mapping design patterns


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Formative e-Assessment 4th practical enquiry day

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mapping design patterns

  1. 1. Closing the loop
  2. 2. A pattern for making patterns <ul><li>Tell me a story. </li></ul><ul><li>The three hats. </li></ul><ul><li>What do you see? </li></ul><ul><li>Make it a pattern. </li></ul><ul><li>Connect, refactor, refine, repeat. </li></ul><ul><li>Back to the field: scenarios. </li></ul>
  3. 3. Tell me a story <ul><li>S ituation </li></ul><ul><ul><li>Set the scene (I wasn't there)‏ </li></ul></ul><ul><li>T ask </li></ul><ul><ul><li>What problem where you trying to solve? </li></ul></ul><ul><li>A ctions </li></ul><ul><ul><li>What did you do? </li></ul></ul><ul><li>R esults </li></ul><ul><ul><li>What happened? </li></ul></ul><ul><li>R eflections </li></ul>
  4. 4. The three hats <ul><li>Work in small groups </li></ul><ul><li>One tells a story, second writes it down, third presents it. </li></ul>
  5. 5. What do you see? After a case story is presented, ask the audience to identify the primary points from their perspective. What is the key message you take from this story?
  6. 6. Make it a pattern When, Where, Who Collision of forces Cookbook: ingredients, procedure, expected outcomes C o n t e x t Problem Solution
  7. 7. Connect, refactor, refine, repeat C o n t e x t Problem Solution C o n t e x t Problem Solution C o n t e x t Problem Solution C o n t e x t Problem Solution C o n t e x t Problem Solution Patterns thrive in languages
  8. 8. Scenarios <ul><li>The ultimate proof of a pattern language is in its effectiveness as a tool for design. </li></ul><ul><li>Ask participants to tell as “fantasy story”: a current design challenge as an “I wish” case story. </li></ul><ul><li>Apply patterns to derive solution. </li></ul>
  9. 9. A few patterns.. <ul><li>Try Once, Refine Once </li></ul><ul><li>Feedback on Feedback </li></ul><ul><li>Classroom display </li></ul><ul><li>Use my Stuff </li></ul><ul><li>Round and Deep </li></ul><ul><li>Showcase Learning </li></ul><ul><li>Three Hats </li></ul>
  10. 10. Try Once, Refine Once
  11. 11. Problem Lack of immediate feedback for students leads to fossilisation of errors and misconceptions providing immediate feedback in an iterative fashion can also hinder effective learning since students are able to &quot;grope their way&quot; step-by-step to a correct solution without necessarily having to think about each answer as a whole.
  12. 12. Context <ul><li>Class size </li></ul><ul><ul><li>Large (30-300)‏ </li></ul></ul><ul><li>Content </li></ul><ul><ul><li>Skills facts </li></ul></ul><ul><li>Mode of instruction </li></ul><ul><ul><li>Blended / on-line. Computer tested. </li></ul></ul>
  13. 13. Solution
  14. 14. Feedback on Feedback
  15. 15. Problem <ul><li>Good feedback should - </li></ul><ul><li>Alert learners to their weaknesses. </li></ul><ul><li>Diagnose the causes and dynamics of these. </li></ul><ul><li>Include operational suggestions to improve the learning experience. </li></ul><ul><li>Address socio-emotive factors. </li></ul>Tutors know this, but are pressed for time. Or not aware of their feedback strategies Large teaching organisations are not equipped to provide tutors with personal feedback on their teaching
  16. 16. Context <ul><li>Large scale, technology supported, graded courses </li></ul><ul><ul><li>many tutors instructing many students. </li></ul></ul><ul><li>Feedback is mediated by technology that allows it to be captured and processed in real time </li></ul><ul><li>Topic of study is subject to both grading and formative feedback. </li></ul>
  17. 17. Solution <ul><li>Embed a mechanism in the learning and teaching system that regularly captures tutor feedback, analyses it, and presents them with graphical representation of the types of feedback they have given. Ideally, this should also include constructive advice as to how to shift from less to more effective forms. </li></ul><ul><li>In computer supported environments (e.g. VLEs), this mechanism could be integrated into the system, providing tutors with immediate analysis of their feedback, as well as long-term aggregates. </li></ul>
  18. 18. Classroom Display
  19. 19. Problem <ul><li>Rewards participation. </li></ul><ul><li>Relates to learner's personal experiences. </li></ul><ul><li>Window on student conceptions . </li></ul>Using learner generated content.. <ul><li>Needs to collate works in a single easy to access location. </li></ul><ul><li>Learners uncomfortable about presenting their work in public </li></ul><ul><li>Legal or other restrictions on sharing work. </li></ul>
  20. 20. Context <ul><li>Class size: </li></ul><ul><ul><li>Small / medium (6-60)‏ </li></ul></ul><ul><li>Mode of instruction: </li></ul><ul><ul><li>Blended (preferable)‏ </li></ul></ul><ul><li>Time frame </li></ul><ul><ul><li>Continuous, over a period </li></ul></ul><ul><li>Pedagogy </li></ul><ul><ul><li>Involves construction / media production </li></ul></ul>
  21. 21. Solution
  22. 22. Task 1: highlight concepts Hazard: needs definition Asset: Key common concept
  23. 23. Task 2: map the concepts Bunny small big-eared mammal Elephant large big-eared mammal Fox Eats bunny
  24. 24. Task 3: Map the patterns
  25. 25. Coming up..
  26. 26. Deadline: December 23rd 2008 [email_address]
  27. 27. <ul><li>Review on formative e-Assessment </li></ul><ul><li>Paper on the CoMo case study </li></ul><ul><li>Symposium on pattern methodologies </li></ul><ul><li> </li></ul>
  28. 28. July 8-12, 2009, Irsee Monastery, Bavaria Deadline : February 14, 2009