Inger-Marie Falgren Christensen is an Assistant Professor at the Department of Design, Media and Educational Science at the University of Southern Denmark. Using a design-based research approach, she undertakes research in the field of learning, design, and technology in higher education. Her current research involves collaboration with teachers, students, and other stakeholders around the development and evaluation of learning designs for the integration of computational thinking in the humanities and social sciences.Lina Markauskaite is a Professor of Learning Sciences at The University of Sydney, Australia. Her research projects have been mainly concerned with understanding the nature of complex professional knowledge work and learning, and how human capabilities are entangled with digital technologies.Nina Bonderup Dohn is a Professor at the Department of Design, Media and Educational Science, Head of the Center for Learning Computational Thinking, and Chair of the Danish Institute of Advanced Study, University of Southern Denmark. Her research integrates epistemology, learning sciences, web communication, and technology-mediated learning, focusing on tacit knowledge.Dwayne Ripley is a PhD student at the Sydney School of Education and Social Work, The University of Sydney, Australia. His doctoral research in the learning sciences explores variation in design for interdisciplinary education, including understandings of interdisciplinarity, conceptions of its purpose, and experiences designing for interdisciplinary teaching and learning, investigating course designs, design processes, and institutional environments for design by leaders of interdisciplinary courses.Roland Hachmann is a Senior Lecturer and Researcher at the Department of Education and School, University College South Denmark. Through design-based interventions, he examines the constraints and opportunities of technology in classrooms. He is especially focussed on Computational Literacy in K9 and works design-based and collaboratively through partnerships with teachers, educators, and teacher students.

This book uncovers exciting pathways into the fascinating world where design serves to bridge theoretical knowledge and practical wisdom in co-creating educational innovation. A must-read for those who view education as a design science and teaching as a design profession.Professor Yael Kali, Learning and Instructional Sciences, University of Haifa, IsraelAcknowledging that educational innovation is a design problem, this book helps researchers, designers and educators to effectively develop and communicate education design knowledge by bringing theoretical, methodological and practice knowledge about design and innovation into sharp focus. A must read for those interested in synthesizing design knowledge and innovation through collaborative action rooted in experience and practice.Professor Maarten de Laat, Centre for Change and Complexity in Learning, University of South Australia.

• 1. Introduction: Creating Design Knowledge in Educational InnovationSection 1: Theoretical FoundationsIntroduction 2. A Situated Perspective on the Usefulness of Design Principles3. Design Principles as Communication: Text, Context and Subtext4. Christopher Alexander on Design Patterns and Principles5. Synthesizing Design Principles: From Literature Reviews to Knowledge Graphs6. Commentary: Co-Designing Future Learning Environments for Individuals, Society, and BeyondKey takeawaysSection 2: Methodological ApproachesIntroduction 7. Creating Reusable Design Knowledge in Interdisciplinary Education: Current Methodological Practices and Issues8. Creating Design Principles from Research, Experience and Literature9. Linking Design Principles to Context and Evidence: A Semantic Web Approach10. Heterogeneous Communities of Experimentation: On Participant Agency in Educational Design Research11. Design Principles as Mirrors and Vehicles in a Dynamic and Changing Practice: A Framework for Developing Writing Instruction12. Commentary: Need for a Pattern-Based Design Language to Scaffold Learning Design Knowledge Co-Creation and Mobilization Key takeawaysSection 3: Design Knowledge in PracticeIntroduction 13. Co-Designing for Learning Across Disciplines: Bringing Students’ Perspectives into Design Principles via Relational Design14. What Does ‘to Design’ Mean? Teachers’ Experiences of a Co-Design Initiative15. Co-Creating Learning Designs with Upper Secondary School Teachers16. Design Principles for Integrating Computational Tools in Humanistic Subjects17. Designing for Computational Literacy in Non-Computer Science Subjects18. Commentary: When Co-Creating Across DifferencesKey takeawaysSection 4: Future DirectionsIntroduction19. Commentary: Building Educational Design Knowledge—Looking Sideways and Looking Ahead20. Commentary: Hopes and Values for the Next Generation of Educational Design Research21. Creating Design Knowledge: Future DirectionsKey takeaways

