O4. Compendium of design principles for IBMT lessons
O4. For any educational designer it is a challenge to base ones design on the latest scientific insight from the field. In particular, for a teacher as designer, time and access form major constraints to acquaint oneself with this literature.
Teachers who want to design IBMT lessons need a well-structured reference guide for quick consultation on suitable principles to guide them during the design process. Such an innovative guide will be the fourth intellectual output of the TIME-project. Design principles for IBMT (as found in scientific literature, in particular: design research) will be the central units of presentation in the guide (half a page up to one page per principle).
Design principles are concise ways for design researchers to summarize their advice. In the compendium they will be presented in a form inspired on Van den Akker’s template (Van Den Akker, 2013):
If you want to design intervention X [for purpose/function Y in context Z]
• then you are best advised to give that intervention the characteristics C1, C2,…, Cm [substantive emphasis]
• and to do that via procedures P1, P2, …, Pn [methodological emphasis]
• because of theoretical arguments T1, T2, …, Tp
• and empirical arguments E1, E2, …, Eq
Themes for these principle will include
- Finding and exploiting relevant contexts (didactical phenomenology) and use of emerging models (and other principles from RME)
- Implementing problem solving heuristics and forms of scaffolding
- Orchestrating didactical and adidactical phases (and other principles from TDS)
The guide has an ambitious goal: forming bridges between design research(ers) and designers, in particular teachers as designers. The guide will be user friendly, easily accessible, without too much prior knowledge expected, not too much terminology used, and as such it can be used as a reference outside the scope of the project.