If you can dramatically shift classroom life or youth programs for a certain period of time, can that have long-term impacts? #DMLcommons

— TJ McKenna (@tjscience) May 21, 2015

Educational landscapes are complex and co-designing with DBR while trying to quick-solve issues is setting us up for failure #DMLcommons

— TJ McKenna (@tjscience) May 21, 2015

.@meganbang3 points to problem with solution-on-demand culture. Bryk calls it "solutionitis" @philiplbell @CarnegieFdn #DMLcommons

— Caitlin Farrell (@ccfarrell) May 21, 2015

Special skills, stances, dispositions needed for researchers who engage in partnerships @meganbang3 @philiplbell #DMLcommons

— Caitlin Farrell (@ccfarrell) May 21, 2015

More collaborative, participatory DBR calls for new competencies for researchers help build the trust needed to co-design #DMLcommons

— TJ McKenna (@tjscience) May 21, 2015

@MeganBang3 Inequities happen in the micro but they also happen at scale #DMLcommons #DBResearch

— Kylie Peppler (@DrPeppler) May 21, 2015

.@philiplbell and @meganbang3: what do we mean by "scale" in design based research or DBIR? @LearnDBIR #DMLcommons

— Caitlin Farrell (@ccfarrell) May 21, 2015

.@philiplbell: DBIR looks at design and organizational/institutional changes for improvement and building capacity @LearnDBIR #DMLcommons

— Caitlin Farrell (@ccfarrell) May 21, 2015

DBIR is not the "throw it over the wall method" where something is created and shoved into use, hoping for fidelity... #DMLcommons

— TJ McKenna (@tjscience) May 21, 2015

DBR is a meta-method for a reason - flexible to include the methods it needs to in order to forge new ground... #DMLcommons

— TJ McKenna (@tjscience) May 21, 2015