ABSTRACT
Design research is conducted with two main goals: creating an intervention that solves problems in practice, and producing theoretical understanding. Reporting on design research can raise awareness about an intervention, but is primarily a means for sharing understanding. In addition, the actual reporting process itself – critical reflection that occurs with fingertips at keyboard – is frequently an important time for insights to be refined, and connections to literature to be made. Finally, the process of subjecting reports to peer review can provide a useful sounding board regarding the utility and value of the theoretical and practical ideas both guiding and resulting from the research. This chapter discusses the process of reporting educational design research. It begins by describing two common dilemmas: having too much to report, and finding ways to structure reports that align with standardized formats. Thereafter, attention is given to internal and external audiences of professionals (including practitioners, specialists, and policy makers) and researchers. Building on both discussions, the chapter concludes with three broad recommendations for addressing the aforementioned dilemmas: chose the scope, refine the message, and seek inspiring examples.
