Slideshows For 'patternlanguagenetwork'

Slideshows For 'patternlanguagenetwork' http://www.slideshare.net/group/patternlanguagenetwork http://www.slideshare.net/images/logo.gif Slideshows For 'patternlanguagenetwork' http://www.slideshare.net/group/patternlanguagenetwork Thu, 22 Oct 2009 08:31:19 GMT SlideShare feed for Slideshows For 'patternlanguagenetwork' Design Patterns for Digital Identity http://www.slideshare.net/stevenw/design-patterns-for-digital-identity
Digital Identity panel discussion at University of Bath, Centre for Information Management. 21st October 2009.]]>
Digital Identity panel discussion at University of Bath, Centre for Information Management. 21st October 2009.]]> Thu, 22 Oct 2009 08:31:19 GMT http://www.slideshare.net/stevenw/design-patterns-for-digital-identity stevenw@slideshare.net(stevenw) Design Patterns for Digital Identity stevenw Digital Identity panel discussion at University of Bath, Centre for Information Management. 21st October 2009. <img src="http://cdn.slidesharecdn.com/bathdioctober2009-091022033123-phpapp01-thumbnail-2?1256200340" alt ="" style="border:1px solid #C3E6D8;float:right;" /> Digital Identity panel discussion at University of Bath, Centre for Information Management. 21st October 2009. Design Patterns for Digital Identity

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Aliy Fowler http://www.slideshare.net/harvey_mellar/dylan-wiliam-1374282
Presentation 28 April 2009]]>
Presentation 28 April 2009]]> Fri, 01 May 2009 20:54:12 GMT http://www.slideshare.net/harvey_mellar/dylan-wiliam-1374282 harvey_mellar@slideshare.net(harvey_mellar) Aliy Fowler harvey_mellar Presentation 28 April 2009 <img src="http://cdn.slidesharecdn.com/aliyfowler-090501155423-phpapp01-thumbnail-2?1241211451" alt ="" style="border:1px solid #C3E6D8;float:right;" /> Presentation 28 April 2009 Aliy Fowler

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Diana Laurillard: The Conversational Framework - an approach to Evaluating e-Assessment Patterns in Terms of Learning Theory http://www.slideshare.net/yish/cf4feasst
Diana Laurillard’s presentation for the formative e-assessment project’s dessimination event: http://projects.lkl.ac.uk/feasst/april-28th/ A version of this presentation with animations is available at: http://www.slideboom.com/presentations/63498/CF-for-Feasst]]>
Diana Laurillard’s presentation for the formative e-assessment project’s dessimination event: http://projects.lkl.ac.uk/feasst/april-28th/ A version of this presentation with animations is available at: http://www.slideboom.com/presentations/63498/CF-for-Feasst]]> Sun, 03 May 2009 12:04:53 GMT http://www.slideshare.net/yish/cf4feasst yish@slideshare.net(yish) Diana Laurillard: The Conversational Framework - an approach to Evaluating e-Assessment Patterns in Terms of Learning Theory yish Diana Laurillard’s presentation for the formative e-assessment project’s dessimination event: http://projects.lkl.ac.uk/feasst/april-28th/ A version of this presentation with animations is available at: http://www.slideboom.com/presentations/63498/CF-for-Feasst <img src="http://cdn.slidesharecdn.com/cf-for-feasst-090503070504-phpapp01-thumbnail-2?1241352661" alt ="" style="border:1px solid #C3E6D8;float:right;" /> Diana Laurillard’s presentation for the formative e-assessment project’s dessimination event: http://projects.lkl.ac.uk/feasst/april-28th/ A version of this presentation with animations is available at: http://www.slideboom.com/presentations/63498/CF-for-Feasst Diana Laurillard: The Conversational Framework - an approach to Evaluating e-Assessment Patterns in Terms of Learning Theory

