The document discusses the need for a "design science of learning" to bridge the gap between theoretical discussions and anecdotal examples in technology-enhanced learning. It proposes using design patterns as a way to systematically share knowledge about solving recurring problems in educational design. Several cases are described as examples to demonstrate how design patterns could be applied to document formative e-assessment solutions.

1. Scoping a vision for formative e-assessment: Cases and design patterns

2. Problem I: common language Learners? Design Knowledge in TEL Developers Policy makers Teachers Researchers

3. Problem II: The void The Prophets will tell you what should be done The Explorers will tell you what they did Current discussion of learning and technology alternates between the abstract theoretical and the anecdotal. In between there is a shortage of design-level discourse. ?

5. The Design Knowledge Problem Expert := one who solves problems in a particular domain Expert := has domain design knowledge Experts do, Consultants talk Experts talk in jargon But..

8. Design patterns [describe] a problem which occurs over and over again in our environment, and then describes the core of the solution to that problem, in such a way that you can use this solution a million times over, without ever doing it the same way twice (Alexander et al., 1977) ‏ C o n t e x t Problem Solution

9. Problem Keep the rain out Context Cold, wet, poor. Method of solution Thatched roof Related Timber frame, Slanted roof, Chimney

10. example: activity nodes Design problem Community facilities scattered individually through the city do nothing for the life of the city. Design solution Create nodes of activity throughout the community, spread about 300 yards apart. http://www.uni-weimar.de/architektur/InfAR/lehre/Entwurf/Patterns/030/ca_030.html

19. Open mentor

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

23. 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.

25. Solution

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

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

33. Solution

34. Task 1: highlight concepts Hazard: needs definition Asset: Key common concept

37. Coming up..

38. Deadline: December 23rd 2008 [email_address] http://www.iwm-kmrc.de/workshops/e-learning-patterns/

40. July 8-12, 2009, Irsee Monastery, Bavaria Deadline : February 14, 2009 http://www.hillside.net/europlop/ http://flickr.com/photos/ademaraguiar/