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CAL '09 Mor Warburton


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This paper elaborates a methodology for sharing expertise using a design patterns approach. We - learners, teachers, researchers - work in settings where the accelerated progress of technology means that not just learning is changing, but the nature of change itself is changing. The question we explore is how can we effectively respond to developments that occur at such rapid pace.

The first consequence we need to acknowledge is that the division of roles is being blurred. Teachers need to invest in continuous learning, learners can often take the role of teaching, and all are de-facto researchers: exploring and experimenting with new opportunities daily. The second, more complex and perhaps more vital recognition is that we are all learning designers. We design learning environment for ourselves and for others by choosing the tools and their configuration, we design our curriculum, choosing which new skills and practices to acquire and which to defer. We design learning experiences by carefully assembling tasks, tools, activities and social interactions.

These observations call for a renewed attention to learning as a design science. Herbert Simon defined: "everyone designs who devises courses of action aimed at changing existing situations into desired ones" (Simon, 1969, p 129). Hence, design science is, in a nutshell, the science of making a better world. Design science needs a language of its own. A set of "scientific instruments" that include modes of capturing and sharing knowledge, and methods of establishing validity. Mor & Winters have argued that design patterns and pattern languages hold a promise in this respect, and propose a workshop model for participatory development of pattern languages in education (Mor & Winters, 2007; 2008).

The Pattern Language Network project ( has further developed this methodology, and a set of on-line tools to support it, for pattern-based design research in education. This methodology is being used by communities of practitioners, developers and researchers to capture and share their expertise and examples of good practice as reusable design knowledge. Here, we show the value of this methodology as a way forward in tackling key design issues in teaching and learning supported by Web 2.0 technologies and virtual world spaces.

Published in: Education, Technology
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CAL '09 Mor Warburton

  1. 1. Planet: bringing learning design knowledge to the forefront Yishay Mor, London Knowledge Lab Steven Warburton, King's College London Janet Finlay, Leeds Metropolitan
  2. 2. Problem: Bad Design
  3. 4. the limit on growth is not the capacity to produce, but the knowledge to do it right. Problem: The Design Divide the gap between those who have the expertise to develop high-quality tools and resources and those who don’t (Mor & Winters, 2008*)‏
  4. 5. Solution...
  5. 6. Problem: acceleration <ul><li>The world is changing. Fast. Faster. </li></ul><ul><li>Teachers are learners. </li></ul><ul><li>Students are researchers. </li></ul><ul><li>We are all designers of our own and our peer's learning experiences. </li></ul>Son, this was my dad's mobile. I want you to have it.
  6. 8. Participatory Methodology for Practical Design Patterns <ul><li>Problem </li></ul><ul><ul><li>Acceleration -> need for effective protocols for sharing of design knowledge </li></ul></ul><ul><li>Context </li></ul><ul><ul><li>interdisciplinary communities of practitioners engaged in collaborative reflection on a common theme of their practice. </li></ul></ul><ul><ul><li>blended setting : co-located meetings + on-line collaborative authoring system. </li></ul></ul>
  7. 9. Solution: a series of three* collaborative reflection workshops <ul><li>Case Stories Workshop </li></ul><ul><ul><li>Engender collaborative reflection among practitioners by a structured process of sharing stories. </li></ul></ul><ul><li>Pattern Mining Workshop </li></ul><ul><ul><li>Eliciting patterns by reflecting on and comparing case stories. </li></ul></ul><ul><li>Future Scenarios Workshop </li></ul><ul><ul><li>Validating and enhancing patterns by applying them to novel problems. </li></ul></ul>
  8. 10. Collaborative reflection workshop <ul><li>Problem </li></ul><ul><li>Facilitate on-going design-level conversation between designers and practitioners involved in diverse aspects of the problem domain. </li></ul><ul><ul><li>Open, trusting and convivial. </li></ul></ul><ul><ul><li>And at the same time </li></ul></ul><ul><ul><li>Critical, focused and output-directed. </li></ul></ul>
  9. 11. Solution <ul><li>Before the workshop </li></ul><ul><ul><li>Establish communication channels </li></ul></ul><ul><ul><li>Collect contributions </li></ul></ul><ul><li>On the day </li></ul><ul><ul><li>Intensive guided group work: process contributions, produce, share. </li></ul></ul><ul><li>After the workshop </li></ul><ul><ul><li>Refine products through on-line channels </li></ul></ul>
  10. 12. Workshop I: Sharing case stories
  11. 13. Problem: telling a good story is not so easy <ul><li>Inexperienced story-tellers might - </li></ul><ul><ul><li>Take the context for granted </li></ul></ul><ul><ul><li>Preach, apologise, market, or generalise </li></ul></ul><ul><ul><li>Avoid inconvenient details </li></ul></ul><ul><li>Interactive feedback should help, but peers might - </li></ul><ul><ul><li>Be reluctant to criticize </li></ul></ul><ul><ul><li>Attribute misunderstanding to their own faults </li></ul></ul><ul><ul><li>Loose attention </li></ul></ul>
  12. 14. Three hats
  13. 15. Thank you The pattern language network project: Yishay Mor This presentation