Ana Maia, Teresa Pessoa, Leonel Morgado and Paulo Martins: Specification of pedagogical processes and dynamics in e-learning through modeling languages
http://www.ld-grid.org/workshops/ASLD11
Asld2011 prieto dimitriadis_villagrá-sobrinYishay Mor
Luis Pablo Prieto, Yannis Dimitriadis and Sara Villagrá-Sobrin: Representing learning design and classroom orchestration through atomic patterns
http://www.ld-grid.org/workshops/ASLD11
Asld2011 hernández leo-abenia_moreno_chacón_blatYishay Mor
Davinia Hernández-Leo, Pablo Abenia, Pau Moreno, Jonathan Chacón and Josep Blat: Let’s shake on it: co-editing and sharing diverse learning design
http://www.ld-grid.org/workshops/ASLD11
Ana Maia, Teresa Pessoa, Leonel Morgado and Paulo Martins: Specification of pedagogical processes and dynamics in e-learning through modeling languages
http://www.ld-grid.org/workshops/ASLD11
Asld2011 prieto dimitriadis_villagrá-sobrinYishay Mor
Luis Pablo Prieto, Yannis Dimitriadis and Sara Villagrá-Sobrin: Representing learning design and classroom orchestration through atomic patterns
http://www.ld-grid.org/workshops/ASLD11
Asld2011 hernández leo-abenia_moreno_chacón_blatYishay Mor
Davinia Hernández-Leo, Pablo Abenia, Pau Moreno, Jonathan Chacón and Josep Blat: Let’s shake on it: co-editing and sharing diverse learning design
http://www.ld-grid.org/workshops/ASLD11
Asld2011 dimitriadis prieto_villagrá-sobrinYishay Mor
Yannis Dimitriadis, Luis Pablo Prieto and Sara Villagrá-Sobrin: Designing for enactment: Multi-level patterns and routines in teacher practice
http://www.ld-grid.org/workshops/ASLD11
Asld2011 ryberg buus_georgsen_nyvang_davidsenYishay Mor
Thomas Ryberg, Lillian Buus, Marianne Georgsen, Tom Nyvang and Jacob Davidsen: Introducing the Collaborative E-learning Design method (CoED)
http://www.ld-grid.org/workshops/ASLD11
Using patterns to design technology enhanced learning scenarioseLearning Papers
Authors: Félix Buendía García, José-V. Benlloch-Dualde
Research on designing for learning is a field that has concentrated a lot of efforts in the context of technology-enhanced settings. This scenario has demonstrated the need to represent learning scenarios using a more formal perspective.
Daniel Burgos: IMS Learning Design next move: extensions and improvements on personalisa-tion and interoperability
http://www.ld-grid.org/workshops/ASLD11
Technology Integration: The RAT – Replacement, Amplification, and Transformat...Joan E. Hughes, Ph.D.
The reference is: Hughes, J.E., Thomas, R., & Scharber, C. (2006, March). Assessing Technology Integration: The RAT – Replacement, Amplification, and Transformation – Framework. (SITE) Conference Proceedings (CD-ROM).
Abstract: This brief paper will introduce an assessment framework, called RAT – Replacement, Amplification, and Transformation, that can be used with preservice and inservice teachers to increase critical decision-making concerning integration of technology into the K-12 classroom. The framework is currently being refined through (a) expanding our literature review to refine conceptual and theoretical categories, (b) subsequently applying the framework to videotaped technology - supported classroom lessons, and (c) working with practicing teachers interested in learning self-assessment techniques to improve their technology integration decision-making.
Blended collaborative constructive participation (bccp) a model for teaching...eLearning Papers
Authors: Maria Beatrice Ligorio, Stefania Cucchiara
The Blended Collaborative Constructive Participation (BCCP) model is a university teaching model built upon six years of experimentation.
Typologies of learning design and the introduction of a “ld type 2” case exampleeLearning Papers
Author: Eva Dobozy
This paper explores the need for greater clarity in the conceptualisation of Learning Design (LD). Building on Cameron’s (2010) work, a three-tiered LD architecture is introduced. It is argued that this conceptualisation is needed in order to advance the emerging field of LD as applied to education research.
