A paradigm that rose in response to a perceived crisis in the lack of relevance and efficacy of traditional education research. [[@thedesign-basedresearchcollectiveDesignBasedResearchEmerging2003|The Design-Based Research Collective (2003)]] argues that good design-based research has the following five-qualities: 1. The central goals of designing learning environments and developing theories (or 'prototheories') of learning are intertwined. 2. Development and research take place through continuous cycles of design, enactment, analysis and redesign. 3. Research on designs must lead to sharable theories that help communicate relevant implications to practitioners and other educational designers. 4. Research must account for how designs function in authentic settings. 5. It relies on methods that can document and connect processes of enactment to outcomes of interest. Artefacts are not studied in isolation, but rather in the way it sits within and interacts with a specific learning environment. As a methodology, design-based research is not directly prescriptive about the specific methods that should be used, but rather directs the researcher to think about methods that 'link processes of enactment to outcomes' [[@thedesign-basedresearchcollectiveDesignBasedResearchEmerging2003|(The Design-Based Research Collective, 2003)]]. ### References The Design-Based Research Collective. (2003). Design-Based Research: An Emerging Paradigm for Educational Inquiry. _Educational Researcher_, _32_(1), 5–8. [https://doi.org/10.3102/0013189X032001005](https://doi.org/10.3102/0013189X032001005) ### todo * Talk about: Proto-theory, Local theory, Situated theory, Design principles