Evaluating Learning Designs through the Formal Representation of Pedagogical Patterns

To test the approach, in this chapter, we present the way in which several learning theories can be mapped onto the Conversational Framework, and use this to provide the means by which instances of learning design practice can be pedagogically evaluated in a systematic and computationally interpretable way. The chapter concludes with the early findings from the thinking-prototype tests of evaluative capability of the framework.

Embedding Design Patterns in a Methodology for a Design Science of 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.

A First Glimpse at the Whole

This chapter proposes an interesting discussion on how to transfer design patterns from architecture and software engineering to education. Computer scientists and pedagogues try to define patterns and pattern languages suitable for educational needs. The main goal of their work is to enhance quality and to foster best practices of teaching. Arguably, talking about a pedagogical pattern language requires definitely thinking about and describing its taxonomy, in other words, we have to think about a “grammar,” a set of logical and structural rules that govern the composition of meta-patterns, patterns and subpatterns like sentences, phrases, and words in any given natural language. Analyzing an exemplary educational scenario, this contribution will demonstrate the applicability of Alexander’s fifteen properties of living centers in education and intends to open discussion and reflection about the important role of an educational taxonomy for classifying existing pedagogical patterns.

Patterns of Social Practice

In this chapter, the application of patterns in the context of social practice will be considered from a psychological point of view. After briefly introducing the history of patterns, this chapter will discuss the specific conditions that apply for formulating and using patterns of social practice, as well as the benefits and challenges of their application. This discussion will result in four main challenges. In order to address them, the chapter presents psychological approaches that deal with the relevant issues and help to understand potential benefits of patterns of social practice. It concludes with some remaining open questions for future research. The entire chapter focuses on the structure that patterns provide, and how this structure supports the communication, exchange, and learning of social practice. The discussion of pattern writing processes (e.g., the process of shepherding) would need a motivational and practical consideration rather than a cognitive psychological one.

Didactic Design Pattern

According to the theory of moderate constructivism, learning processes contain a social dimension. In this context, a continuous feedback is essential for supporting (students’) learning. Especially, digital learning environments should offer ways to give and receive feedback, because they lack the possibilities of personal interaction. The pattern presented in this chapter captures a best practice on evaluating certain aspects of the learning process in regard to the learning content and learning atmosphere. Feedback on the content is given non-anonymously in a discussion forum, whereas the learning atmosphere is rated anonymously within a virtual learning environment. The pattern captures a specific, didactic driven method within a learning environment and is therefore particularly useful for lecturers who want to give and receive feedback on specific learning topics, and lecturers who want to gain an insight in their student’s learning emotions.

Visualizing Learning Processes Using Didactic Process Maps

In order to keep DPM as simple and easy to use as possible an approach following the 80:20-principle (pareto-principle) has been chosen: essential properties of the pattern and the learning processes must be visualizable while unessential and rare used properties have to be left out. They can be communicated literally and negotiated orally. With this principle in mind, the DPM approach distinguishes itself from existing efforts for an exhaustive learning process description language and fits well into the design pattern approach.

Design Patterns as Guidance for Designers of Groupware used by Team for the Development of Innovative Products

This chapter proposes a design pattern based on the Six Thinking Hats Creativity technique to foster the collaboration among specialists of various fields. It exemplifies the value of pattern languages for the work in multidisciplinary teams and discusses how the proposed pattern helped in a design project in which a groupware system is developed. Following the structure of flow design patterns, the Six Thinking Hats Technique is described in the pattern format taking the problem context and its forces into account. In its solution part, the pattern describes the types of tasks as well as the types and structure of groups for each of the various roles defined by this creativity technique. The core solution of the present pattern is to shift between various perspectives and to incorporate multiple views of the stakeholders.

Computer Assisted Assessment Patterns for Different Target Users

In e-learning, a large diversity of patterns are proposed for different types of target users (e.g. teachers, developers, etc.), although in some cases these potential users are not clearly defined. The context of study in this chapter is focused on Computer Assisted Assessment (CAA) processes. Within the large number of methods to assess learning, the use of eQuestionnaires that make use of technical assessment specifications such as IMS Question and Test Interoperability (QTI) are studied. We analyze how the design, creation and use of question items in a CAA process are structured in stages where different users are involved. According to each user and his/her problem, a specific good practice can be applied. This information can be organized in a pattern. In this chapter, three potential patterns addressed to three different target users who work in the integration of new opportunities on CAA using multimedia Web 2.0 services in an eQuestionnaire are addressed. Each pattern belongs to a different pattern language; however, they are complementary and dependent among them. This chapter includes a preliminary survey study to identify whether the use of patterns can improve the tasks and relations among users in CAA processes. The evaluation results indicate that users recognize the potential use of patterns to support the sharing of good practices.

Linking CSCL Script Design Patterns

Among the fields in which design patterns have been applied, the design of CSCL scripts has received the attention of the e-learning research community. The usage of design patterns is justified by the complexity of the task of planning collaborative learning scenarios. Making this task even more complex, planning assessment activities and/or resources is one of the aspects that need to be taken into account in the design of a CSCL script. Focusing on this issue, this chapter deals with the application of learning and assessment patterns along with the creation of such scripts. More specifically, this chapter is focused on the potential benefits of using detailed information concerning the relationships between assessment and learning patterns. Different types of links between CSCL scripting design patterns are illustrated, and finally this chapter discusses the possibilities of using them in CSCL script authoring software tools.

Perspectives on Patterns

Patterns are systematic approaches to documenting and classifying recurrent problems and their solutions. Patterns are usually based on empirical observations of good practices. This chapter provides a brief introduction to the core concepts of patterns, and distinguishes between patterns in the real world, patterns in the heads of designers, and pattern descriptions. It starts with basic definitions and explains the relationship between context, problems, forces, and solutions. Key concepts such as connecting patterns into pattern languages, finding whole forms, and sharing best practices among peers are elaborated. To distinguish between patterns in the world, in the heads of designers and in documentations it introduces a vocabulary that may clarify the different meanings of the term “pattern” in the context of design. A discussion of how patterns are recognized and induced by practitioners resolves why there are patterns at different levels of granularity and abstraction. Schema theory provides a theoretical framework to understand how successful strategies of problem solving are stored in the mind of an expert. To share this knowledge, patterns can be described in various ways using different pattern formats or templates. While there are many benefits of the pattern approach, both the pattern author and the pattern user face some challenges. Therefore some of the major benefits and challenges are discussed at the end of the chapter.