2022_01_21 «Teaching Computing in School: Is research reaching classroom prac...eMadrid network
2022_01_21 «Teaching Computing in School: Is research reaching classroom practice?». Sue Sentance, director of the Raspberry Pi Computing Education Research Centre, University of Cambridge
Collaborative learning with think pair -caijjournal
Today is a knowledge age so that world needs to become a more richer palace for everyone. Students can
learn their lectures and students can do their exercises on the web as individually or collaboratively with
their peers like directed by the teacher by using the think-pair-share technique. The system provides the
ability to clear to decide on their choices about the questions. The K-means clustering method is used to
modify the pair state and support for determining students’ grade of classes. The main objective of this
study is to design a model for java programming learning system that facilitates the collaborative learning
activities in a virtual classroom.
Asld2011 dimitriadis prieto_villagrá-sobrinYishay Mor
Yannis Dimitriadis, Luis Pablo Prieto and Sara Villagrá-Sobrin: Designing for enactment: Multi-level patterns and routines in teacher practice
http://www.ld-grid.org/workshops/ASLD11
Asld2011 ryberg buus_georgsen_nyvang_davidsenYishay Mor
Thomas Ryberg, Lillian Buus, Marianne Georgsen, Tom Nyvang and Jacob Davidsen: Introducing the Collaborative E-learning Design method (CoED)
http://www.ld-grid.org/workshops/ASLD11
Using patterns to design technology enhanced learning scenarioseLearning Papers
Authors: Félix Buendía García, José-V. Benlloch-Dualde
Research on designing for learning is a field that has concentrated a lot of efforts in the context of technology-enhanced settings. This scenario has demonstrated the need to represent learning scenarios using a more formal perspective.
Daniel Burgos: IMS Learning Design next move: extensions and improvements on personalisa-tion and interoperability
http://www.ld-grid.org/workshops/ASLD11
Technology Integration: The RAT – Replacement, Amplification, and Transformat...Joan E. Hughes, Ph.D.
The reference is: Hughes, J.E., Thomas, R., & Scharber, C. (2006, March). Assessing Technology Integration: The RAT – Replacement, Amplification, and Transformation – Framework. (SITE) Conference Proceedings (CD-ROM).
Abstract: This brief paper will introduce an assessment framework, called RAT – Replacement, Amplification, and Transformation, that can be used with preservice and inservice teachers to increase critical decision-making concerning integration of technology into the K-12 classroom. The framework is currently being refined through (a) expanding our literature review to refine conceptual and theoretical categories, (b) subsequently applying the framework to videotaped technology - supported classroom lessons, and (c) working with practicing teachers interested in learning self-assessment techniques to improve their technology integration decision-making.
Blended collaborative constructive participation (bccp) a model for teaching...eLearning Papers
Authors: Maria Beatrice Ligorio, Stefania Cucchiara
The Blended Collaborative Constructive Participation (BCCP) model is a university teaching model built upon six years of experimentation.
Typologies of learning design and the introduction of a “ld type 2” case exampleeLearning Papers
Author: Eva Dobozy
This paper explores the need for greater clarity in the conceptualisation of Learning Design (LD). Building on Cameron’s (2010) work, a three-tiered LD architecture is introduced. It is argued that this conceptualisation is needed in order to advance the emerging field of LD as applied to education research.
2022_01_21 «Teaching Computing in School: Is research reaching classroom prac...eMadrid network
2022_01_21 «Teaching Computing in School: Is research reaching classroom practice?». Sue Sentance, director of the Raspberry Pi Computing Education Research Centre, University of Cambridge
Collaborative learning with think pair -caijjournal
Today is a knowledge age so that world needs to become a more richer palace for everyone. Students can
learn their lectures and students can do their exercises on the web as individually or collaboratively with
their peers like directed by the teacher by using the think-pair-share technique. The system provides the
ability to clear to decide on their choices about the questions. The K-means clustering method is used to
modify the pair state and support for determining students’ grade of classes. The main objective of this
study is to design a model for java programming learning system that facilitates the collaborative learning
activities in a virtual classroom.
Presentation for OER2010 conference, CambridgeCSAPOER
This is a backup powerpoint presentation for the OER 2010 event at Clare College, Cambridge, where Darren Marsh, Anna Gruszczynska and Richard Pountney will be presenting a paper "Evaluating the Practice of Opening up Resources for Learning and Teaching in the Social Sciences" (for abstract, see here http://www.ucel.ac.uk/oer10/abstracts/1036.html).
