Several points of contrast are highlighted between design-based research (DBR) as often practiced within the learning sciences and design partnerships inspired by cultural-historical activity theory (CHAT). It is argued that learning scientists can improve their work by learning from CHAT-inspired DBR in 4 particular ways: (a) by recognizing the oversimplification involved in the notion that classroom learning environments can be engineered; (b) by embracing open-ended partnerships driven more by long-term social aims than short-term funding opportunities; (c) by dispelling the myth of the heroic designer from our literature; and (d) by carefully examining and publishing about projects and partnerships that prove unsuccessful, or studying how successful projects fade and degrade over time.
CITATION STYLE
O’Neill, D. K. (2016, October 1). Understanding Design Research–Practice Partnerships in Context and Time: Why Learning Sciences Scholars Should Learn From Cultural-Historical Activity Theory Approaches to Design-Based Research. Journal of the Learning Sciences. Routledge. https://doi.org/10.1080/10508406.2016.1226835
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