This document proposes a new way to represent learning designs (LDs) that depicts how they are enacted in authentic technology-enhanced learning (TEL) settings. It suggests using "atomic patterns" to represent how different elements of a LD, such as tasks and tools, are combined during enactment. The representation was initially used by researchers to analyze teacher practice, but could now be explored for specifying LDs in more detail or for teacher use. Preliminary evidence suggests teachers found atomic patterns useful for enriching their own LDs and that they help make the enactment of LDs more explicit and shareable. Open questions remain around how practitioners might adopt this representational approach.

1. Representing LD and classroomorchestrationthroughatomicpatterns Luis P. Prieto YannisDimitriadis Sara Villagrá-Sobrino ASLD 2011 Workshop – London, 13.10.2011

2. Contents of thepaper There are manyrepresentations, butfewdepicthowthedesignisactuallyenacted/orchestrated (in authenticsettings) Wepropose a new representation, followingmainelements of orchestration Taskswimlane + social levels (ref. Dillenbourg and others) Tools/resourcesused Howthetools and otherelements are used/combined atomicpatterns Wehaveuseditfor (teacherpractice) analysispurposes, nowexploring LD-related uses Making LD and itsenactmentexplicit and shareable Mirroringpropertiesforteachers

3. Feedbackfromreviewers WerelytoomuchonConoleforourargumentsaboutrepresentation Wedidnotjustifyourrepresentationaldecisions, orhowinformantsreceivedit Teachers are ableto use thisapproach? justify Situatebetterthecontribution and potentialbenefits: itwasoriginallytodocumentpractice, nowcouldbeusedtospecify in more detail, orforteacher use Relationshipwithtechnologyimplementations? More worked and commentedexamples of therepresentation in use

4. representing LD forenactment in authentic TEL settings Teachershavetoorchestratedesigns in authentic TEL settings Understandingnotonlythepedagogicalprinciplesbehindthedesign, butalsohowitshould/might/has beenenactedisbecomingincreasinglyimportant

5. representing LD forenactment in authentic TEL settings Thereexistmany LD representationalsystems Fewrepresentationsdepicthowthedesignisactuallyenacted in practice in authenticsettings

6. representing LD forenactment in authentic TEL settings Thereexistmany LD representationalsystems Fewrepresentationsdepicthowthedesignisactuallyenacted in practice in authenticsettings Wepropose a LD representation Intendedforcomputer-supportedcollaborativelearning (CSCL) Initiallyusedbyresearchers, foranalysis... nowexploring uses for LD, mainlybyteachers Mainfocus: includingenactmentelementsin thedesign, through“atomicpatterns” (vs. therepresentationitself)

7. proposedrepresentation (I) Taskswimlane + social levels (variation of representationsused in CSCL) Tools/resourcesused

8. proposedrepresentation (II) But... how are theelementscombined? Enter“atomicpatterns” Elicitedfromobservedteacherpractice

9. (very) preliminaryevidence (I) teacherappropriation of atomicpatterns in design, toenrichtheirLDs Use of atomicpatterns in teacherworkshopto introduce LD and enactment of CSCL

10. (very) preliminaryevidence (I)

11. (very) preliminaryevidence (II) Usefulness of enactment-time atomicpatternsduringdesign-time: Interviews aftertheworkshop

12. conclusion Adding “atomicpatterns” can be a goodcomplementtootherapproaches/representations Mainbenefits: Make LD and itsenactmentexplicit and shareable Goodmirroringproperties (teachersidentifythem and seethem as applicable) Open questions/directions: appropriation of thisrepresentationbypractitionersfor LD ... and manyothers (use bylearners, representation of atomicpatternsthemselves, taxonomies/relationships...)

13. Questions?Discussion? ... maybe, duringthecoffee break...

14. Thanks! for more information, pleasecontactlprisan@gsic.uva.es