ABSTRACT
This chapter explores how experienced researchers came to develop a version of design research and how they supervised a first generation of PhD students doing design research. It examines the common-sense notion of causality that reflects how educators operate in teaching. The chapter explores a wish list to help new generations of educational researchers focus on worthwhile themes. It argues that examples from a bachelor's student and master's students were to show that design research is teachable and learnable. The chapter also argues that these examples give a sense of the ways in which such a design study can be made manageable. It describes historical analysis, complemented with a philosophy of science analysis, because the history of design research is interesting from a more general perspective too. The temporal and inclusive features make Bayesian thinking in principle suitable for design research.
