Co design of Innovations with Teachers: Definition and Dynamics
Researchers in the learning sciences have explored a collaborative approach to developing innovations that fit into real classroom contexts. Co design relies on teachers' ongoing involvement with design of educational innovations. To date, investigators have described the application and results of co design, but have not defined the process nor explored how it plays out over time. In this paper, we define co design, suggest seven key process components, and use data from interviews to illustrate how dynamic tensions in the process can unfold over time.
ICLS