Daniel Rees Lewis

Daniel Rees Lewis
Northwestern University | NU · Segal Design Institute

Doctor of Philosophy

About

31
Publications
17,416
Reads
How we measure 'reads'
A 'read' is counted each time someone views a publication summary (such as the title, abstract, and list of authors), clicks on a figure, or views or downloads the full-text. Learn more
291
Citations

Publications

Publications (31)
Article
Full-text available
Intelligent tutors based on expert systems often struggle to provide formative feedback on complex, ill-defined problems where answers are unknown. Hybrid crowdsourcing systems that combine the intelligence of multiple novices in face-to-face settings might provide an alternate approach for providing intelligent formative feedback. The purpose of t...
Article
Full-text available
Since the first descriptions of design research (DR), there have been calls to better define it to increase its rigour. Yet five uncertainties remain: (1) the processes for conducting DR, (2) how DR differs from other forms of research, (3) how DR differs from design, (4) the products of DR, and (5) why DR can answer certain research questions more...
Article
Full-text available
p class="normal">Design research (DR) promises to simultaneously solve practical problems of education and develop theory to guide future interventions. However, educational DR remains paradigmatically underdeveloped, making it difficult to train new researchers, to agree upon what makes a theoretical contribution, and to promise clear outputs to f...
Conference Paper
Full-text available
Creativity support tools help learners undertake creative work, such as facilitating coaching by creative professionals. How might we design creativity support tools that in-crease learners' access to coaching by creative professionals? This study took place in an extracurricular project-based learning program where students were co-located, and me...
Article
Full-text available
Since the first descriptions of design-based research (DBR), there have been continued calls to better define DBR and increase its rigor. Here we address four uncertainties about DBR: (a) the phases of the DBR process, (b) what distinguishes DBR from other forms of research, (c) what distinguishes DBR from design, and (d) the characteristics of DBR...
Poster
Full-text available
Theoretical lens: We take a reflective practitioner lens (Schon, 1984) which views design practice as a process of back-talk, in which the designer engages with and reacts to the design situation. Research question: Can increasing cadence and slicing encourage K-12 teachers doing lesson study to engage in more iterative reflective practices? Contex...
Conference Paper
Full-text available
Human-Centered Design (HCD) is a growing field that has the potential to positively impact students' learning. A general consensus on the terms, practices, scaffolds, and assessments of HCD can foster its effective implementation in K-12 and post-secondary education. This session brings together researchers whose work is focused on implementing HCD...
Article
Full-text available
Learning diabetes mellitus (DM) survival skills is critically important, especially for those newly diagnosed upon discharge. COVID-19 has created new educational challenges, as DM self-management education and support is difficult to deliver remotely and can be time intensive. Content and format have not been re-designed for remote delivery; howev...
Conference Paper
Full-text available
This study highlights an opportunity for novice-based collective intelligence efforts to tackle increasingly complex, ill-structured tasks—a necessary condition for mobilizing broad sectors of society to solve societal problems through collective intelligence. Specifically, we offer initial evidence that collective intelligence efforts that rely pr...
Conference Paper
Full-text available
Educational Design-Based Research (DBR) methodologists stress that DBR teams should iterate in order to create desirable designs and impactful theory. Effective iteration helps DBR teams understand stakeholder goals and quickly reject both designs stakeholders do not want and less impactful theory. However, we in the learning sciences have not defi...
Poster
Full-text available
To investigate how we might expand learning environments to include professionals to coach students enacting disciplinary practices, we created StandUp, a socially-shared regulation of learning (SSRL) system. We implemented StandUp in an undergraduate design program with 3 student teams and 5 volunteer professionals. We captured 12 online coaching...
Poster
Full-text available
Design disciplines require iteratively defining the problem, and building and testing solutions-consequently design requires regularly planning. However, we do not have frameworks to assess design planning. We propose Team Planning Trajectories (TPT)-a technology assisted formative assessment framework for planning in design classrooms.
Article
Full-text available
Authentic project-based learning (APBL) is a highly effective way for instructors to help students learn disciplinary skills, modes of thinking, and collaborative practices by creating solutions to real-world problems for real users and clients. While educational technology innovations can bolster APBL by making a promising but challenging pedagogy...
