Vanessa Svihla is an Assistant Professor in Organization, Information and Learning Sciences (OI&LS) at the University of New Mexico.

Richard Reeve is an Assistant Professor in Information and Communication Technology in Teaching and Learning in the Faculty of Education at Queen's University, Canada.

Contents

Preface

Timothy Koschmann

Acknowledgments

Chapter 1. Untold stories

Vanessa Svihla & Richard Reeve

Chapter 2. Designing the Collaboratory Notebook: "Building the future, the night before it's due"

D. Kevin O'Neill

Chapter 3. Designing for Activity

Joshua Danish, Noel Enyedy, Asmalina Saleh & Christine Lee

Chapter 4. The Challenge and Promise of Community Co-design

Leah Teeters, A. Susan Jurow & Molly Shea

Chapter 5. Living in the Fourth Quadrant: Valuing the Process of Design

Brian K. Smith

Chapter 6. Looking under the hood: Productive messiness in design for argumentation in science, literature and history

Mon-Lin Ko, Susan R. Goldman, Joshua Radinsky, Katherine James, Allison Hall, Jacquelynn Popp, Michael Bolz & MariAnne George

Chapter 7. Reciprocal research & design: the wicked problem of changing math in the family

Shelley Goldman & Osvaldo Jiménez

Chapter 8. Designing the Connected Chemistry Curriculum

Mike Stieff & Stephanie Ryan

Chapter 9. Making it Real: Transforming a University and Museum Research Collaboration into a Design Product

Palmyre Pierroux & Rolf Steier

Chapter 10. Reflections on Design Stories

Towards design practice as a first-class research activity

Janet Kolodner

Iterations on a designerly science

Bo T. Christensen

Designing: The unseen dimension of our scholarship

Richard Reeve & Vanessa Svihla

For researchers in the Learning Sciences, there is a lack of literature on current design practices and its many obstacles. Design as Scholarship in the Learning Sciences is an informative resource that addresses this need by providing, through a robust collection of case studies, instructive reference points and important principles for more successful projects. Drawing from the reflections of diverse practitioners, this text includes response sections that guide readers in understanding the research in the context of their own work. It touches upon educational technologies, community co-design, and more, and is grounded in the critical analysis of experts seeking to grow the community.