Identifying design patterns
in international
collaborative learning:
two contrasting case studies.
Nicole Schadewitz
The Open University
CAL’09, 23-25 March, Brighton: The challenges of the design pattern paradigm
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My Questions
* What is the role of methodology and
theory in pattern mining in learning
communities?
* Are there universal patterns supporting
the design of in international learning
communities? If not, how can a pattern capture
the success of a solution but also report on
limitations across learning contexts?
CAL’09, 23-25 March, Brighton, Nicole Schadewitz, Open University, UK
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Pattern Identification: Case 1
* Long-term, ethnographically informed study: find international patterns
* Collaborative design in HK/Korean, HK/Taiwanese, HK/Austrian teams
CAL’09, 23-25 March, Brighton, Nicole Schadewitz, Open University, UK
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Challenges: Case 1
* 11 Patterns > data triangulation: not all internationally valid
(10) GLOBAL RESOLUTION
Local tutors predominantly instruct local teams in this international
collaborative design environment. How can you support the global
virtual team to coordinate and resolve potentially conflicting local
instructions? Let local instructors advice not only local
teams but also global virtual teams in video-mediated
online tutorials. Due to the strong Hierarchical Authority
Orientation of the students, the advice is taken without objection.
This resolves possible uncertainties of the students and restores the
harmony in Collectivistic Community Orientation cultures.You can
use the pattern STRUCTURED CHAT to achieve GLOBAL
RESOLUTION.
HK/K HK/T HK/A
* 11 Patterns > wiki: evaluation by international community
> theoretical notions, ownership, funding, ...
CAL’09, 23-25 March, Brighton, Nicole Schadewitz, Open University, UK
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Pattern Identification: Case 2
* Study 14 weeks: find international patterns self-directed learning
* Collaborative design in mixed European teams (10 countries)
* Researcher team: f-2-f pattern workshop, synchronous wiki posting
CAL’09, 23-25 March, Brighton, Nicole Schadewitz, Open University, UK
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Challenges: Case 2
* 20 Pattern beginnings > at least 3 examples, rating/voting for validation
GROUP LEADER SELECTION SHIFTING WORK MEDIUM
In self-directed international group In self-directed learning environments,
work, the teams need to work a medium for collaboration is not
efficiently. There are different tasks, and prescribed. The teams needs to find the
every member has a different approach the right tool for the job. The
to solving the task. Some members are usefulness of one tool decreases,
quite, while others are more pushy. because task is changing. The team feels
The students explicitly or dissatisfaction with current tool for
implicitly select a group leader. work requirements and tasks. Work
The leader works closely with all other patterns shift from individual to
cooperative to collaborative. Shift
members. The leader can distribute the
work medium over time based
tasks amongst the group members.
on changing needs.
Group 2, 5, 9
Group 1, 2, 6
* 20 Patterns beginnings > less experienced authors abandon approach
> Return to patterns: power of first insight/idea
CAL’09, 23-25 March, Brighton, Nicole Schadewitz, Open University, UK
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Comparison
* Every international learning environment carries implicit values
- Case 1: design solutions in agreement with all team members
- Case 2: self-directed learning in international teams
* Identifying values is important to design pattern mining
* Context in which patterns are valid: limitation and strength of a pattern
* Pattern mining process: is design process in itself (ill-defined, wicket,
value driven, synergetic) > the design pattern is like a designed
product / system!
* Misuse > New Context > New design pattern?
* Internationally and generally valid patterns possible?
CAL’09, 23-25 March, Brighton, Nicole Schadewitz, Open University, UK
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