models:
online and blended.
• Different profiles of
students.
• Different disciplines