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Student engagement is significantly related to both retention and learning outcomes. Hence, teachers need to consider how their practices affect student engagement. Applying design-based research (DBR), the purpose of this study was to approach influencers of student engagement and explore how teachers and researchers collaboratively could develop learning activities with learning technologies (LTs) to facilitate this. The intervention included an online assessment application, a virtual learning environment (VLE) and an additional tablet for the teacher. The teacher constantly carried the tablet around and used it to access the students' shared workspace. The intervention was implemented in two classes in an upper secondary school. The study focuses on teachers' experience and instruction. Three observations of the implementation of learning design and intervention evaluations were analysed. The results indicate that the teachers and researchers could design learning activities that facilitate student engagement. Engagement was facilitated as hindrances to engagement were identified and approached. The suggested solutions shaped the design of the learning activity and included LTs which provided insights into the students' learning processes and thereby increased the teacher's ability to scaffold learning and provide timely feedback. The LTs used opened up for additional ways for students to engage with the content, peers and contributions which motivated students to direct their energy toward task. When conditions for learning changed as a result of implementing LTs, both student interaction and teacher practices were affected. However, it was not observed that the teacher would sustain the design without support. This emphasises the need for educational goals and visions to be consistent and communicated to practitioners; otherwise, teachers will not have the guidance needed to advance or evaluate their professional development.

Teachers in their practice make choices grounded in their teaching experience resulting in what could be labelled design solutions. An identified problem is that these design solutions stay at the level of individual solutions and do not reach the teaching community. The aim of this article is to study how teachers´ design solutions can be systematically captured, organized, and communicated through design patterns and a pattern language. Building on participatory design we have together with teachers used and adapted the concept of design patterns and pattern languages as a way of capturing, documenting and communicating design problems and solutions to these. This structured approach led to the teachers seeing connections and interrelations between problems, and that a solution to one of these also helped in alleviating other problems. The formulation of design patterns and proposed pattern languages thus gave the teachers an overview of their practice that would otherwise be difficult to obtain. The content of the design patterns show what problems that are dealt with by the teachers through their design solutions. The structure of the final pattern language shows how problems and solutions are connected to larger goals for the teachers, such as improving the communication with students, as well as the importance of sharing good examples between colleagues.