Across a broad range of design professions, there has been extensive research on design practices and considerable progress in creating new computer-based systems that support design work. Our research is focused on educational/instructional design for students' learning. In this sub-field, progress has been more limited. In particular, neither research nor systems development have paid much attention to the fact that design is becoming a more collaborative endeavor. This paper reports the latest research outcomes from R&D in the Educational Design Studio (EDS), a facility developed iteratively over four years to support and understand collaborative, real-time, co-present design work. The EDS serves to (i) enhance our scientific understanding of design processes and design cognition and (ii) provide insights into how designers' work can be improved through appropriate technological support. In the study presented here, we introduced a complex, multi-user, digital design tool into the existing ecology of tools and resources available in the EDS. We analysed the activity of four pairs of ‘teacher-designers’ during a design task. We identified different behaviors - in reconfiguring the task, the working methods and toolset usage. Our data provide new insights about the affordances of different digital and analogue design surfaces used in the Studio.

This work was funded by the Australian Research Council (Laureate Fellowship Grant FL100100203) and by the Spanish Ministry (TIN2014-53199-C3-3-R, MDM-2015-0502). Studies presented in this paper were conducted under human ethics protocol number 2012/2794, entitled “Learning, technology and design: architectures for productive networked learning - Using complementary methods of analysis".