This article is a continuation of our researches on the
competency-based approach (CBA). It presents the ways that can
facilitate and generalize the understanding of CBA, its adoption
and its implementation in the educational system of Morocco.
The work described in this paper aims of the final stages of an
ontology’s development, when consensus is reached. More
precisely, the stage of operationalization: the process that allows
the transforming from the conceptual representation of
knowledge in an ontology regardless of use, to one operational
representation appropriate to its use. This article gives an
overview of the constraints that characterize this stage and
opportunities that can be offered by the ontology’s
implementation. It outlines a functional draft of a learning
platform architecture based on CBA, in order to guide the
choices made in the operationalization phase of CBA ontology.
Context and Culture Metadata – A tool for the internationalization of e-Learn...Richter Thomas
Pre-Publish version of: Pawlowski, J.-M., & Richter, T. (2007). Context and Culture Metadata – A tool for the internationalization of e-Learning. In: Montgomerie, C. & Seale, J. (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications, Chesapeake (Vancouver, Canada), VA: AACE, pp. 4528-4537
Adults education is considered one of the less structured, ill-defined fields in terms of practices and competences that professionals should behold to operate within. This is particularly the case of intergenerational and family learning; the problem of the “private” sphere of learning, as well as the very informal nature of this type of learning requires more research to understand how to shape practices and which skills the educators should have. In this initial phase of our research, we contend that Learning Design, as practice that supports educators in capturing and representing the own (situated) plans of action within educational interventions, can be a key element to develop educators professionalism, towards quality and effectiveness of adults’ education. We support this assumption with the introduction of our training approach, where adults’ educators are invited to implement a creative/reflective process of five stages; every stage introduces tools for representing as part of the Learning Design approach; furthermore, trainers are encouraged to go beyond representing, by sharing and commenting other trainers’ designs. According to this approach, two elements of professionalism are promoted: At the level of the single educator, and at the at the level of the community of adults’ educators.
A Methodology to Compare and Adapt E-Learning in the Global Context (Pawlowsk...Richter Thomas
Pre-Publish version of (Presented at the MKWI 2008 in Munich and eventually published at): Pawlowski, J.-M., & Richter, T. (2010). A Methodology to Compare and Adapt E-Learning in the Global Context. In: Breit-ner, M.H. (Ed.), E-Learning 2010 – Aspekte der Betriebswirtschaftslehre und Informatik. Physica-Verlag HD, Berlin, pp. 3-14.
Models of curriculum evaluation and application in educationalKoledafe Olawale
Curriculum can be defined as the planned and guided learning experiences and intended learning outcomes, formulated through the systematic reconstruction of knowledge and experiences, under the auspices of the school, for the learners’ continuous and willful growth in personal social competence (Tanner & Tanner, 1975)
OpenEducation Challenge Finalists' Workshop: Design Thinking SessionYishay Mor
http://openeducationchallenge.eu/
The purpose of this workshop is to help the candidates crystallize and articulate the educational value of their innovation.
By the end of this workshop, you will be able to articulate:
* Who are your potential users, stakeholders, and beneficiaries
* What is the context in which they operate
* What are their needs that your innovation addresses
* What are the current alternatives, and why they do not suffice
* What is the essence of your innovation, and why you are confident that it will address your potential users needs in their context.
How to ruin a MOOC? JISC RSC Yorkshire & the Humber Online Conference 2013Yishay Mor
The Open Learning Design Studio MOOC: Learning Design for a 21st Century Curriculum (http://www.olds.ac.uk/) was the first ever project-based MOOC on learning design. This ambitious MOOC ran for 9 weeks in early 2013. Its structure was based on a design inquiry model, where designers identify a (learning/curriculum) design challenge, explore it to gain an understanding of its context and driving forces, generate possible solutions, implement a solution and reflect on the process as a whole and its outputs. The MOOC exposed participants to a wide range of voices, approaches, representations, and tools for learning design. It incorporated a host of innovations in pedagogy and technology including Badges (http://www.olds.ac.uk/badges). Over 2000 people registered, over 1000 participated in the first week, and several hundred were active thoughout. OLDS MOOC adopted a radically open approach - registration was optional, and all the MOOC resources were made available as OERs. This session will reflect on what went well, what not so much, and what lessons can be learned.