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CAL ’09 Mor Warburton http://www.slideshare.net/yish/cal-09-mor-warburton
http://purl.org/planet/Groups.CAL09/MorWarburton/ This paper elaborates a methodology for sharing expertise using a design patterns approach. We - learners, teachers, researchers - work in settings where the accelerated progress of technology means that not just learning is changing, but the nature of change itself is changing. The question we explore is how can we effectively respond to developments that occur at such rapid pace. The first consequence we need to acknowledge is that the division of roles is being blurred. Teachers need to invest in continuous learning, learners can often take the role of teaching, and all are de-facto researchers: exploring and experimenting with new opportunities daily. The second, more complex and perhaps more vital recognition is that we are all learning designers. We design learning environment for ourselves and for others by choosing the tools and their configuration, we design our curriculum, choosing which new skills and practices to acquire and which to defer. We design learning experiences by carefully assembling tasks, tools, activities and social interactions. These observations call for a renewed attention to learning as a design science. Herbert Simon defined: "everyone designs who devises courses of action aimed at changing existing situations into desired ones" (Simon, 1969, p 129). Hence, design science is, in a nutshell, the science of making a better world. Design science needs a language of its own. A set of "scientific instruments" that include modes of capturing and sharing knowledge, and methods of establishing validity. Mor & Winters have argued that design patterns and pattern languages hold a promise in this respect, and propose a workshop model for participatory development of pattern languages in education (Mor & Winters, 2007; 2008). The Pattern Language Network project (http://www.patternlanguagenetwork.org) has further developed this methodology, and a set of on-line tools to support it, for pattern-based design research in education. This methodology is being used by communities of practitioners, developers and researchers to capture and share their expertise and examples of good practice as reusable design knowledge. Here, we show the value of this methodology as a way forward in tackling key design issues in teaching and learning supported by Web 2.0 technologies and virtual world spaces.]]>
http://purl.org/planet/Groups.CAL09/MorWarburton/ This paper elaborates a methodology for sharing expertise using a design patterns approach. We - learners, teachers, researchers - work in settings where the accelerated progress of technology means that not just learning is changing, but the nature of change itself is changing. The question we explore is how can we effectively respond to developments that occur at such rapid pace. The first consequence we need to acknowledge is that the division of roles is being blurred. Teachers need to invest in continuous learning, learners can often take the role of teaching, and all are de-facto researchers: exploring and experimenting with new opportunities daily. The second, more complex and perhaps more vital recognition is that we are all learning designers. We design learning environment for ourselves and for others by choosing the tools and their configuration, we design our curriculum, choosing which new skills and practices to acquire and which to defer. We design learning experiences by carefully assembling tasks, tools, activities and social interactions. These observations call for a renewed attention to learning as a design science. Herbert Simon defined: "everyone designs who devises courses of action aimed at changing existing situations into desired ones" (Simon, 1969, p 129). Hence, design science is, in a nutshell, the science of making a better world. Design science needs a language of its own. A set of "scientific instruments" that include modes of capturing and sharing knowledge, and methods of establishing validity. Mor & Winters have argued that design patterns and pattern languages hold a promise in this respect, and propose a workshop model for participatory development of pattern languages in education (Mor & Winters, 2007; 2008). The Pattern Language Network project (http://www.patternlanguagenetwork.org) has further developed this methodology, and a set of on-line tools to support it, for pattern-based design research in education. This methodology is being used by communities of practitioners, developers and researchers to capture and share their expertise and examples of good practice as reusable design knowledge. Here, we show the value of this methodology as a way forward in tackling key design issues in teaching and learning supported by Web 2.0 technologies and virtual world spaces.]]