This study takes a design-based research approach to explore how applications designed for mobile devices could support reflection in learning in K-12 education. Use of mobile devices is increasing in schools. Most of the educational apps support single-person use of interactive learning materials, simulations and learning games. Apps designed to correspond to collaborative learning paradigms, such as collaborative progressive inquiry or projectbased learning, are scarce. In these pedagogical approaches, reflection plays an important role. This paper presents a design-based research study of mobile device apps, ReFlex and TeamUp, that are specifically designed for use in student-centred and collaborative school learning, in which continuous reflection is an important part of the learning process. The design of the apps has relied on earlier research on digital tools for reflection and research about mobile devices in classroom learning. The design of the apps was accomplished as part of the qualitative designbased research conducted with a total of 165 teachers in 13 European countries. As a characteristic for a designbased research, the results of the study are twofold: practical and theoretical. The apps designed, ReFlex and TeamUp, are practical results of the qualitative research carried out in schools with teachers and students to understand the design challenges and opportunities in schools, to renew their pedagogical practices and to take new tools in use. To understand better the capacity of the apps to facilitate reflection, we analysed the apps in light of earlier studies concerning the levels of reflection that digital tools may support and categorizations of affordances that mobile device apps may provide for classroom learning. Our research indicates that there is potential for fostering the practice of reflection in classroom learning through the use of apps for audio-visual recordings.

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El artículo presenta el pensamiento de diseño como un enfoque alternativo para realizar investigaciones sobre aprendizaje colaborativo con tecnología. Se describen dos resultados de investigación a fin de debatir las posibilidades y los retos de aplicar métodos de diseño para diseñar e investigar herramientas de construcción de conocimiento colaborativo. El texto comienza definiendo el aprendizaje colaborativo con nuevas tecnologías como un problema complejo que puede afrontarse mejor mediante la adopción de una actitud de diseñador. Se presenta el Diseño Basado en la Investigación (DBI) como un ejemplo de pensamiento de diseño basado en la construcción social del conocimiento con las personas que más adelante utilizarán las herramientas. Se describen las fases clave que caracterizan el método DBI (investigación contextual, diseño participativo, diseño de producto y software como hipótesis) y defiende la necesidad de adoptar un enfoque de diseño centrado en las personas. Los dos prototipos presentados son la cuarta versión de Future Learning Environment (Fle4), un software para la construcción de conocimiento colaborativo, y Square1, un conjunto de dispositivos y aplicaciones para entornos de aprendizaje auto-organizados. Ambos son ejemplos de DBI y contribuyen a la discusión sobre el rol de los artefactos como resultados de investigación. A través de estos casos, se afirma que el pensamiento de diseño es un enfoque significativo en la investigación sobre el aprendizaje colaborativo mediado por ordenador.This paper presents design thinking as an alternative approach to conduct research on collaborative learning with technology. The underlying premise of the paper is the need to adopt human-centered design principles in research and design of computer-supported collaborative tools. Two research results are described in order to discuss the possibilities and challenges of applying design methods for designing and researching collaborative knowledge building tools. The paper begins by defining collaborative learning with new technologies as a wicked problem that can be approached by adopting a design mindset. Design thinking and particularly research-based design relies on a shared, social construction of understanding with the people who will later use the tools. The key phases in researchbased design (contextual inquiry, participatory design, product design and software as hypothesis) are described and exemplified through the presentation of two research results. The two prototypes presented are the fourth version of the Future Learning Environment (Fle4), a software tool for collaborative knowledge building and Square1, a set of hardware and software for self-organized learning environments. Both cases contribute to the discussion about the role of artifacts as research outcomes. Through these cases, we claim that design thinking is a meaningful ap proach in CSCL research

Innovationin technology-enhanced learning (TEL) is a complex process that requires the active involvement of diverse actors. This paper elaborates on two design innovation approaches that call for the active involvement of stakeholders: co-creation and co-design. While co-creation and co-design are well aligned, they are rooted in different traditions. We argue that co-creation and co-design can contribute to TEL innovation, and we present a design research case based on a research and innovation project that uses co-creation and co-design to innovate in science learning outside the classroom. Based on a qualitative analysis of the project co-creation and co-design outputs, we elaborate on the key differences between co-creation and co-design and highlight the main implications these differences have for TEL innovation.

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