The METIS project (http://metis-project.org/) aims to promote a professional culture of learning design, by providing educators with an Integrated Learning Design Environment (ILDE) and a workshop package for training educators in using the ILDE to support effective learning design.
Learning design is the act of devising new practices, plans of activity, resources and tools aimed at achieving particular educational aims in a given situation. Learning design breaches the divide between research and practice by projecting theoretical insights into concrete contexts, and abstracting transferable knowledge from practical experience.
The Metis learning design workshops are designed to guide educators in applying a critical and inquisitive approach to issues and concerns that matter the most to them and their students. We begin by exploring the context in which you work and the challenges you are faced with, then provide methods and tools to help you identify solutions for these challenges. Finally, you will be able to deploy the designs you produce to a VLE at the click of a button. These workshops are supported by the ILDE, a bespoke environment for co-design of learning, developed by the Metis project.
Metis project deliverable D3.2: Draft of pilot workshopYishay Mor
This deliverable represents the analysis of best practices and workshop design from the first cycle of the METIS project methodology. Alongside this report a prototype is provided to allow access to the package of resources representing a workshop structure developed from the preliminary analysis of best practices in teacher training reported in Deliverable D3.1. Section 2 provides an account of the review of best practices, the process, current status and outcomes, and plans for the future. It also lists risks and challenges and implications to and from WP 2 and 4.
http://www.ld-grid.org/workshops/design-inquiry2013
Learning Design, to be effective, should be informed and evaluated by teacher inquiry, or, should itself be a process of inquiry. Teacher Inquiry into Student Learning should help to optimise the design of activities and resources.
The objectives of this workshop are to establish a new strand of inquiry aimed at the synergy of LD and TISL, solidify its theoretical foundations, propose methodological instruments which build on these foundations and consider tools and representations which support these instruments.
http://altc2012.alt.ac.uk/talks/28031
Our era is distinguished by the wealth of open and readily available information, and the accelerated evolution of social, mobile and creative technologies. These offer learners and educators unprecedented opportunities, but also entail increasingly complex challenges. Consequently, the role of educators needs to shift from distributors of knowledge to designers for learning. Educators may still provide access to information, but now they also need to carefully craft the conditions for learners to enquire, explore, analyse, synthesise and collaboratively construct their knowledge from the variety of sources available to them. The call for such a repositioning of educators is heard from leaders in the field of TEL and resonates well with the growing culture of design-based research in Education. Yet, it is still struggling to find a foothold in educational practice.
In October 2011, the Art and Science of Learning Design (ASLD) workshop was convened in London, UK, to explore the tools, methods, and frameworks available for practitioners and researchers invested in designing for learning, and to articulate the challenges in this emerging domain. The workshop adopted an unconventional design, whereby contributions were shared online beforehand, and the event itself was dedicated to synergy and synthesis. This paper presents an overview of the emerging themes identified at the ASLD workshop, and guides the reader through further reading of the workshop outcomes. First, we introduce the topic of Learning Design, and the themes we will be considering. We present and compare some common definitions of Learning Design, and clarifying its links to the related but distinctly different field of Instructional Design. We then explore its relevance and value to educators, content and technology developers, and researchers, examining some of the current issues and challenges. We present an overview of the workshop contributions, relating them to the key thematic strands of Learning Design, and conclude with three significant challenges to be explored in future research.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
1. Pedagogical
Pattern
Collector
software
tool
Dejan
Ljubojevic
and
Diana
Laurillard
London
Knowledge
Lab,
Institute
of
Education,
London,
UK
Introduction
This
paper
describes
one
of
the
key
strands
of
the
three-‐year
ESRC/EPSRC
funded,
research
project
titled
Learning
Design
Support
Environment
(LDSE
http://www.ldse.org.uk).
One
of
the
principal
strategies
adopted
by
the
LDSE
project
is
to
enable
teachers
to
build
on
the
work
of
others
by
providing
the
support
tools
to
assist
them
in
finding,
interpreting,
evaluating,
and,
reusing/redesigning
the
work
of
their
colleagues.
Operationalising
that
strategy
requires
a
way
of
representing
the
theory
and
practice
of
learning
design
so
that
the
analytical
links,
between
the
pedagogical
first
principles
and
the
practice-‐
instances,
are
exposed
and
offered
to
practitioners
as
support.
