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Creating Design Knowledge in Educational Innovation
by Dwayne Ripley
Theory, Methods, and Practice
Published Work
We've all been taught and we've all learned but have you ever been taught how to learn?
I'm an educational researcher, teacher, and learning consultant. I help people become expert learners so they can thrive in a technologically-led, rapidly-changing workplace.
Book Chapters
- Ripley, D., Arthars, N., Khosronejad, M., & Markauskaite, L. (2025). Co-Designing for Learning Across Disciplines: Bringing Students’ Perspectives into Design Principles via Relational Design. In Christensen, I.M.F, Markauskaite, L., Bonderup Dohn, N., Ripley, D., & Hachmann, R. (Eds), Creating Design Knowledge in Educational Innovation: Theory, Methods and Practice. Routledge.
- Ripley, D. (in print). An Institutional Ecology of Interdisciplinary Education: Learning, Cultures, and Change. In Spence, N., Markauskaite, L., Wrigley, C., and Goodyear, P. (Eds.), Making Spaces for Interdisciplinary Research and Education: An Ecological Approach. Routledge.
Journal Articles
- Ripley, D., Markauskaite, L., & Goodyear, P. (2026). Variation in approaches to interdisciplinary teaching and learning: a phenomenographic investigation. Teaching in Higher Education, 31(4), 744–761. https://doi.org/10.1080/13562517.2025.2589315
- Ripley, D., Markauskaite, L., & Goodyear, P. Interdisciplinary course design processes: a phenomenographic study of course leaders’ experiences. Australian Educational Researcher, 53, 7 (2026). https://doi.org/10.1007/s13384-025-00939-w
- Ripley, D., Markauskaite, L. Course leaders’ conceptions of the purpose of interdisciplinary education. Higher Education, 90, 957–976 (2025). https://doi.org/10.1007/s10734-024-01360-5
- Ripley, D., Markauskaite, L., & Goodyear, P. (2024). A phenomenographic exploration of course leaders’ understandings of interdisciplinarity. Studies in Higher Education, 49(11), 2208–2221. https://doi.org/10.1080/03075079.2023.2293932
Conference Papers
- Odgaard, A.B., & Ripley, D. (2022). Participatory research approaches on design principles for emergent learning. European Association for Research on Learning and Instruction SIG 10, 21 & 25 Conference 2022, Belgrade, Serbia.
- Markauskaite, L., Ripley, D., Arthars, N., & Khosronejad, M. (2021). Co-designing for learning across disciplines: Design principles for student-led innovation. European Association for Research on Learning and Instruction 2021; Online Conference.
- Ripley, D., & Arthars, N. (2021). Maximizing the value of PhD data sets in educational research. Australian Association for Research in Education (AARE) Conference; Online.
- Blair, A., Collien, D., Ripley, D., & Griffith, S. (2017). Constructivist simulations for path search algorithms. Conference of the Australasian Association for Engineering Education (AAEE 2017). Manly, Australia.
Creating Design Knowledge in Educational Innovation
Getting ahead in life isn’t about what you know anymore–it’s about your capacity to learn. ‘Best practices’ don’t hold up in work that is characterized by complexity, uncertainty, misinformation, and contradiction. You need to become capable of framing problems, designing inquiry, and creating new knowledge to deal with emerging problems and chaning work environments. We are accustomed to learning for work and in work, but increasingly, learning is the work.
Published Date:
Dwayne Ripley
Corporate Consultant
Sydney
Australia
,
I also work as a corporate consultant and advisor in educational technology for the Tantalus Group, a global communications consultancy.
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Dwayne Ripley
We’ve all been taught and we’ve all learned but have you ever been taught how to learn?
I’m an educational researcher, teacher, and learning consultant. I help people become expert learners so they can thrive in a technologically-led, rapidly-changing workplace.
Getting ahead in life isn’t about what you know anymore–it’s about your capacity to learn. ‘Best practices’ don’t hold up in work that is characterized by complexity, uncertainty, misinformation, and contradiction. You need to become capable of framing problems, designing inquiry, and creating new knowledge to deal with emerging problems and chaning work environments. We are accustomed to learning for work and in work, but increasingly, learning is the work.
I’ll teach you how to learn.
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