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Patterns Workshop

Patterns Workshop



presentation given at the CPDD participatory patterns workshops, Sept-Oct 2009

presentation given at the CPDD participatory patterns workshops, Sept-Oct 2009



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    Patterns Workshop Patterns Workshop Presentation Transcript

    • Singapore, Sept. 2009 Participatory Pattern Workshops
    • Patterns Workshop
    • Patterns Workshop
      • We have a set of case stories
        • Completed stage 1 
      • Challenge: Generate Design Patterns
      • Key questions
        • What is a pattern?
        • Why generated it?
        • How to generate it?
    • What is a pattern?
      • At is simplest, it is a
        • Generalised solution to a problem
        • Follows a specific structure
      When, Where, Who What are we trying to achieve / solve? Cookbook: ingredients, procedure, expected outcomes C o n t e x t Problem Solution
    • Origins theory of architecture
    • A burda pattern.. Season: Fall For: Women Garment Type: Dress Style: Classic, Evening Wear, Romantic Material: Taffeta “ if I copy a dress, I can only create the same dress. If I have a pattern, I can create many dresses” (Yim Ping LENDEN)
    • Pedagogical pattern: Try Once, Refine Once http://patternlanguagenetwork.myxwiki.org/xwiki/bin/view/Patterns/TryOnceRefineOnce
    • Why generate patterns?
      • Need a way to collaborative produce and share knowledge of practice
      • Use this knowledge to inform the development of new TEL artifacts (technologies and pedagogic resources)
      • Integrate expertise across disciplines
    • How to generate patterns?
      • Two-stage process
      • Start with this partial template
        • Problem
        • Context
        • Solution
      • Identify common features across case stories
        • How?
        • Let’s talk through an example
    • Case study 1: CoMo
    • Case study 2: MiGen
    • How do I determine common features?
      • Identify the problem addressed
        • Supporting knowledge construction
      • How is it addressed?
        • Through communication around artifacts
      • Identify the key aspects
        • Students 
        • Setting 
        • Artifacts 
      • Identify the forces underlying the problem
    • Underlying Forces
      • Knowledge construction through communication
      • Communication is a powerful driver of learning
        • Prompts learners to articulate their intuitions and in the process formulate and substantiate them
        • Enables learners to share knowledge and question
      • Communication is even more powerful when building on experience
    • What are the common features?
      • Artifacts are produced
        • CoMo: images of practice
        • MiGen: mathematical models
      • Artifacts are shared
        • CoMo: online image blog
        • MiGen: shared on school network
      • Artifacts are discussed in conversation
        • CoMo: f2f with tutor
        • MiGen: online with teacher
    • What are the key features?
      • Conversation mediated by artifacts produced by students using technology
      • Let’s make the language slightly simpler
        • “ Artifact” ~ “object”
        • “ Conversation” ~ “talk”
      • Memorable title!
    • “ Objects to talk with” Pattern
      • Problem
        • How to support learning through online discussion of a shared activity
      • Context
        • Tools which allow learners to communicate
      • Solution
        • Learning activities often involve the use or construction of objects
        • When providing tools for learners to discuss their experience, allow them to easily include these objects in the discussion
        • The medium should support a visual (graphical, symbolic, animated or simulated) representation of the objects
    • Pattern Generation
      • Pattern generated from cases
      • CoMo and MiGen are instances of this pattern
        • But there can be many more …
    • The Plan
      • Map the common features to core template
      • Illustrate the big idea
      • Force mapping
      • Sequence / block diagram of solution
      • Define context as per concept map
      • Fill in the blanks
    • The core template
      • Context
        • Primary, English, PBL, Implementation
      • Problem (pick one!)
        • We want to do A under condition B but are constrained by C
      • Solution
      • (in any order that
      • works for you)
      C o n t e x t Problem Solution
    • Draw it!
    • Force Mapping
      • Name the forces
      • Give them icons
      • Plot the links and mark + / -
      Forces: constraints or factors that influence the problem. The difficulty of solving the problem arises from tensions between competing forces.
    • Forces
      • A ctors
      • B eliefs
      • C onditions
      • D esires
    • Sequence / block diagram / flowchart http://xkcd.com/627/
    • Fill in the blanks
      • Support
        • Source Case
        • Other Cases
        • Theoretical justification
      • Related patterns
      • Notes, Links and References
      • Liabilities, potential risks, extensions, expected side-effects
    • Thank you The pattern language network project: http://patternlanguagenetwork.org The learning patterns project: http://lp.noe-kaleidoscope.org/ This presentation http://www.slideshare.net/yish/patterns-workshop Yishay Mor people.lkl.ac.uk/yishay yishaym@gmail.com twitter: @yishaym Niall Winters www.lkl.ac.uk/naill n.winters@ioe.ac.uk twitter: @nwin