Inger-Marie Falgren Christensen is an Assistant Professor at the Department of Design, Media and Educational Science at the University of Southern Denmark. Using a design-based research approach, she undertakes research in the field of learning, design, and technology in higher education. Her current research involves collaboration with teachers, students, and other stakeholders around the development and evaluation of learning designs for the integration of computational thinking in the humanities and social sciences.Lina Markauskaite is a Professor of Learning Sciences at The University of Sydney, Australia. Her research projects have been mainly concerned with understanding the nature of complex professional knowledge work and learning, and how human capabilities are entangled with digital technologies.Nina Bonderup Dohn is a Professor at the Department of Design, Media and Educational Science, Head of the Center for Learning Computational Thinking, and Chair of the Danish Institute of Advanced Study, University of Southern Denmark. Her research integrates epistemology, learning sciences, web communication, and technology-mediated learning, focusing on tacit knowledge.Dwayne Ripley is a PhD student at the Sydney School of Education and Social Work, The University of Sydney, Australia. His doctoral research in the learning sciences explores variation in design for interdisciplinary education, including understandings of interdisciplinarity, conceptions of its purpose, and experiences designing for interdisciplinary teaching and learning, investigating course designs, design processes, and institutional environments for design by leaders of interdisciplinary courses.Roland Hachmann is a Senior Lecturer and Researcher at the Department of Education and School, University College South Denmark. Through design-based interventions, he examines the constraints and opportunities of technology in classrooms. He is especially focussed on Computational Literacy in K9 and works design-based and collaboratively through partnerships with teachers, educators, and teacher students.

This book uncovers exciting pathways into the fascinating world where design serves to bridge theoretical knowledge and practical wisdom in co-creating educational innovation. A must-read for those who view education as a design science and teaching as a design profession.Professor Yael Kali, Learning and Instructional Sciences, University of Haifa, IsraelAcknowledging that educational innovation is a design problem, this book helps researchers, designers and educators to effectively develop and communicate education design knowledge by bringing theoretical, methodological and practice knowledge about design and innovation into sharp focus. A must read for those interested in synthesizing design knowledge and innovation through collaborative action rooted in experience and practice.Professor Maarten de Laat, Centre for Change and Complexity in Learning, University of South Australia.

• 1. Introduction: Creating Design Knowledge in Educational InnovationSection 1: Theoretical FoundationsIntroduction 2. A Situated Perspective on the Usefulness of Design Principles3. Design Principles as Communication: Text, Context and Subtext4. Christopher Alexander on Design Patterns and Principles5. Synthesizing Design Principles: From Literature Reviews to Knowledge Graphs6. Commentary: Co-Designing Future Learning Environments for Individuals, Society, and BeyondKey takeawaysSection 2: Methodological ApproachesIntroduction 7. Creating Reusable Design Knowledge in Interdisciplinary Education: Current Methodological Practices and Issues8. Creating Design Principles from Research, Experience and Literature9. Linking Design Principles to Context and Evidence: A Semantic Web Approach10. Heterogeneous Communities of Experimentation: On Participant Agency in Educational Design Research11. Design Principles as Mirrors and Vehicles in a Dynamic and Changing Practice: A Framework for Developing Writing Instruction12. Commentary: Need for a Pattern-Based Design Language to Scaffold Learning Design Knowledge Co-Creation and Mobilization Key takeawaysSection 3: Design Knowledge in PracticeIntroduction 13. Co-Designing for Learning Across Disciplines: Bringing Students’ Perspectives into Design Principles via Relational Design14. What Does ‘to Design’ Mean? Teachers’ Experiences of a Co-Design Initiative15. Co-Creating Learning Designs with Upper Secondary School Teachers16. Design Principles for Integrating Computational Tools in Humanistic Subjects17. Designing for Computational Literacy in Non-Computer Science Subjects18. Commentary: When Co-Creating Across DifferencesKey takeawaysSection 4: Future DirectionsIntroduction19. Commentary: Building Educational Design Knowledge—Looking Sideways and Looking Ahead20. Commentary: Hopes and Values for the Next Generation of Educational Design Research21. Creating Design Knowledge: Future DirectionsKey takeaways

