Design Science Research is a research approach that is widely used in information systems, IS, but also in other areas where the development of an artefact is parallel to the development of a theory or methodology for this development. In our research we have developed the model “the learning of a complex concept”, LCC, as a method to analyze learning outcomes, as well intended as experienced by students.

In this paper we will show how this model was developed, and how design science research was used to develop a methodology that may now be used in the iterative design and analysis of learning outcomes. LCC was developed while designing teaching sequences in a course in electrical engineering. The model was derived as a means to analyse videorecordings of students’ actions, during lab-sessions in an electric circuit course in the first year of an electrical engineering program.

The model has contributed to the understanding of learning but also to the design of learning materials, and design science research has improved the methodology. Can this become an especially appropriate methodology for analysis of CDIO-projects? What may be learned, and what is actually learned in a CDIO-project? How can “the learning of a complex concept” (LCC) be used in the iterative design process designing a CDIO-project?