The
Pedagogical
Pattern
Collector
(PPC)
tool
is
a
proposal
for
operationally
modelling
design,
abstraction,
and
interpretation
of
pedagogical
patterns.
Underpinning
the
design
of
the
PPC
is
the
Conversational
Framework
(Laurillard,
2002).
The
Conversational
Framework
(CF)
offers
analytical
means
for
dissecting
any
approach
to
teaching
and
learning
(teaching
and
learning
conversation)
and
is
not
value-‐laden,
that
is,
it
does
not
prescribe,
or
favour,
any
one
approach.
Background
The
appeal
of
establishing
a
successful
model
for
reuse
(of
ideas,
approaches,
processes,
and
products),
in
any
domain,
is
at
least
twofold.
Firstly
it
serves
to
optimally
mobilise
the
domain’s
resources:
the
existing
aggregate
of
materials,
solutions
and
tools,
and
its
workforce
–
by
reducing
the
doubling
of
effort
and
therefore
the
cost.
Secondly,
through
this
optimised
mobilisation
it
leads
to
sharing
and
evolution
of
the
best
practices,
and
ultimately
innovation.
The
crucial
prerequisite
for
building
a
successful
model
for
reuse
in
any
domain
is
a
solid
foundation
of
conceptions
about
a
domain-‐intrinsic
unit
of
reuse
that
are
shared
across
the
stakeholder
groups.
These
generic
criteria
when
applied
to
the
domain
of
learning
design
do
not
read
all
that
comfortably.
On
one
hand
the
optimisation
of
teaching
effort
and
resourcing
is
demanded
by
the
significant
changes
in
HE
in
the
UK
and
globally
(HEFCE,
2006;
HEFCE-OLTF,
2011; D.
Laurillard
&
Masterman,
2009),
and
on
the
other
hand,
the
prerequisite
for
that
optimisation,
the
shared
conception
about
the
unit
of
reuse,
is
absent
despite
significant
effort
(Grainne
Conole
&
Jones,
2010;
Isobel Falconer,
Janet Finalay,
&
Fincher,
2011; LAMS).
Often
cited
reasons
for
this
absence
of
shared
conceptions
about
the
unit
of
reuse
inside
the
teaching
and
learning
domain
are
the
disciplinary
and/or
institutional
idiosyncrasies,
as
well
as
the
technical
interoperability
issues,
such
as
granularity
of
focus,
that
are
hard
to
overcome.
And
yet,
other
domains,
of
at
least
equal
complexity,
such
as:
engineering,
medicine,
music
etc.,
have
successfully
overcome
this
‘shared
conception’
hurdle.
This
conceptualisation
problem
(the
elusive
answer
to
the
question
‘what
are
we
talking
about
when
1
2. talking
teaching
and
learning?’)
is
in
the
way
of
the
theoretical
and
practical
progress
in
the
field.
This
is
manifested
in
the
way
the
field’s
capacity
to
innovate
is
plagued
by
the
lack
of
the
foundation
for
the
exchange
of
ideas,
models,
tools,
materials
etc.
It
is
important
to
note
that
the
‘foundation
for
exchange’
does
not
pertain
to
the
much
researched
‘interoperability’
issue,
but
to
the
way
the
pedagogical
content
of
the
learning
design
is
made
explicit
for
the
practitioners,
and
the
designers
alike,
to
help
them
interpret
and
consequently
reuse
designs
across
the
disciplinary,
institutional,
and
individual-‐practice
boundaries.
What
is,
and
what
is
not
a
Pedagogical
Design
Pattern?
The
Pedagogical
Design
Pattern
(PDP)
captures
the
generic
description
of
the
pedagogical
essence,
the
epistemic
property,
of
a
piece
of
learning
design
that
successfully
achieves
the
learning
outcome
it
was
designed
for;
it
describes
the
mechanisms
of
students’
‘coming
to
know’.
This
description
is
systematised
by
the
use
of
the
5
cognitive
activities
from
Conversational
Framework
(Laurillard,
2002),
these
are:
acquisition,
inquiry,
discussion,
practice,
and,
production.
