This article traces the development of a card-based method that weaves the conceptual structure of learning theories into the material practises of those involved in design for learning. Inspired by design thinking and design anthropology, this method also draws on the literature of education and the learning sciences and it is the embodiment of the ACAD framework. Developed in response to challenges encountered communicating research findings to heterogenous design teams, the ACAD cards have been used in (re)designing curricula and facilities in school and university settings in Australia and New Zealand. We argue this method supports educational innovation through abductive sensemaking or design synthesis and has the potential to support the reconciliation of material and conceptual structure in other contexts.

本文追溯了基于卡的方法的发展，该方法将学习理论的概念结构编织到参与学习设计的人们的物质实践中。在设计思想和设计人类学的启发下，这种方法还借鉴了教育和学习科学的文献，它是ACAD框架的体现。ACAD卡是为应对将研究发现传达给异构设计团队的挑战而开发的，已用于（重新）设计澳大利亚和新西兰学校和大学环境中的课程和设施。我们认为，这种方法通过外展性的推理或设计综合来支持教育创新，并有可能在其他情况下支持物质和概念结构的协调。