ABSTRACT This paper describes aspirations and contributions that grew out of a developmental cycle of design-based research (DBR) implementation conducted over a three-year project. DBR engineers new learning environments and improves learning in context whilst communicating usable knowledge for learning and teaching in complex settings. This project employed constructionism as an overarching framework, a theory of learning, teaching, and design, which supports that learning occurs more effectively when learners understand the world around them by creating meaningful artifacts that can be probed and shared. In an attempt to infuse elements of constructionism in the use of social technologies, groups of learners were assigned to construct an artifact within social technologies. The main data collection tools employed were students’ and instructor’s reflections, a questionnaire, semi-structured interviews and observation of groups’ activity within social technologies. Such an inquiry revealed both strengths and challenges with regard to implementing DBR and reporting how designs function in real-life settings. This paper brings forward considerations related to reporting intentionally designed interventions, potentials and limitations of DBR and implications for future DBR implementations.

中文翻译：

---

从基于设计的研究实施中获得的经验教训：研究人员的方法论说明

摘要本文描述了在为期三年的项目中进行的基于设计的研究（DBR）实施的开发周期所产生的愿望和贡献。DBR设计了新的学习环境，并改善了环境中的学习，同时交流了在复杂环境中进行学与教的可用知识。该项目采用建构主义作为总体框架，一种学习，教学和设计的理论，该框架支持学习者通过创建可以探究和共享的有意义的工件来理解周围的世界，从而更有效地进行学习。为了在社会技术的使用中注入建构主义的元素，分配了一批学习者来在社会技术中构建人工制品。所使用的主要数据收集工具是学生和教师的反思，问卷，半结构化访谈以及在社交技术中观察小组活动的情况。这样的询问揭示了在实施DBR和报告设计在现实环境中如何发挥作用方面的优势和挑战。本文提出了与报告故意设计的干预措施，DBR的潜力和局限性以及对未来DBR实施的影响有关的考虑因素。