Each
teaching-‐learning
activity
statement
in
the
PDP
description
is
assigned
one
of
these
categories,
and
composites
are
enabled
by
the
use
of
Segments
that
aggregate
two
or
more
statements
(and
their
cognitive
activity
assignees)
to
describe
more
complex
design
structures.
The
operational
choice
of
Conversational
Framework
taxonomy
is
not
mandatory,
that
is
the
pattern
representations
inside
the
PPC
are
loosely
coupled
with
Laurillard’s
taxonomy,
and
this
is
potentially
a
very
appealing
feature…
The
most
successful
designs
are
not
those
that
try
to
fully
model
the
domain
in
which
they
operate,
but
those
that
are
``in
alignment''
with
the
fundamental
structure
of
that
domain,
and
that
allow
for
modification
and
evolution
to
generate
new
structural
coupling.
(Winograd
&
Flores,
1986,
pp
53)
For
example,
the
patterns
inside
the
PPC
browser
are
presently
classified
using
Bloom’s
Taxonomy
(Bloom,
1956),
and
can
be
(additionally)
(re)classified
using
Kolb’s
Learning
Cycle
(Kolb,
1984).
Similarly,
the
present
operational
design,
underpinned
by
the
Conversational
Framework
(Laurillard,
2002)
classification
of
the
learner
cognitive
activities,
can
be
substituted
with
learning
activities
taxonomy
(Conole,
2007)
with
operational
integrity
intact.
This
would
serve
to
capture
wider
audience
that
may
have
particular
preference
in
this
regard.
All
other
aspects
of
the
learning
design
are
underplayed
(not
omitted)
in
our
approach,
to
allow
for
high
interpretability
of
the
epistemic
content
of
the
design
by
the
potential
reuser.
Other
aspects
of
the
learning
design
that
also
lend
themselves
to
design
pattern
approach
are:
curricular
(one
curricular
design
pattern
example
is
an
instance
from
the
Spiral
Curriculum
family,
called
Simplifying
Conditions
Methodology
from
Elaboration
Theory
–
(Reigeluth,
1999)),
and,
logistic
(one
logistic
design
pattern
example
is
an
instance
from
the
Role
Play
family,
called
Jigsaw
Pattern
-‐
(Grainne
Conole,
McAndrew,
&
Dimitriadis,
2010)).
2
3. Pedagogical
Pattern
Collector
The
Pedagogical
Pattern
Collector
(PPC)
is
online
software
tool
(tinyurl.com/ldsepatterns)
with
three
distinct
stages:
browser,
designer,
and,
abstractor,
corresponding
respectively
to
identification/adoption,
designing/adaption,
and,
abstraction
of
teaching
practice.
Two
typical
use
case
scenarios
of
the
way
the
PPC
is
used
are
depicted
in
the
Figure
1.
Figure
1
–
Two
typical
use
case
scenarios
of
the
PPC
use
Use
Case
I
–
Adopt
and
Adapt
existing
Pedagogical
Design
Pattern
The
browser
(Stage
1
in
Figure
1)
is
used
for
searching
through
the
repository
of
learning
outcomes
and
the
associated
pedagogical
design
patterns.
When
the
user
identifies
the
potentially
suitable
pattern
(Stage
1
in
Figure
1),
the
browser
aids
interpretation
by
providing
up
to
3
instance
examples
for
each
pattern
from
as
disparate
disciplines
as
possible.
Furthermore,
the
browser
also
allows
the
user
to
input
their
own
instantiation
parameters
into
the
pattern.
This
marks
the
end
of
the
Adoption
phase;
the
adopted
pattern
is
then
imported
into
the
design
area
(Stage
2
in
Figure
1)
and
the
user
can
edit
the
whole
pattern
to
adapt
it
to
their
specific
requirements.
This
Use
Case
ends
with
the
reuser
either
exporting
the
design
in
an
XML
format
that
can
be
potentially
‘played’,
pending
the
development
of
the
PPC
player,
or
printing
out
the
textual
description
of
the
design.
Use
Case
II
–
Express
own
teaching
practice
and
generalise
for
others
to
reuse
The
design
editor
(Stage
A
in
Figure
1)
is
used
for
designing
the
user’s
own
teaching
instance.
When
the
design
stage
is
complete
the
design
is
migrated
to
the
Abstractor
(Stage
B
in
Figure
1),
which
offers
the
tools
for
abstracting
a
design
instance
into
a
generic
design
pattern.