Article
Full-text available
Novices learn innovation best through project-based learning (PBL), working in face-to-face teams to tackle real-world problems. Yet, real-world projects are complex, stressful, and especially challenging for novices. Online communities could provide social support to motivate novices, but it is unclear how to design online communities to support f...
Conference Paper
Full-text available
Solving real-world highly ill-structured problems involves iteration: gathering information, building, testing, and revising products, experiments, and theories. However, we do not know how to create learning environments to teach iteration for highly ill-structured problems. How might we help student teams effectively iterate for highly ill-struct...
Conference Paper
Full-text available
Across domains from science to civics, experts plan to solve real-world problems iteratively. Despite the importance of strategic iteration, we lack precise understandings of effective iterative planning and novice challenges, making it difficult to assess formatively and therefore to teach. We conducted design-based research to understand iterativ...
Article
Full-text available
Learning communities (LCs) can provide authentic, social learning experiences but require an extensive amount of time and effort to orchestrate, often more than instructors can provide in typical university courses. Extracurricular, undergraduate, student-led learning communities (SLLCs) overcome this cost through volunteer peer-instructors. Unfort...
Article
Full-text available
We may be able to educate social designers who can design for human needs through social innovation networks (SINs). SINs engage in three interrelated activities of: supporting design teams’ project-based learning, supporting the leadership in studio-based learning communities, and continuous network improvement. SINs face challenges in diffusing s...
Article
Full-text available
To provide the substantial support required for project-based learning (PBL), educators can incorporate professional experts as design coaches. However, previous work shows barriers incorporating design coaches who can rarely meet face-to-face: (a) communication online is time-consuming, (b) updating coaches online is not perceived as valuable, (c)...
Conference Paper
Full-text available
Undergraduate research experiences enhance learning and professional development, but providing effective and scalable research training is often limited by practical implementation and orchestration challenges. This paper intro- duces Agile Research Studios (ARS)—a socio-technical system that expands research training opportunities by support- ing...
Conference Paper
Full-text available
Undergraduate research experiences enhance learning and professional development, but providing effective and scalable research training is often limited by practical implementation and orchestration challenges. We demonstrate Agile Research Studios (ARS)---a socio-technical system that expands research training opportunities by supporting research...
Data
Design research educators give students real-world problems to prepare them to innovate upon graduation. Educators typically spend significant time scoping real- world projects for students. Furthermore, students should graduate with the ability to scope projects. By supporting students to scope we can simultaneously teach a vital ability and reduc...
Conference Paper
Full-text available
Design research educators give students real-world problems to prepare them to innovate upon graduation. Educators typically spend significant time scoping real-world projects for students. Furthermore, students should graduate with the ability to scope projects. By supporting students to scope we can simultaneously teach a vital ability and reduce...
Article
Full-text available
Groups of novice critiquers can sometimes provide feedback of the same quality as a single expert. Unfortunately, we do not know how to create systems for novice group critique in design education. We tested whether 4 principles: write-first scripts, critique prompts, interactive critiquing & formative framing, allow us to create systems that combi...
Conference Paper
Full-text available
Civic innovators design real-world solutions to societal problems. Teaching civic innovation presents serious challenges in classroom orchestration because facilitators must manage a complex learning environment (which may include community partners, open-ended problems and long time scales) and cannot rely on traditional classroom orchestration te...

Network

Cited By

Projects

Projects (4)
Project
Student-led learning communities are increasingly common; these extracurricular learning environments give undergraduates experiences working to solve real-world design and policy problems. In student-led learning communities, students with relative expertise serve as peer-instructors, which probably shapes instruction differently than in teacher-led learning communities. Yet we know little about the nature and challenges of this kind of peer-instruction. In this project, we use a qualitative case study of peer instruction in one student-led learning community to develop a theoretical model of instruction in this context. We also identify design opportunities for better supporting this instruction.