How do we effectively design digital learning for educational settings, taking account of the rapid changes and innovations in educational technology and emerging, best educational practice and research? How do we systematically effect educational change, informed by the exigencies of our practice contexts yet at the same time inspired by relevant philosophy and theory? One methodology that can help to enable and support this type of educational technology research and development is design-based research (DBR) (The Design-Based Research Collective, 2003; Reeves, Herrington & Oliver, 2005). Inspired and framed by Dewey’s idea of ‘intelligent experimentation’ (Dewey, 1910, 1933; Hoadley, 2005), this talk presents a number of examples of DBR in action, across a diverse array of real-world educational contexts. The design innovations to be discussed include: digital storytelling to enhance reflective practice within a graduate teacher education programme (Thompson Long & Hall, 2015); collaborative and problem-based learning in undergraduate mathematics education (Flynn & Hall, 2015; Hall, 2016); mobile learning to augment the teaching of English literature with pupils in secondary schools (Flanagan, 2015); and the implementation of systemic change to facilitate and promote ’21st Century’ learning in an adult and continuing education college (Higgins, 2015). Situated in terms of McKenney & Reeves’ (2012) generic, integrative model of educational design research, the presentation addresses each innovation, exemplifying both the products and processes of the DBR in action, and the respective local and general outputs of the technology-mediated interventions, set within their emergent, naturalistic contexts of learning.