> Sun, 22 Mar 2009 16:34:42 GMT http://www.slideshare.net/yish/cal-09-mor-warburton yish@slideshare.net(yish) CAL ’09 Mor Warburton yish http://purl.org/planet/Groups.CAL09/MorWarburton/ This paper elaborates a methodology for sharing expertise using a design patterns approach. We - learners, teachers, researchers - work in settings where the accelerated progress of technology means that not just learning is changing, but the nature of change itself is changing. The question we explore is how can we effectively respond to developments that occur at such rapid pace. The first consequence we need to acknowledge is that the division of roles is being blurred. Teachers need to invest in continuous learning, learners can often take the role of teaching, and all are de-facto researchers: exploring and experimenting with new opportunities daily. The second, more complex and perhaps more vital recognition is that we are all learning designers. We design learning environment for ourselves and for others by choosing the tools and their configuration, we design our curriculum, choosing which new skills and practices to acquire and which to defer. We design learning experiences by carefully assembling tasks, tools, activities and social interactions. These observations call for a renewed attention to learning as a design science. Herbert Simon defined: "everyone designs who devises courses of action aimed at changing existing situations into desired ones" (Simon, 1969, p 129). Hence, design science is, in a nutshell, the science of making a better world. Design science needs a language of its own. A set of "scientific instruments" that include modes of capturing and sharing knowledge, and methods of establishing validity. Mor & Winters have argued that design patterns and pattern languages hold a promise in this respect, and propose a workshop model for participatory development of pattern languages in education (Mor & Winters, 2007; 2008). The Pattern Language Network project (http://www.patternlanguagenetwork.org) has further developed this methodology, and a set of on-line tools to support it, for pattern-based design research in education. This methodology is being used by communities of practitioners, developers and researchers to capture and share their expertise and examples of good practice as reusable design knowledge. Here, we show the value of this methodology as a way forward in tackling key design issues in teaching and learning supported by Web 2.0 technologies and virtual world spaces. <img src="http://cdn.slidesharecdn.com/morwarburton-090322113446-phpapp02-thumbnail-2?1237766194" alt ="" style="border:1px solid #C3E6D8;float:right;" /> http://purl.org/planet/Groups.CAL09/MorWarburton/ This paper elaborates a methodology for sharing expertise using a design patterns approach. We - learners, teachers, researchers - work in settings where the accelerated progress of technology means that not just learning is changing, but the nature of change itself is changing. The question we explore is how can we effectively respond to developments that occur at such rapid pace. The first consequence we need to acknowledge is that the division of roles is being blurred. Teachers need to invest in continuous learning, learners can often take the role of teaching, and all are de-facto researchers: exploring and experimenting with new opportunities daily. The second, more complex and perhaps more vital recognition is that we are all learning designers. We design learning environment for ourselves and for others by choosing the tools and their configuration, we design our curriculum, choosing which new skills and practices to acquire and which to defer. We design learning experiences by carefully assembling tasks, tools, activities and social interactions. These observations call for a renewed attention to learning as a design science. Herbert Simon defined: "everyone designs who devises courses of action aimed at changing existing situations into desired ones" (Simon, 1969, p 129). Hence, design science is, in a nutshell, the science of making a better world. Design science needs a language of its own. A set of "scientific instruments" that include modes of capturing and sharing knowledge, and methods of establishing validity. Mor & Winters have argued that design patterns and pattern languages hold a promise in this respect, and propose a workshop model for participatory development of pattern languages in education (Mor & Winters, 2007; 2008). The Pattern Language Network project (http://www.patternlanguagenetwork.org) has further developed this methodology, and a set of on-line tools to support it, for pattern-based design research in education. This methodology is being used by communities of practitioners, developers and researchers to capture and share their expertise and examples of good practice as reusable design knowledge. Here, we show the value of this methodology as a way forward in tackling key design issues in teaching and learning supported by Web 2.0 technologies and virtual world spaces. CAL '09 Mor Warburton