Inger-Marie Falgren Christensen is an Assistant Professor at the Department of Design, Media and Educational Science at the University of Southern Denmark. Using a design-based research approach, she undertakes research in the field of learning, design, and technology in higher education. Her current research involves collaboration with teachers, students, and other stakeholders around the development and evaluation of learning designs for the integration of computational thinking in the humanities and social sciences.Lina Markauskaite is a Professor of Learning Sciences at The University of Sydney, Australia. Her research projects have been mainly concerned with understanding the nature of complex professional knowledge work and learning, and how human capabilities are entangled with digital technologies.Nina Bonderup Dohn is a Professor at the Department of Design, Media and Educational Science, Head of the Center for Learning Computational Thinking, and Chair of the Danish Institute of Advanced Study, University of Southern Denmark. Her research integrates epistemology, learning sciences, web communication, and technology-mediated learning, focusing on tacit knowledge.Dwayne Ripley is a PhD student at the Sydney School of Education and Social Work, The University of Sydney, Australia. His doctoral research in the learning sciences explores variation in design for interdisciplinary education, including understandings of interdisciplinarity, conceptions of its purpose, and experiences designing for interdisciplinary teaching and learning, investigating course designs, design processes, and institutional environments for design by leaders of interdisciplinary courses.Roland Hachmann is a Senior Lecturer and Researcher at the Department of Education and School, University College South Denmark. Through design-based interventions, he examines the constraints and opportunities of technology in classrooms. He is especially focussed on Computational Literacy in K9 and works design-based and collaboratively through partnerships with teachers, educators, and teacher students.

This book uncovers exciting pathways into the fascinating world where design serves to bridge theoretical knowledge and practical wisdom in co-creating educational innovation. A must-read for those who view education as a design science and teaching as a design profession.Professor Yael Kali, Learning and Instructional Sciences, University of Haifa, IsraelAcknowledging that educational innovation is a design problem, this book helps researchers, designers and educators to effectively develop and communicate education design knowledge by bringing theoretical, methodological and practice knowledge about design and innovation into sharp focus. A must read for those interested in synthesizing design knowledge and innovation through collaborative action rooted in experience and practice.Professor Maarten de Laat, Centre for Change and Complexity in Learning, University of South Australia.

• 1. Introduction: Creating Design Knowledge in Educational InnovationSection 1: Theoretical FoundationsIntroduction 2. A Situated Perspective on the Usefulness of Design Principles3. Design Principles as Communication: Text, Context and Subtext4. Christopher Alexander on Design Patterns and Principles5. Synthesizing Design Principles: From Literature Reviews to Knowledge Graphs6. Commentary: Co-Designing Future Learning Environments for Individuals, Society, and BeyondKey takeawaysSection 2: Methodological ApproachesIntroduction 7. Creating Reusable Design Knowledge in Interdisciplinary Education: Current Methodological Practices and Issues8. Creating Design Principles from Research, Experience and Literature9. Linking Design Principles to Context and Evidence: A Semantic Web Approach10. Heterogeneous Communities of Experimentation: On Participant Agency in Educational Design Research11. Design Principles as Mirrors and Vehicles in a Dynamic and Changing Practice: A Framework for Developing Writing Instruction12. Commentary: Need for a Pattern-Based Design Language to Scaffold Learning Design Knowledge Co-Creation and Mobilization Key takeawaysSection 3: Design Knowledge in PracticeIntroduction 13. Co-Designing for Learning Across Disciplines: Bringing Students’ Perspectives into Design Principles via Relational Design14. What Does ‘to Design’ Mean? Teachers’ Experiences of a Co-Design Initiative15. Co-Creating Learning Designs with Upper Secondary School Teachers16. Design Principles for Integrating Computational Tools in Humanistic Subjects17. Designing for Computational Literacy in Non-Computer Science Subjects18. Commentary: When Co-Creating Across DifferencesKey takeawaysSection 4: Future DirectionsIntroduction19. Commentary: Building Educational Design Knowledge—Looking Sideways and Looking Ahead20. Commentary: Hopes and Values for the Next Generation of Educational Design Research21. Creating Design Knowledge: Future DirectionsKey takeaways