Design-based research argues for the importance of integrating theory with design, but how design decisions are made is rarely documented in educa- tional research. As the interdependence of technology design and education increases, these forms of documentation are becoming more important. To address this need, we present a design narrative describing how we drew on learning theories to design and empirically test a system to help students develop socio-metacognitive expertise (expertise in understanding and regu- lating collaborative sense-making processes). We end the paper by reflecting on the trade-offs associated with the design decisions we made, the divide that exists between theory and implementation, and the need to further document our design processes to bridge this gap.
|Original language||English (US)|
|Journal||Technology, Instruction, Cognition, & Learning|
|State||Published - 2019|