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Yishay Mor, profile picture
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mapping design patterns

The document discusses various patterns for teaching and learning including feedback patterns, classroom display patterns, and using stories and scenarios. It provides examples of patterns like "Try Once, Refine Once" which involves giving students immediate feedback in an iterative way to help them learn without having to think through each step. Another pattern called "Feedback on Feedback" addresses how to provide tutors with feedback on their own feedback strategies. The document also discusses applying patterns to design solutions for current challenges through the use of "fantasy stories".

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Closing the loop
A pattern for making patterns Tell me a story. The three hats. What do you see? Make it a pattern. Connect, refactor, refine, repeat. Back to the field: scenarios.
Tell me a story S ituation Set the scene (I wasn't there)‏ T ask What problem where you trying to solve? A ctions What did you do? R esults What happened? R eflections
The three hats Work in small groups One tells a story, second writes it down, third presents it.
What do you see? After a case story is presented, ask the audience to identify the primary points from their perspective. What is the key message you take from this story?
Make it a pattern When, Where, Who Collision of forces Cookbook: ingredients, procedure, expected outcomes C o n t e x t Problem Solution
Connect, refactor, refine, repeat C o n t e x t Problem Solution C o n t e x t Problem Solution C o n t e x t Problem Solution C o n t e x t Problem Solution C o n t e x t Problem Solution Patterns thrive in languages
Scenarios The ultimate proof of a pattern language is in its effectiveness as a tool for design. Ask participants to tell as “fantasy story”: a current design challenge as an “I wish” case story. Apply patterns to derive solution.
A few patterns.. Try Once, Refine Once Feedback on Feedback Classroom display Use my Stuff Round and Deep Showcase Learning Three Hats
Try Once, Refine Once http://patternlanguagenetwork.myxwiki.org/xwiki/bin/view/Patterns/TryOnceRefineOnce
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.
Context Class size Large (30-300)‏ Content Skills \ facts Mode of instruction Blended / on-line. Computer tested.
Solution
Feedback on Feedback http://patternlanguagenetwork.myxwiki.org/xwiki/bin/view/Patterns/FeedbackonFeedback
Problem Good feedback should - Alert learners to their weaknesses. Diagnose the causes and dynamics of these. Include operational suggestions to improve the learning experience. Address socio-emotive factors. Tutors know this, but are pressed for time. Or not aware of their feedback strategies Large teaching organisations are not equipped to provide tutors with personal feedback on their teaching
Context Large scale, technology supported, graded courses many tutors instructing many students. Feedback is mediated by technology that allows it to be captured and processed in real time Topic of study is subject to both grading and formative feedback.
Solution Embed a mechanism in the learning and teaching system that regularly captures tutor feedback, analyses it, and presents them with graphical representation of the types of feedback they have given. Ideally, this should also include constructive advice as to how to shift from less to more effective forms. In computer supported environments (e.g. VLEs), this mechanism could be integrated into the system, providing tutors with immediate analysis of their feedback, as well as long-term aggregates.
Classroom Display http://patternlanguagenetwork.myxwiki.org/xwiki/bin/view/Patterns/Classroomdisplay
Problem Rewards participation. Relates to learner's personal experiences. Window on student conceptions . Using learner generated content.. Needs to collate works in a single easy to access location. Learners uncomfortable about presenting their work in public Legal or other restrictions on sharing work.
Context Class size: Small / medium (6-60)‏ Mode of instruction: Blended (preferable)‏ Time frame Continuous, over a period Pedagogy Involves construction / media production
Solution
Task 1: highlight concepts Hazard: needs definition Asset: Key common concept
Task 2: map the concepts Bunny small big-eared mammal Elephant large big-eared mammal Fox Eats bunny
Task 3: Map the patterns
Coming up..
Deadline: December 23rd 2008 [email_address] http://www.iwm-kmrc.de/workshops/e-learning-patterns/
Review on formative e-Assessment Paper on the CoMo case study Symposium on pattern methodologies http://www.cal-conference.elsevier.com/
July 8-12, 2009, Irsee Monastery, Bavaria Deadline : February 14, 2009 http://www.hillside.net/europlop/ http://flickr.com/photos/ademaraguiar/