Prieto et al., 2010 - Recurrent Routines in the Classroom Madness


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Presentation of the paper at the "Current challenges in learning design and pedagogical patterns research" symposium in the NLC 2010 conference in Aalborg, Denmark

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  • CompendiumLDdiagrammadebyresearchers “afterthefact”This relates tothesymposiumobjective of howto use designs and bywhom: Ourteachers’ designs are incomplete, implicit… itisdifficultforthemtothinkaboutall LD aspects in advance. Time as animportantconstraint.
  • Routines as teacheractivitypatterns in theorchestration of theclass (seeConole, 2010)
  • Diagram as our way of representing, not only LD, but also how that gets translated to practice (relates to symposium objective of representing designs)Taken from (Dillenbourg & Hong, 2008) – a way for describing social structure of CSCL scriptsDiagram as a variant of the task-swimline representation (Conole, 2010)Concept of routines:recurrent elements of practice in the design and enactment of the activities. Different from patterns in the level of granularity and formalization.Steps:Initial template: temporal transcourse, social levelsDesign: designed tasks and routinesBridging the gap: enacted parts to go from the design to a real enactmentEmergent elements: not derived from the design, but from the classroom occurrences and opportunities
  • Thescope of application can dependonsubjectmatter (ref. toRetalis et al., 2010)
  • Theusefulness of routinesisparalleltotheusefulness of patternsTheCReA-TICinitiative relates tothesymposiumobjective of sharing and discussingdesigns (and enactments!) using web2.0 approach
  • Prieto et al., 2010 - Recurrent Routines in the Classroom Madness

    1. 1. UNIVERSITY OF VALLADOLID<br />GSIC/EMIC<br /><br />Recurrent routines in the classroom madness:pushing patterns past the design phase<br />Luis P. Prieto<br />Sara Villagrá-Sobrino<br />YannisDimitriadis<br />Iván M. Jorrín-Abellán<br />Alejandra Martínez-Monés<br />RocíoAnguita-Martínez<br />Aalborg, May 4th, 2010<br />
    2. 2. 2<br />What is this about?<br />Enactment<br />Design<br />How do teachers go from one to another?<br />What role do LD and pedagogical patterns have?<br />Can we help teachers in going from one to the other?<br />Helping them to design new activities<br />Helping them to enact others’ designs<br />
    3. 3. 3<br />Who are we?<br />Working in LD and patterns, specially in CSCL<br />Collage authoring tool for IMS-LD<br />Collaborative Learning Flow Patterns<br />Focus on (non-expert) teachers<br />Studies in authentic settings (primary, higher education)<br />
    4. 4. 4<br />The experiences<br />Part of a qualitative case study (Stake, 1995)<br />Context: 1ary school, rural setting, abundant tech resources<br />Cigalesschool<br />GroupScribbles (GS)<br />
    5. 5. 5<br />From designs…<br />High-level<br />Recurrent design routines<br />
    6. 6. 6<br />… to enactment<br />We found recurrent routines in…<br />Making the design concrete<br />Improvised parts<br />
    7. 7. Taken from (Dillenbourg & Hong, 2008), and modified<br />Can be seen as a variation of task-swimline representation<br />7<br />Representing the enactment<br />
    8. 8. 8<br />Discussion pushing patterns past the design phase<br />Limited set of enactment routines<br />can be seen as solutions to recurrent problems (patterns)<br />Possibility of a “routine language” to help teachers improve practice and communicate<br />To guide practice and make practice explicit<br />Routines as a tool (mediating artifact) for enacting CSCL activities<br />Open questions<br />Granularity of these enactment patterns<br />Level of formalization of these patterns<br />Scope of application of the routines: contexts, subject matters, educational levels<br />Technological exploitation of the patterns<br />
    9. 9. 9<br />Conclusions, current & future work<br />Design is important, but enacting it is even more important<br />Can we (tool designers, instructional designers) help in making designs more meaningful for teachers? <br />Usefulness of routines to make practice explicit<br />For teachers, to reflect on practice<br />For researchers, as an analysis tool<br />Usefulness of routines to guide practice (suggestions)<br />Currently, we are eliciting and classifying these enactment routines for primary/face-to-face/GroupScribbles context<br />CReA-TIC initiative, somewhat similar toCloudworks<br />Development of a conceptual framework for enactment<br />So that these routines can be classified and exploited<br />