This document summarizes a research project that uses a design-based research methodology to study the co-design of learning scenarios in higher education. The project brings together teachers, students, and researchers from multiple universities to collaboratively design learning scenarios based on inquiry-based learning principles and supported by technology. Over the course of several phases, the participants will engage in iterative co-design cycles to develop learning scenarios for various contexts. They will use design tools and conceptual artifacts to facilitate the process and represent practices. The expected results include guidelines for implementing inquiry-based learning models, a description of the co-design method, innovative learning scenarios, and tools to support design processes and products.

1. Iolanda
Garcia,
Elena
Barberà,
Xavier
Pujol
i
Mireia
Usart
(eLearn
Center,
UOC);
Anna
Escofet,
Marc
Fuertes,
Begoña
Gros,
Marta
López
i
Ingrid
Noguera
(UB),
Meritxell
Cortada
i
Marta
Marimón
(UVIC)

Design
Based
Research
methodology

Background
This
poster
is
framed
within
the
Design2Learn
R+D
project
on
the
co-­‐
design
of
learning
scenarios
in
higher
educaQon.
Co-­‐design
is
understood
as
a
creaQve
process
developed
collaboraQvely
by
teachers,
students
and
researchers
to
design
learning
scenarios.
This
process
involves
discussing
and
negoQaQng
the
design
principles
to
be
used
in
order
to
devise
the
learning
scenarios.
These
design
principles
are
based
on
recent
approaches
to
the
model
of
inquiry-­‐based
learning
enhanced
by
technology.
With
the
aim
of
supporQng
the
co-­‐design
process,
several
design
tools
and
conceptual
artefacts
are
used
to
guide
pracQQoners
in
the
creaQon
of
a
“common
language”
and
help
them
to
reflect
and
to
represent
pracQce
during
the
co-­‐design
process.
Research
Ques1ons

How
can
the
process
of
co-­‐design
be
facilitated
by
different
kind
of
mediaQng
artefacts?
 Is
it
possible
to
determine
different
roles
and
levels
of
intervenQon
by
parQcipants
in
the
co-­‐design
process?
 What
are
the
criQcal
issues
and
stages
to
consider
in
a
co-­‐
design
process?
 What
are
the
effects
of
the
co-­‐design
process?
 How
does
context
influence
the
co-­‐design
process?
Phase
1
Research
team
prepara1on
Jan-­‐Sept
2013
Phase
2
1st
Co-­‐design
cycle
(4
contexts)
Sept
2013
–
Jul
2014
Phase
3
2nd
Co-­‐design
cycle
(4
contexts)
Sept
2014-­‐Jul
2015
Phase
4
Final
evalua1on
of
Co-­‐design
process
(8
contexts)
Sept
–Des
2015
• Learning
design
principles
and
supporQng
tools
• Research
design
and
instruments
• SelecQon
of
research
contexts
and
parQcipants
• Stage
1.
Informed
exploraQon
and
ideaQon
of
learning
scenarios
with
teachers
• Stage
2.
ImplementaQon
and
assessment
of
designed
learning
scenarios
with
teachers
and
students
• Stage
3.
Assessment
of
co-­‐design
process
and
generaQon
of
theory
with
teachers
and
students.
Three
itera1ons
• Stage
1.
Informed
exploraQon
and
ideaQon
of
learning
scenarios
with
teachers
• Stage
2.
ImplementaQon
and
assessment
of
designed
learning
scenarios
with
teachers
and
students
• Stage
3.
Assessment
of
co-­‐design
process
and
generaQon
of
theory
with
teachers
and
students
Three
itera1ons
• Data
triangulaQon
• SystemaQzaQon
of
products
and
results
• Theory
generaQon
 Co-­‐design
process
8
learning
contexts
• Two
different
university
models:
online
and
blended.
• About
4
UOC
/
4
UB
teachers
.
• About
16
students
with
different
profiles.
• Different
disciplines.
Media1ng
artefacts
to
represent
prac1ce
Design
paSerns
Narra1ves
Storyboards
LD
design
tools
Diagrams
Scenarios
LEARNING
AS
A
DESIGN
SCIENCE
Teachers
as
designers
Teachers
professional
development
Teachers
as
guides
and
facilitators
Teachers
as
researchers

Expected
Results
1)
2)
3)
4)
Students
as
designers
Student
par1cipa1on
and
engagement
Student
as
producer
and
as
researcher
Student
voice
DESIGN
PRINCIPLES
based
on
Inquiry
Based
Learning
Supported
by
Technology
Set
of
guidelines
for
the
implementaQon
of
a
model
based
on
inquiry-­‐based
and
technology-­‐enhanced
learning
in
different
university
contexts
TheoreQcal
and
pracQcal
descripQon
of
a
co-­‐design
method
of
learning
scenarios
with
the
parQcipaQon
of
teachers,
students
and
researchers
A
set
of
innovaQve
and
authenQc
learning
scenarios
addressed
to
virtual
and
blended
contexts
A
set
of
instruments
to
support
and
represent
the
design
processes
and
products
that
allow
dialogue
between
teachers
and
enable
their
reuse
and
transference
to
other
contexts.
Project
funded
by:
Par1cipants::