Designing a Computer-Supported Collective Regulation System: A Theoretically Informed Approach

摘要

Design-based research argues for the importance of integrating theory with design, but how design decisions are made is rarely documented in educational research. As the interdependence of technology design and education increases, these forms of documentation are becoming more important. To address this need, we present a design narrative describing how we drew on learning theories to design and empirically test a system to help students develop socio-metacognitive expertise (expertise in understanding and regulating collaborative sense-making processes). We end the paper by reflecting on the trade-offs associated with the design decisions we made, the divide that exists between theory and implementation, and the need to further document our design processes to bridge this gap.