mapping design patterns

Closing the loop

A pattern for making patterns

Tell me a story.

The three hats.

What do you see?

Make it a pattern.

Connect, refactor, refine, repeat.

Back to the field: scenarios.

Tell me a story

S ituation

Set the scene (I wasn't there)‏

T ask

What problem where you trying to solve?

A ctions

What did you do?

R esults

What happened?

R eflections

The three hats

Work in small groups

One tells a story, second writes it down, third presents it.

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?

Make it a pattern When, Where, Who Collision of forces Cookbook: ingredients, procedure, expected outcomes C o n t e x t Problem Solution

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

Scenarios

The ultimate proof of a pattern language is in its effectiveness as a tool for design.

Ask participants to tell as “fantasy story”: a current design challenge as an “I wish” case story.

Apply patterns to derive solution.

A few patterns..

Try Once, Refine Once

Feedback on Feedback

Classroom display

Use my Stuff

Round and Deep

Showcase Learning

Three Hats

Try Once, Refine Once http://patternlanguagenetwork.myxwiki.org/xwiki/bin/view/Patterns/TryOnceRefineOnce

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 "grope their way" step-by-step to a correct solution without necessarily having to think about each answer as a whole.

Context

Class size

Large (30-300)‏

Content

Skills facts

Mode of instruction

Blended / on-line. Computer tested.

Solution

Feedback on Feedback http://patternlanguagenetwork.myxwiki.org/xwiki/bin/view/Patterns/FeedbackonFeedback

Problem

Good feedback should -

Alert learners to their weaknesses.

Diagnose the causes and dynamics of these.

Include operational suggestions to improve the learning experience.

Address socio-emotive factors.

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

Context

Large scale, technology supported, graded courses

many tutors instructing many students.

Feedback is mediated by technology that allows it to be captured and processed in real time

Topic of study is subject to both grading and formative feedback.

Solution

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.

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.

Classroom Display http://patternlanguagenetwork.myxwiki.org/xwiki/bin/view/Patterns/Classroomdisplay

Problem