ABSTRACT
The siren call for the production and use of design principles in our work is symptomatic of the felt-need for more certainty in and about our designing. Even in our tradition of conducting design-based research (DBR), designing is given short shrift, with a great deal of focus put on the designed product and how it instantiates a theory of learning and not on how that type of learning is valued by those it is intended to benefit. However, how existing interventions are to be communicated and thereby adopted by practitioners in the field is an aspect of design-based implementation research (DBIR) that remains to be clarified. Described as principled reflective practice, design patterns are externalized forms of knowledge that act as a bridge for teachers in the implementation of an instructional design. Similarly, Bereiter has proposed principled practical knowledge (PPK) as a form of knowledge that is at an intermediary point between theoretical knowledge and practical knowledge.
