The Evidence Based Curriculum Design Framework: Leveraging Diverse Perspectives in the Design Process

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Philip J Vahey
David Reider
Jillian Orr
Ashley Lewis Presser
Ximena Dominguez


The ubiquity of touchscreen, mobile tablet technology has resulted in a plethora of “apps for learning” yet few leverage the learning sciences as a design driver. This paper describes our approach to integrating the learning sciences with best practices in app design: a design framework that involves researchers and developers in a co-development process to create apps based on research and evidence. Our framework centers around a learning blueprint which is intended to serve as a “boundary object.” This boundary object facilitates a design process that allows the design team to focus on both children’s engagement and learning. Here we describe the challenges that our project team encountered and our approaches to overcome those challenges on the Next Generation Preschool Math (NGPM) project, a development and research effort devoted to creating a supplemental preschool math curriculum supplement with integrated digital apps.


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How to Cite
Vahey, P. J., Reider, D., Orr, J., Lewis Presser, A., & Dominguez, X. (2018). The Evidence Based Curriculum Design Framework: Leveraging Diverse Perspectives in the Design Process. International Journal of Designs for Learning, 9(1), 135–148.
Author Biographies

Philip J Vahey, SRI International

Phil Vahey, Ph.D. is director of mathematics learning systems in SRI International's Center for Technology in Learning (CTL). Vahey's research examines the design of technology-based systems that enhance the learning of conceptually difficult mathematics, as well as how to scale up the use of these systems.

David Reider, Education Design

Principal Partner, Education Design

Jillian Orr, WGBH Education Foundation

Executive Producer, WGBH

Ashley Lewis Presser, EDC

Research Scientist, Center for Children and Technology, EDC

Ximena Dominguez, Digital Promise

Director of Early STEM Research, Digital Promise


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