Use
Case
II
ends
with
the
PPC
sending
the
email
to
the
research
team
with
the
complete
materials
(including:
design
instance
description
of
pedagogy,
sequence,
timings,
and
tools
and
3
4. resources,
and
the
designer’s
generalisation
recommendation),
so
that
the
newly
created
instance
can
be
inserted
into
the
repository
of
PPC
patterns.
Figure
2
–
the
browser
part
of
the
PPC
Figure
3
–
the
designer
part
of
the
PPC
4
5. Figure
4
–
the
abstractor
part
of
the
PPC
Suggested
activities
for
the
workshop
The
two
use
cases
described
earlier
could
be
used
in
the
session
to
allow
the
participants
to
evaluate
the
PPC
tool.
References
Bloom,
B.
S.
(Ed.).
(1956).
Taxonomy
of
Educational
Objectives:
The
Classification
of
Educational
Goals,
Handbook
1
Cognitive
Domain.
New
York:
David
MvKay
Co.
Inc.
Conole,
G.
(2007).
Describing
learning
activities:
tools
and
resources
to
guide
practice.
In
H.
Beetham
&
R.
Sharpe
(Eds.),
Rethinking
Pedagogy
for
a
Digital
Age:
Designing
and
Delivering
E-Learning.
London:
RoutledgeFalmer.
Conole,
G.,
&
Jones,
C.
(2010).
Sharing
practice,
problems
and
solutions
for
institutional
change.
In
P.
Goodyear
&
S.
Relatis
(Eds.),
Technology-
Enhanced
Learning:
Design
Patterns
and
Pattern
Languages.
Technology
Enhanced
Learning
(Vol.
2,
pp.
277–296):
Sense
Publishers.
Conole,
G.,
McAndrew,
P.,
&
Dimitriadis,
Y.
(2010).
The
role
of
CSCL
pedagogical
patterns
as
mediating
artefacts
for
repurposing
Open
Educational
Resources.
In
F.
Pozzi
&
D.
Persico
(Eds.),
Techniques
for
Fostering
Collaboration
in
Online
Learning
Communities:
Theoretical
and
Practical
Perspectives.
Hershey,
USA:
IGI
Global.
HEFCE.
(2006).
Strategic
Plan
2006-11
Higher
Education
Funding
Council
for
Englando.
Document
Number)
HEFCE-‐OLTF.
(2011).
Collaborate
to
Compete:
Seizing
the
opportunity
of
online
learning
for
UK
higher
education
(HEFCE
o.
Document
Number)
Isobel
Falconer,
Janet
Finalay,
&
Fincher,
S.
(2011).
Representing
practice:
practicve
models,
patterns,
bundles...
Learning
Media
and
Technology,
36(2),
101-‐127.
Kolb,
D.
A.
(1984).
Experiential
learning:
experience
as
the
source
of
learning
and
development.
Englewood
Cliffs,
New
Jersey:
Prentice-‐Hall.
LAMS.
Learning
Activity
Management
System.
from
http://lamsfoundation.org/
Laurillard,
D.
(2002).
Rethinking
University
Teaching:
A
Conversational
Framework
for
the
Effective
Use
of
Learning
Technologies
(2nd
ed.).
London:
RoutledgeFalmer.
Laurillard,
D.,
&
Masterman,
E.
(2009).
TPD
as
online
collaborative
learning
for
innovation
in
teaching.
In
O.
Lindberg
&
A.
D.
Olofsson
(Eds.),
Online
Learning
Communities
and
Teaching
Professional
Development:
Methods
for
Improved
Educational
Delivery.
Berlin:
Springer.
Reigeluth,
C.
M.
(1999).
The
Elaboration
Theory:
Guidance
for
Scope
and
Sequence
Decisions
.
In
C.
M.
Reigeluth
(Ed.),
Instructional-Design
Theories
and
Models:
A
New
Paradigm
of
Instructional
Theory,
vol.
II.
(pp.
425-‐453).
Mahwah,
NJ:
Lawrence
Erlbaum
Associates.
Winograd,
T.,
&
Flores,
F.
(1986).
Understanding
Computers
and
Cognition.
Norwood,
NJ.:
Ablex
Corporation.
5