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This project has received funding from the European Union’s Seventh Framework Programme for research, 
technological development and demonstration under grant agreement no. 619619
Facilitating maturing of socio‐
technical patterns through
social learning approaches
Graz, October 2015
Christine Kunzmann 
Pontydysgu
Andreas P. Schmidt 
Karlsruhe University of Applied Sciences
Carmen Wolf
Karlsruhe Institute ofTechnology
www.employid.eu
• Interventions in organizations, for improving learning, 
processes, or similar:
• Often wider social and motivational aspects are forgotten or 
insufficiently dealt with 
• Problem: issues are complex and depend on experiences 
• How to represent these experiences and make them 
accessible?
Social aspects
www.employid.eu
• Pioneering research in architecture by Christopher Alexander
• Structured description that provides a generalized and 
condensed description of proven solutions
• Problem: what kind of problem was solved?
• Solution: how was it solved?
• Context: under which conditions does the solution represent a 
solution to the problem?
• Evidence: examples or evaluation results 
• More attributes are typically added
Design Patterns
www.employid.eu
• But how about affective aspects, motivation?
• These are particularly difficult to elicit and discuss because of 
social expectations and accepted behavior
• Emotions at the workplace?
• Being not motivated?
• But they are often at the core of the problems!
• MATEL
http://matel.professional‐learning.eu
Socio‐technical patterns
www.employid.eu
• What is captured in patterns?
• Patterns represent collective knowledge about
• understanding the specified problem
• possible solutions (and their contextual dependencies)
• and evidence about it (examples)
• So pattern development is a collective learning process
• … for which knowledge maturing is a model
Problem: How can socio‐technical patterns be 
developed and used on a continuous basis?
www.employid.eu
Maturing of Pattern Knowledge
www.employid.eu
• How can we improve the activities of becoming aware of soft 
aspects and sharing them effectively? 
• Peer coaching 
• How can we improve the creation of a structured 
representations in a conversational space?
• Living Documents
• How can we improve spreading proto‐patterns and invite 
others for larger‐scale conversations?
• Social learning programmes
Challenges for pattern maturing
A social learning tool chain
www.employid.eu
• Individual driven. Patterns arise from challenging situation for 
which peer coaching is sought
• Spreading to others. Advisers become aware of similar 
problems in their own context and engaged in connecting 
problems with solutions
• More depth. Structured peer coaching process promotes 
solution‐orientation and ensures deeper investigation including 
affective aspects of the individual.
• De/Re‐Contextualization. Client is facilitated to 
decontextualize his problem, the advisers suggest 
decontextualized solution opportunities, and within the session, 
this is recontextualized for a concrete solution plan.
Peer Coaching
www.employid.eu
• Structured process 
• to help an individual („client“) to find possible solutions to a 
specific issue
• with support from peers („advisers“) and a moderator
Peer Coaching
as a structured process for early maturing phases
www.employid.eu
Living Documents
www.employid.eu
• Integrated into peer coaching tools
• Just for the closed peer coaching group
• But can be shared with a wider audience
• Promotes the transition from peer coaching session minutes 
into proto‐patterns
• the group 
needs to agree 
on how to deal 
with 
potentially 
confidential 
details.
Living Documents
Conversations around documents
www.employid.eu
• MOOCs without the massive:
• open spaces 
• prepared instructional material 
• spaces for social exchange among the participants.
• Proto‐patterns are presented to a larger audience
• proto‐patterns act as a trigger and catalyst for participants join 
the conversation and contribute their experiences
• combination of the different experiences and integration with 
existing proto‐patterns (and possible refactoring) can happen 
through the living documents system.
Social Learning Programmes
www.employid.eu
• The pattern approach introduces a solution focus into social 
learning and captures also soft aspects.
• Particularly peer coaching is well suited for early maturing 
phases, but needs follow‐up activities for summarizing and 
sharing effectively.
Conclusions
www.employid.eu
Outlook:
Patterns as boundary objects in research projects
• Build the solution 
focus into project 
management, e.g., in 
collaborative research 
projects
• Goal: relevant and 
transferrable results
from design and 
prototyping activities 
and reflecting on 
experiences in 
practice 
www.employid.eu
Contact
Christine Kunzmann
Pontydysgu Ltd.
mail: kontakt@christine‐kunzmann.de
http://christine‐kunzmann.de
Carmen Wolf
Karlsruher Institut für Technologie
mail: carmen.wolf@kit.edu
http://www.ibap.kit.edu/berufspaedagogik/mitarbeiter_928.php
Andreas P. Schmidt 
Karlsruhe University of Applied Sciences
mail: andreas_peter.schmidt@hs‐karlsruhe.de
http://andreas.schmidt.name

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