Linking CSCL script design patterns:
connections between assessment
and learning patterns
Eloy D. Villasclaras1, Davinia Hernández-
Leo2, Juan I. Asensio-Pérez1, Yannis
Dimitriadis1, Alejandra Martínez-Monés1
1GSIC-EMIC group, Universidad de Valladolid
2Pompeu Fabra University
E-LEARNING PATTERNS Workshop

What is this about?
Name
Context
Problem
Forces
Solution
Links to other patterns
2

Introduction (I)
CSCL (Computer
Design before going to the
Supported Collaborative
classroom
Learning)
Apply CL
approach in CSCL macro-
specific scripts
scenarios
3

Introduction (II)
Problem: Complexity of creating scripts
• How to structure collaborative activities?
Solution: Use patterns
• Reuse well known practices
• Documented in patterns
• JIGSAW, PYRAMID, THINK PAIR SHARE
4

Introduction (III)
• Authoring tool: Collage
– Graphical representation
– Support for selection
– Design process
• Positive evaluation
– By non-expert users
5

Design problem
• To add some more complexity…
– … include assessment design
• Learning ↔ assessment
– Characteristics of learning activities determine
types of assessment
– Assessment affects the way students do activities
• Both things should appear in CSCL scripts
6

A pattern-based solution (I)
• Again, use patterns
– Assessment patterns: propose solutions to
assessment-related design problems
• Sequences of activities
• Assessment activities
• Assessment resources and tools
Peer Role
review detection
7

A pattern-based solution (II)
• Design process
Solution to a
problem…
Selection of patterns
Particularization of patterns … without ever doing it
in the same way twice
• Many assessment and learning patterns, but
– How to use them together?
– Documenting links
8

Connecting patterns (I)
Assessment pattern
Assessment pattern
Assessment pattern problem Script
Problem
Problem
Problem
Solution
Solution
Solution
solution
Back to the
pattern
…
Pattern A Pattern B
Configuration… Configuration…
9

Connecting patterns (II)
Information Design tasks
Pattern
selection
Script
Applied
Patterns
Pattern
particularization
•What assessment/learning patterns have been applied?
•How?
10

Connecting patterns (III)
• Links between patterns:
– Generic: Between pairs of patterns
– Config. specific: Taking into account their
configuration
• Source: application of patterns in case studies
• Objective: document experience for designers
11

Example (I)
Enriching Can be used as
discussions by implementation of
generating
cognitive conflicts
Peer
(TELL Pattern Book, 2005)
review
Configure groups
depending on whether
PEER REVIEW is intra-
phase or inter-phase
Pyramid
12

Example (II)
Interesting roles to be
Jigsaw detected determined
by the Jigsaw
Role
Can be used to assess detection
participation in
Structured
space for small The format of
group tasks interaction logs/data
must be compatible
(TELL Pattern Book, 2005)
13

Discussion
• Learning & assessment design
– Need to use in combination different patterns
• For non-expert designers
• Support in software authoring tools
– Model information about script
– Selection, design needs, design inconsistencies…
• Document ways of using pattern vs. creativity
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Thank you!
Contact: Eloy Villasclaras Fernández
evilfer@ulises.tel.uva.es
http://gsic.tel.uva.es/
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