Didactic Design Pattern "Highlights
2008
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Abstract
The core intention of the pattern is to enrich the learner‘s perspectives by giving and receiving feedback through peer-review.
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2012
This paper introduces a user-driven approach to designing new educational formats including new media for learning. Focus will be on didactic design involving the use of information technology as a means of mediating, augmenting or even fundamentally changing teaching and learning practices. The two key points in the article are the introduction of a Quadrant-Model, and the understanding of the user as a construction.
Proc. 23rd ASCILITE Conference, Sydney, …, 2006
In this paper we analyse the use of patterns across a number of fields including architecture, software development and educational technology design. Focusing on the reusability of a pattern outside its area of development, we have identified several issues related to the context and the value system of a pattern. The paper draws together lessons learned from different fields where patterns are already used and described. We conclude with a recommendation of pattern descriptors and guidelines which improve their applicability in varying value systems.
Technology-Enhanced Learning: Design Patterns and Pattern Languages, 2010
Embedding Experiential Learning and Constructivism into E-learning Courseware Creating e-learning courseware design so as to make best use of learning theories can add complexity to an already complex design task. By using pedagogy distilled from two learning theories as a design philosophy, this research outlines how to embed these theories into “design for pedagogy” patterns for e-learning. These design patterns cater not only for the designers of e-learning courseware, but also for those tutors/academics that use it. This paper discusses the development of the “design for pedagogy” pattern and a reflective inquiry based on experiential learning on the task of creating a tool to help write the pattern, a “pattern pack”. The “pattern pack” uses an experiential learning approach to teach pattern writers how to extract pedagogically-based design solutions and teaching practices from courseware and peer-reviewed literature. It is used to write a pattern for e-learning forums.Writers need knowledge of the pedagogical theories, current research on best practice and examples of forums from which to extract visual and interactive design and pedagogical elements. The “pattern pack” contains instructions,background readings and two sets of cards. One set of cards identifies design elements seen in e-learning courseware(menu navigation, threaded discussion pages, etc.) and the other identifies pedagogical practices based on experiential learning and constructivism (abstract conceptualization, active experimentation, reflection etc). E-learning forums are examined and a hierarchy is created using the cards, like a flowchart. The cards enable the organization of the visible design elements linked with the supporting pedagogy. The hierarchy is recorded for each of the three forum examples and writers reflect on the hierarchies. Recurring design and pedagogical elements are identified. These are in turn organized into a hierarchy and this is used to write the design for pedagogy pattern.
2007
The patterns movement in software design has provided a framework for codifying and communicating solutions for commonly encountered design challenges. Design patterns are not intended to be only entries in a cookbook, however; they emerge by following good design principles to balance the forces present in a software development context. According to the authors' experience, design patterns are best presented in concert with the design principles that bring them to life. This paper discusses the interrelation between design patterns and principles and reports on a pilot course in teaching the principles and patterns of software design that, after two successful semesters, has recently been adopted as a requirement in a newly inaugurated bachelor's degree in software engineering.
2015
In order to progress in educational development, digitaldidactical designs area promising approach. Ourthreestudies show principlesof new designs including a) new learning goals where more than one ...
2008
While design patterns have their roots in architecture, they have successfully been adopted for software design and analysis. In the field of pedagogy and technology-enhanced learning, some recent design pattern initiatives have raised several questions regarding features, notations, scopes, languages, reuse and usability of patterns and pattern repositories. In this paper we address the question what qualities and features patterns and repositories need to have in order to be usable and reusable from the users' perspective. The reasoning will be illustrated by tracing a concrete pedagogical goal/request through the phases and steps of the proposed pattern application cycle. The users' view as illuminated in the paper is intended to enrich pattern providers by experiences and insights resulting from considering the users' perspective.
Computers and Advanced Technology in Education, 2012
Teaching is changing in deep, due to, on one hand, the evolutions of the society expectations and, on another hand, the widely spreading of new technologies. By the way, teachers and trainers need now to structure and formalize their internal designs and should become designers but do not have the competence. We aim to help them during the instructional design process. In that way we propose some methods and tools to support the scenario design activity and the implementation of the resulting models. We present an adaptive user-centered pattern-based learning design approach and the editor tool to support it. A case study is proposed to illustrate the design process.
This chapter describes the work in progress of the three-year research project titled Learning Design Support Environment (LDSE – www.ldse.org.uk), started in October 2008. The aim of the LDSE project is to develop the means for helping teachers to get to grip with learning design, both, conceptually and technologically. The problem is that the teachers have been neglected in terms of finding the kinds of tools, digital online tools, that would help them to benefit from what technology now offers, and what is demanded of them in terms of how they make use of technology (HEFCE 2005; HEFCE 2006). In the following sections of this chapter we review the literature on design principles, and, pedagogical patterns description and representations, that informs the consequent proposal for, and a test of the Conversational Framework (Laurillard 2002) as the evaluative framework of the kind described above.

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