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Computer assisted assessment patterns for different target users: the case of Multimedia Questionnaires http://www.slideshare.net/patricia.santos/computer-assisted-assessment-patterns-for-different-target-users-the-case-of-multimedia-questionnaires
In eLearning 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. Our context of study is focused on Computer Assisted Assessment (CAA) processes. Within the large number of methods to assess learning, we study the use of eQuestionnaires that make use of technical assessment specifications such as IMS Question and Test Interoperability (QTI). We analyse how the design, creation and use of an eQuestionnaire in a CAA process is structured in stages where different users are involved. These users have to solve a problem in order to enable the next stage. According with a user and his/her problem, a specific good technique can be applied. This information can be organized in a pattern. We propose a collection of patterns for different target users who work in the integration of new opportunities on CAA using multimedia Web 2.0 services in an eQuestionnaire. This collection is composed by: one pattern for teachers which introduces the benefits of using eQuestionnaires with Web2.0 interactions; a second pattern for CAA designers which presents how to create a model of new types of interaction without extending the assessment specification; and finally a third pattern for developers which solves the problem of how to implement a tool with Multimedia Web 2.0 Interactions using an assessment specification to design eQuestionnaires. Each pattern belongs to different pattern languages, however they are complementary and dependent among them. We have done a survey study to identify if the use of patterns can improve the tasks and relations among users in a CAA process. The evaluation results indicate that users recognize the potential use of patterns useful for facilitating the sharing of good practices.]]>
In eLearning 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. Our context of study is focused on Computer Assisted Assessment (CAA) processes. Within the large number of methods to assess learning, we study the use of eQuestionnaires that make use of technical assessment specifications such as IMS Question and Test Interoperability (QTI). We analyse how the design, creation and use of an eQuestionnaire in a CAA process is structured in stages where different users are involved. These users have to solve a problem in order to enable the next stage. According with a user and his/her problem, a specific good technique can be applied. This information can be organized in a pattern. We propose a collection of patterns for different target users who work in the integration of new opportunities on CAA using multimedia Web 2.0 services in an eQuestionnaire. This collection is composed by: one pattern for teachers which introduces the benefits of using eQuestionnaires with Web2.0 interactions; a second pattern for CAA designers which presents how to create a model of new types of interaction without extending the assessment specification; and finally a third pattern for developers which solves the problem of how to implement a tool with Multimedia Web 2.0 Interactions using an assessment specification to design eQuestionnaires. Each pattern belongs to different pattern languages, however they are complementary and dependent among them. We have done a survey study to identify if the use of patterns can improve the tasks and relations among users in a CAA process. The evaluation results indicate that users recognize the potential use of patterns useful for facilitating the sharing of good practices.]]> Mon, 09 Mar 2009 18:33:15 GMT http://www.slideshare.net/patricia.santos/computer-assisted-assessment-patterns-for-different-target-users-the-case-of-multimedia-questionnaires patricia.santos@slideshare.net(patricia.santos) Computer assisted assessment patterns for different target users: the case of Multimedia Questionnaires patricia.santos In eLearning 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. Our context of study is focused on Computer Assisted Assessment (CAA) processes. Within the large number of methods to assess learning, we study the use of eQuestionnaires that make use of technical assessment specifications such as IMS Question and Test Interoperability (QTI). We analyse how the design, creation and use of an eQuestionnaire in a CAA process is structured in stages where different users are involved. These users have to solve a problem in order to enable the next stage. According with a user and his/her problem, a specific good technique can be applied. This information can be organized in a pattern. We propose a collection of patterns for different target users who work in the integration of new opportunities on CAA using multimedia Web 2.0 services in an eQuestionnaire. This collection is composed by: one pattern for teachers which introduces the benefits of using eQuestionnaires with Web2.0 interactions; a second pattern for CAA designers which presents how to create a model of new types of interaction without extending the assessment specification; and finally a third pattern for developers which solves the problem of how to implement a tool with Multimedia Web 2.0 Interactions using an assessment specification to design eQuestionnaires. Each pattern belongs to different pattern languages, however they are complementary and dependent among them. We have done a survey study to identify if the use of patterns can improve the tasks and relations among users in a CAA process. The evaluation results indicate that users recognize the potential use of patterns useful for facilitating the sharing of good practices. <img src="http://cdn.slidesharecdn.com/patriciasantoselearningpatternsworkshop09-050309-090309133330-phpapp02-thumbnail-2?1236623656" alt ="" style="border:1px solid #C3E6D8;float:right;" /> In eLearning 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. Our context of study is focused on Computer Assisted Assessment (CAA) processes. Within the large number of methods to assess learning, we study the use of eQuestionnaires that make use of technical assessment specifications such as IMS Question and Test Interoperability (QTI). We analyse how the design, creation and use of an eQuestionnaire in a CAA process is structured in stages where different users are involved. These users have to solve a problem in order to enable the next stage. According with a user and his/her problem, a specific good technique can be applied. This information can be organized in a pattern. We propose a collection of patterns for different target users who work in the integration of new opportunities on CAA using multimedia Web 2.0 services in an eQuestionnaire. This collection is composed by: one pattern for teachers which introduces the benefits of using eQuestionnaires with Web2.0 interactions; a second pattern for CAA designers which presents how to create a model of new types of interaction without extending the assessment specification; and finally a third pattern for developers which solves the problem of how to implement a tool with Multimedia Web 2.0 Interactions using an assessment specification to design eQuestionnaires. Each pattern belongs to different pattern languages, however they are complementary and dependent among them. We have done a survey study to identify if the use of patterns can improve the tasks and relations among users in a CAA process. The evaluation results indicate that users recognize the potential use of patterns useful for facilitating the sharing of good practices. Computer assisted assessment patterns for different target users: the case of Multimedia Questionnaires

