The philosopher, John Dewey, said that “A problem well stated is a problem half solved.” The main goal of analysis during this phase of educational design research is problem definition. Through contextual analysis and needs assessment, as well as literature review, initial perceptions of the problem are refined and causes for the problem are explained. In a complementary vein, the oceanographer, Edith Widder, said that “Exploration is the engine that drives innovation.” The main goal of exploration, which is often conducted alongside analysis activities, is to seek out and learn from how others have viewed and attended to similar problems. Exploration is often conducted through site visits, professional meetings, and networking.