This masterclass introduced participants to Design-Based Research (DBR) as a research method for developing educational innovations while simultaneously advancing theory and generating evidence about how learning occurs in authentic settings.

The session examined the methodological challenges of orchestrating interconnected aspects of classroom life while systematically studying innovations within these settings.

Participants explored these challenges through

(a) using Conjecture Mapping (CM) to translate theoretical conjectures into concrete design features, mediating processes, and intended learning outcomes;

(b) analysing the effects of initial designs to inform subsequent iterations and considering how to derive accurate and fair implications for practice; and

(c) examining the documentation of design-based research and exploring how it could be developed into coherent, theoretically meaningful reports or publications.

A practitioner’s example was also shared to illustrate how iterative cycles of design, implementation, and refinement contributed to improving school-based curriculum innovations.