抄録
This study explores the design of “mediating artifacts” to facilitate collaborative learning in small-scale learning communities. Using both Action Research (AR) and Research through Design (RtD), the study aimed to address the tension between the growing discourse of individualism and self-responsibility, and the disjunction observed in practical knowledge of collaborative learning in previous research. The research field was a learning community formed to acquire digital skills, with a focus on its launch and early operational phases. Mediating artifacts included digital tools such as a daily report application and a team knowledge-sharing application, as well as a physical tool called the “Layered Learning Board.” These artifacts were intentionally designed and implemented as part of the learning environment. AR provided a structure for iterative cycles of problem definition, planning, action, and evaluation, while RtD contributed by embedding cycles of designing and prototyping that kept the researcher “within practice.” This dual approach enabled reflection not only on learners’ changes but also on the researcher’s own assumptions and transformations. The findings show that mediating artifacts fostered interpersonal relationships, solidarity, and responsibility among participants, contributing to theory and practice on designing artifacts that foster collaboration, particularly where individual and group benefits are not naturally aligned.