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Stories2patterns http://www.slideshare.net/yish/stories2patterns-presentation
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]]> Wed, 08 Oct 2008 13:53:57 GMT http://www.slideshare.net/yish/stories2patterns-presentation yish@slideshare.net(yish) Stories2patterns yish <img src="http://cdn.slidesharecdn.com/stories2patterns-1223481254030721-9-thumbnail-2?1251356752" alt ="" style="border:1px solid #C3E6D8;float:right;" /> Stories2patterns

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mapping design patterns http://www.slideshare.net/yish/mapping-design-patterns-presentation
Formative e-Assessment 4th practical enquiry day]]>
Formative e-Assessment 4th practical enquiry day]]> Thu, 04 Dec 2008 01:08:11 GMT http://www.slideshare.net/yish/mapping-design-patterns-presentation yish@slideshare.net(yish) mapping design patterns yish Formative e-Assessment 4th practical enquiry day <img src="http://cdn.slidesharecdn.com/mappingandusingpatterns-1228360544941678-8-thumbnail-2?1251356741" alt ="" style="border:1px solid #C3E6D8;float:right;" /> Formative e-Assessment 4th practical enquiry day mapping design patterns

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formative e-assessment developers day http://www.slideshare.net/yish/formative-eassessment-developers-day-presentation
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]]> Tue, 09 Dec 2008 00:05:29 GMT http://www.slideshare.net/yish/formative-eassessment-developers-day-presentation yish@slideshare.net(yish) formative e-assessment developers day yish <img src="http://cdn.slidesharecdn.com/feasst4developers-1228820277717335-8-thumbnail-2?1229069244" alt ="" style="border:1px solid #C3E6D8;float:right;" /> formative e-assessment developers day

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planet-handheldlearning08 http://www.slideshare.net/yish/planethandheldlearning08-presentation
Planet talk at Handheldlearning 2008]]>
Planet talk at Handheldlearning 2008]]> Tue, 14 Oct 2008 22:44:19 GMT http://www.slideshare.net/yish/planethandheldlearning08-presentation yish@slideshare.net(yish) planet-handheldlearning08 yish Planet talk at Handheldlearning 2008 <img src="http://cdn.slidesharecdn.com/hhl081014-1224031647091227-9-thumbnail-2?1224026209" alt ="" style="border:1px solid #C3E6D8;float:right;" /> Planet talk at Handheldlearning 2008 planet-handheldlearning08

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Case Study How To http://www.slideshare.net/yish/case-study-how-to-presentation
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]]> Sat, 27 Sep 2008 13:12:02 GMT http://www.slideshare.net/yish/case-study-how-to-presentation yish@slideshare.net(yish) Case Study How To yish <img src="http://cdn.slidesharecdn.com/casestudyhowto-1222528402009503-9-thumbnail-2?1251356760" alt ="" style="border:1px solid #C3E6D8;float:right;" /> Case Study How To

