“…an intermediate step between scientific findings, which must be generalized and replicable, and local experiences or examples that come up in practice. Because of the need to interpret design principles, they are not as readily falsifiable as scientific laws. The principles are generated inductively from prior examples of success and are subject to refinement over time as others try to adapt them to their own experiences. In this sense, they are falsifiable; if they do not yield purchase in the design process, they will be debated, altered, and eventually dropped” (Bell et al, 2004, p. 83, in Kali, 2009).
"We use feature to refer to any effort to use technology to advance learning. In particular, we use feature to describe designed artifacts, or parts of artifacts, such as modelling tools, simulations, micro-worlds, visualizations, collaboration tools, games, and assessment tools. We define a learning environment as a system that incorporates a set of features along with a navigation system and curriculum materials. We use design principle to refer to an abstraction that connects a feature to some form of rationale. Design principles can be at several levels of specificity. Principles can link to one feature, to several features, and can link several principles together. Design principles emanate from and connect to theories of learning and instruction." http://www.edu-design-principles.org/dp/aboutDPD.php
Kali, Y. (2009), The Design Principles Database as means for promoting design-based research, in Anthony E. Kelly; Richard A. Lesh & John Y. Baek, ed., 'Handbook of design research methods in education' , Routledge, New York , pp. 423-438 . http://www.edu-design-principles.org/docs/publications/DPD_in_DBR.pdf