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Patterns Workshop



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Patterns Workshop

  1. 1. Singapore, Sept. 2009 Participatory Pattern Workshops
  2. 3. Patterns Workshop
  3. 4. Patterns Workshop <ul><li>We have a set of case stories </li></ul><ul><ul><li>Completed stage 1  </li></ul></ul><ul><li>Challenge: Generate Design Patterns </li></ul><ul><li>Key questions </li></ul><ul><ul><li>What is a pattern? </li></ul></ul><ul><ul><li>Why generated it? </li></ul></ul><ul><ul><li>How to generate it? </li></ul></ul>
  4. 6. What is a pattern? <ul><li>At is simplest, it is a </li></ul><ul><ul><li>Generalised solution to a problem </li></ul></ul><ul><ul><li>Follows a specific structure </li></ul></ul>When, Where, Who What are we trying to achieve / solve? Cookbook: ingredients, procedure, expected outcomes C o n t e x t Problem Solution
  5. 7. Origins theory of architecture
  6. 8. A burda pattern.. Season: Fall For: Women Garment Type: Dress Style: Classic, Evening Wear, Romantic Material: Taffeta “ if I copy a dress, I can only create the same dress. If I have a pattern, I can create many dresses” (Yim Ping LENDEN)
  7. 9. Pedagogical pattern: Try Once, Refine Once
  8. 10. Why generate patterns? <ul><li>Need a way to collaborative produce and share knowledge of practice </li></ul><ul><li>Use this knowledge to inform the development of new TEL artifacts (technologies and pedagogic resources) </li></ul><ul><li>Integrate expertise across disciplines </li></ul>
  9. 11. How to generate patterns? <ul><li>Two-stage process </li></ul><ul><li>Start with this partial template </li></ul><ul><ul><li>Problem </li></ul></ul><ul><ul><li>Context </li></ul></ul><ul><ul><li>Solution </li></ul></ul><ul><li>Identify common features across case stories </li></ul><ul><ul><li>How? </li></ul></ul><ul><ul><li>Let’s talk through an example </li></ul></ul>
  10. 12. Case study 1: CoMo
  11. 13. Case study 2: MiGen
  12. 14. How do I determine common features? <ul><li>Identify the problem addressed </li></ul><ul><ul><li>Supporting knowledge construction </li></ul></ul><ul><li>How is it addressed? </li></ul><ul><ul><li>Through communication around artifacts </li></ul></ul><ul><li>Identify the key aspects </li></ul><ul><ul><li>Students  </li></ul></ul><ul><ul><li>Setting  </li></ul></ul><ul><ul><li>Artifacts  </li></ul></ul><ul><li>Identify the forces underlying the problem </li></ul>
  13. 15. Underlying Forces <ul><li>Knowledge construction through communication </li></ul><ul><li>Communication is a powerful driver of learning </li></ul><ul><ul><li>Prompts learners to articulate their intuitions and in the process formulate and substantiate them </li></ul></ul><ul><ul><li>Enables learners to share knowledge and question </li></ul></ul><ul><li>Communication is even more powerful when building on experience </li></ul>
  14. 16. What are the common features? <ul><li>Artifacts are produced </li></ul><ul><ul><li>CoMo: images of practice </li></ul></ul><ul><ul><li>MiGen: mathematical models </li></ul></ul><ul><li>Artifacts are shared </li></ul><ul><ul><li>CoMo: online image blog </li></ul></ul><ul><ul><li>MiGen: shared on school network </li></ul></ul><ul><li>Artifacts are discussed in conversation </li></ul><ul><ul><li>CoMo: f2f with tutor </li></ul></ul><ul><ul><li>MiGen: online with teacher </li></ul></ul>
  15. 17. What are the key features? <ul><li>Conversation mediated by artifacts produced by students using technology </li></ul><ul><li>Let’s make the language slightly simpler </li></ul><ul><ul><li>“ Artifact” ~ “object” </li></ul></ul><ul><ul><li>“ Conversation” ~ “talk” </li></ul></ul><ul><li>Memorable title! </li></ul>
  16. 18. “ Objects to talk with” Pattern <ul><li>Problem </li></ul><ul><ul><li>How to support learning through online discussion of a shared activity </li></ul></ul><ul><li>Context </li></ul><ul><ul><li>Tools which allow learners to communicate </li></ul></ul><ul><li>Solution </li></ul><ul><ul><li>Learning activities often involve the use or construction of objects </li></ul></ul><ul><ul><li>When providing tools for learners to discuss their experience, allow them to easily include these objects in the discussion </li></ul></ul><ul><ul><li>The medium should support a visual (graphical, symbolic, animated or simulated) representation of the objects </li></ul></ul>
  17. 19. Pattern Generation <ul><li>Pattern generated from cases </li></ul><ul><li>CoMo and MiGen are instances of this pattern </li></ul><ul><ul><li>But there can be many more … </li></ul></ul>
  18. 22. The Plan <ul><li>Map the common features to core template </li></ul><ul><li>Illustrate the big idea </li></ul><ul><li>Force mapping </li></ul><ul><li>Sequence / block diagram of solution </li></ul><ul><li>Define context as per concept map </li></ul><ul><li>Fill in the blanks </li></ul>
  19. 23. The core template <ul><li>Context </li></ul><ul><ul><li>Primary, English, PBL, Implementation </li></ul></ul><ul><li>Problem (pick one!) </li></ul><ul><ul><li>We want to do A under condition B but are constrained by C </li></ul></ul><ul><li>Solution </li></ul><ul><li>(in any order that </li></ul><ul><li>works for you) </li></ul>C o n t e x t Problem Solution
  20. 24. Draw it!
  21. 25. Force Mapping <ul><li>Name the forces </li></ul><ul><li>Give them icons </li></ul><ul><li>Plot the links and mark + / - </li></ul>Forces: constraints or factors that influence the problem. The difficulty of solving the problem arises from tensions between competing forces.
  22. 26. Forces <ul><li>A ctors </li></ul><ul><li>B eliefs </li></ul><ul><li>C onditions </li></ul><ul><li>D esires </li></ul>
  23. 27. Sequence / block diagram / flowchart
  24. 28. Fill in the blanks <ul><li>Support </li></ul><ul><ul><li>Source Case </li></ul></ul><ul><ul><li>Other Cases </li></ul></ul><ul><ul><li>Theoretical justification </li></ul></ul><ul><li>Related patterns </li></ul><ul><li>Notes, Links and References </li></ul><ul><li>Liabilities, potential risks, extensions, expected side-effects </li></ul>
  25. 29. Thank you The pattern language network project: The learning patterns project: This presentation Yishay Mor twitter: @yishaym Niall Winters twitter: @nwin