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The Blog is Dead! http://www.slideshare.net/yongfook/the-blog-is-dead-presentation
A short primer on lifestreams, how they can benefit you and your audience and what you can use to set one up.]]>
A short primer on lifestreams, how they can benefit you and your audience and what you can use to set one up.]]> Sun, 31 Aug 2008 16:46:35 GMT http://www.slideshare.net/yongfook/the-blog-is-dead-presentation yongfook@slideshare.net(yongfook) The Blog is Dead! yongfook A short primer on lifestreams, how they can benefit you and your audience and what you can use to set one up. <img src="http://cdn.slidesharecdn.com/sweetcron-1220207968744052-8-thumbnail-2?1220932787" alt ="" style="border:1px solid #C3E6D8;float:right;" /> A short primer on lifestreams, how they can benefit you and your audience and what you can use to set one up. The Blog is Dead!

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Jisc Formative E Assessment 3rd July http://www.slideshare.net/medccou/jisc-formative-e-assessment-3rd-july-presentation
A presentation on the e-assessment work of ALPS CETL]]>
A presentation on the e-assessment work of ALPS CETL]]> Tue, 19 Aug 2008 07:09:44 GMT http://www.slideshare.net/medccou/jisc-formative-e-assessment-3rd-july-presentation medccou@slideshare.net(medccou) Jisc Formative E Assessment 3rd July medccou A presentation on the e-assessment work of ALPS CETL <img src="http://cdn.slidesharecdn.com/jisc-formative-eassessment-3rd-july-1219137531804690-9-thumbnail-2?1219129785" alt ="" style="border:1px solid #C3E6D8;float:right;" /> A presentation on the e-assessment work of ALPS CETL Jisc Formative E Assessment 3rd July

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Architecture for Participatory Learning http://www.slideshare.net/yish/architecture-for-participatory-learning
http://patternlanguagenetwork.myxwiki.org/xwiki/bin/view/Groups.Architecture4Participation/cfp]]>
http://patternlanguagenetwork.myxwiki.org/xwiki/bin/view/Groups.Architecture4Participation/cfp]]> Thu, 07 Aug 2008 19:31:59 GMT http://www.slideshare.net/yish/architecture-for-participatory-learning yish@slideshare.net(yish) Architecture for Participatory Learning yish http://patternlanguagenetwork.myxwiki.org/xwiki/bin/view/Groups.Architecture4Participation/cfp <img src="http://cdn.slidesharecdn.com/singapore08-1218145261753825-9-thumbnail-2?1218138123" alt ="" style="border:1px solid #C3E6D8;float:right;" /> http://patternlanguagenetwork.myxwiki.org/xwiki/bin/view/Groups.Architecture4Participation/cfp Architecture for Participatory Learning

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The Planet Way http://www.slideshare.net/yish/the-planet-way-from-expert-stories-to-sharable-design-knowledge
From Expert Stories to Sharable Design Knowledge Introduction to the methodology of the pattern language network http://patternlanguagenetwork.org]]>
From Expert Stories to Sharable Design Knowledge Introduction to the methodology of the pattern language network http://patternlanguagenetwork.org]]> Wed, 02 Jul 2008 14:26:15 GMT http://www.slideshare.net/yish/the-planet-way-from-expert-stories-to-sharable-design-knowledge yish@slideshare.net(yish) The Planet Way yish From Expert Stories to Sharable Design Knowledge Introduction to the methodology of the pattern language network http://patternlanguagenetwork.org <img src="http://cdn.slidesharecdn.com/planetway-1215016278410649-9-thumbnail-2?1224865148" alt ="" style="border:1px solid #C3E6D8;float:right;" /> From Expert Stories to Sharable Design Knowledge Introduction to the methodology of the pattern language network http://patternlanguagenetwork.org The Planet Way

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Web 2.0 Design Patterns, Models and Analysis http://www.slideshare.net/adunne/web-20-design-patterns-models-and-analysis
Speaker: Duane Nickull]]>
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