A Critical Perspective on Design Patterns for E-Learning

2011 ◽  
pp. 113-143 ◽  
Author(s):  
Franca Garzotto ◽  
Symeon Retalis
Keyword(s):  
Design Pattern ◽  
Design Patterns ◽  
Learning Objects ◽  
Learning Design ◽  
Critical Perspective ◽  
Textual Representations ◽  
E Learning ◽  
Pros And Cons ◽  
Learning Professionals

“A design pattern describes a problem which occurs over and over again in our environment, and then describes the core of the solution to that problem, in such a way that you can use this solution a million times over, without ever doing it the same way twice” (Alexander et al., 1977). In the field of e-learning, design patterns are frequently advocated as a powerful way of providing structured, teacher-friendly, textual representations of learning designs, or of expressing the design rationale underlying learning objects. The purpose of this chapter is to look at e-learning design patterns from a critical perspective. We provide a historical, multidisciplinary excursus of the notion of design patterns. We propose a taxonomy of e-learning design patterns, providing examples in the various categories. Finally, we discuss both the benefits of design patterns for e-learning professionals (particularly, novice ones) and their drawbacks, and investigate how such pros and cons may affect the role of patterns for learning designs.

Using Design Patterns to Support E-Learning Design

2011 ◽  
pp. 144-166 ◽  
Author(s):  
Sherri S. Frizell ◽  
Roland Hübscher
Keyword(s):  
Best Practices ◽  
Design Pattern ◽  
Design Patterns ◽  
Future Research ◽  
Design Knowledge ◽  
Learning Design ◽  
E Learning

Design patterns have received considerable attention for their potential as a means of capturing and sharing design knowledge. This chapter provides a review of design pattern research and usage within education and other disciplines, summarizes the reported benefits of the approach, and examines design patterns in relation to other approaches to supporting design. Building upon this work, it argues that design patterns can capture learning design knowledge from theories and best practices to support novices in effective e-learning design. This chapter describes the authors’ work on the development of designs patterns for e-learning. It concludes with a discussion of future research for educational uses of design patterns.

Using Design Patterns to Support E-Learning Design

2011 ◽  
pp. 114-134 ◽  
Author(s):  
Sherri S. Frizell ◽  
Roland Hübscher
Keyword(s):  
Best Practices ◽  
Design Pattern ◽  
Design Patterns ◽  
Future Research ◽  
Design Knowledge ◽  
Learning Design ◽  
E Learning

Design patterns have received considerable attention for their potential as a means of capturing and sharing design knowledge. This chapter provides a review of design pattern research and usage within education and other disciplines, summarizes the reported benefits of the approach, and examines design patterns in relation to other approaches to supporting design. Building upon this work, it argues that design patterns can capture learning design knowledge from theories and best practices to support novices in effective e-learning design. This chapter describes the authors’ work on the development of designs patterns for e-learning. It concludes with a discussion of future research for educational uses of design patterns.

The Potential of IMS Learning Design in E-Learning

2011 ◽  
pp. 65-78
Author(s):  
Diana M. Ragbir ◽  
Permanand Mohan
Keyword(s):  
Learning Process ◽  
Learning Objects ◽  
Learning Design ◽  
Design Specification ◽  
Instructional Needs ◽  
E Learning ◽  
Learning Scenarios ◽  
Actual Learning

This chapter presents the IMS Learning Design Specification and explains how it can be used to enhance the effectiveness of e-Learning scenarios. It shows how to assemble a learning design using elements of the learning process and chunks of content known as learning objects. The chapter proposes several learning design services that can potentially improve the pedagogical expressiveness of the current Learning Design Specification. It also discusses the possibility of storing learning designs in a repository and adapting and personalizing learning designs according to the instructional needs of individual learners. It is hoped that researchers and practitioners will understand how it is possible to go beyond learning objects and create learning designs that more accurately reflect the actual learning process of students and thus appreciate the value in extending the learning design specification to improve pedagogical effectiveness.

Building Interactive and Immersive Imagery

2010 ◽  
pp. 169-200
Author(s):  
Shalin Hai-Jew
Keyword(s):  
Learning Objects ◽  
Digital Learning ◽  
Virtual Spaces ◽  
E Learning ◽  
Digital Learning Objects

The influence of immersive gaming and simulations on e-learning cannot be understated. While there has been some successful harnessing of interactivity and immersive spaces for e-learning, more awareness of related fundamentals may enhance e-learning. This chapter discusses the role of graphics in interactivity (live and automated) and immersion and strategies for creating effective interfaces, virtual spaces, contexts, agents, and 3D digital learning objects.

scholarly journals Online and Collaborative Learning Design model based on IMS-LD to Stimulate Collaborative Learning in E-learning Environments

2015 ◽  
Vol 6 (4) ◽  
pp. 15-23 ◽  
Author(s):  
Abderrahim EL MHOUTI ◽  
Mohamed ERRADI .
Keyword(s):  
Collaborative Learning ◽  
Learning Environments ◽  
Collaborative Design ◽  
Subjective Evaluation ◽  
Learning Objects ◽  
Design Model ◽  
Modeling Languages ◽  
Learning Design ◽  
E Learning ◽  
Set Up

In the e-learning field, there is an urgent need for the sharing, reuse and design of online courses as learning objects. However, in the vast majority of cases, e-learning courses are built in a manner that not stimulating cooperation, interaction, and collaborative learning. The primary aim of this paper is to develop a strategy for constructing learning objects, strategy targeted at supporting instructors in designing educational contents in order to promote collaborative learning in e-learning environments. A key challenge in this work is the definition of a new method of learning design of e-learning contents to stimulate collaborative learning. In addition, we introduce a general model of online and collaborative learning design. Model is based on the methods of instructional design and Educational Modeling Languages, particularly the IMS-LD specification. Firstly, the paper presents the online and collaborative design process of a content based on a life cycle adapted. Then, the paper describes the steps of the modeling process of content. Finally, the paper exposes the adopted technical choices and a first prototype is set up to provide a subjective evaluation of the new framework.

scholarly journals Embedding Design Patterns in a Methodology for a Design Science of E-Learning

2011 ◽  
pp. 107-134 ◽  
Author(s):  
Yishay Mor
Keyword(s):  
Design Patterns ◽  
Participatory Design ◽  
Design Research ◽  
Design Science ◽  
Pattern Language ◽  
Learning Design ◽  
Methodological Framework ◽  
Research Projects ◽  
Collaborative Reflection ◽  
E Learning

This chapter argues for a design science paradigm of e-learning, and offers a pattern-based methodological framework for such a paradigm. As a concrete manifestation of the framework, the chapter presents a pattern language for collaborative reflection and participatory design workshops, which has been developed for and used by several e-learning design research projects.

Building Interactive and Immersive Imagery

2011 ◽  
pp. 1682-1711
Author(s):  
Shalin Hai-Jew
Keyword(s):  
Learning Objects ◽  
Digital Learning ◽  
Virtual Spaces ◽  
E Learning ◽  
Digital Learning Objects

The influence of immersive gaming and simulations on e-learning cannot be understated. While there has been some successful harnessing of interactivity and immersive spaces for e-learning, more awareness of related fundamentals may enhance e-learning. This chapter discusses the role of graphics in interactivity (live and automated) and immersion and strategies for creating effective interfaces, virtual spaces, contexts, agents, and 3D digital learning objects.

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