The chapters in this section of the handbook combine to provide some foundational ideas that can be used for thinking about design for technology-enhanced learning.
Ertmer, Parisio and Wardak provide a timely review of empirical research into how design gets done—who is involved, and how their goals, methods and contexts affect the processes of design for learning. It provides a useful overview of design, as well as a launchpad into an active, widely dispersed literature.
Keppell and Riddle open up a neglected dimension of design: work on innovative learning spaces. They use two case studies to explain how design principles can be used to align pedagogy and place. They also introduce the complicating but ...