mapping design patterns
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Transcript of mapping design patterns
Formative e-Assessment PED 4, Dec 2008
Closing the loop
Formative e-Assessment PED 4, Dec 2008
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.
Formative e-Assessment PED 4, Dec 2008
Tell me a story Situation
Set the scene (I wasn't there)
Task What problem where you trying to solve?
Actions What did you do?
Results What happened?
Reflections
Formative e-Assessment PED 4, Dec 2008
The three hats
Work in small groups One tells a story, second writes it down, third
presents it.
Formative e-Assessment PED 4, Dec 2008
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?
Formative e-Assessment PED 4, Dec 2008
Make it a pattern
C o n t e x t
Problem Solution
When, Where, Who
Collision of forces
Cookbook: ingredients, procedure, expected
outcomes
Formative e-Assessment PED 4, Dec 2008
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
Formative e-Assessment PED 4, Dec 2008
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.
Formative e-Assessment PED 4, Dec 2008
A few patterns..
Try Once, Refine Once Feedback on Feedback Classroom display Use my Stuff Round and Deep Showcase Learning Three Hats
Formative e-Assessment PED 4, Dec 2008
Try Once, Refine Once
http://patternlanguagenetwork.myxwiki.org/xwiki/bin/view/Patterns/TryOnceRefineOnce
Formative e-Assessment PED 4, Dec 2008
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.
Formative e-Assessment PED 4, Dec 2008
Context
Class size Large (30-300)
Content Skills \ facts
Mode of instruction Blended / on-line. Computer tested.
Formative e-Assessment PED 4, Dec 2008
Solution
Formative e-Assessment PED 4, Dec 2008
Feedback on
Feedback
http://patternlanguagenetwork.myxwiki.org/xwiki/bin/view/Patterns/FeedbackonFeedback
Formative e-Assessment PED 4, Dec 2008
ProblemGood 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
Formative e-Assessment PED 4, Dec 2008
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.
Formative e-Assessment PED 4, Dec 2008
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.
Formative e-Assessment PED 4, Dec 2008
Classroom Display
http://patternlanguagenetwork.myxwiki.org/xwiki/bin/view/Patterns/Classroomdisplay
Formative e-Assessment PED 4, Dec 2008
Problem
Rewards participation.Relates to learner's personal experiences.Window on student conceptions.
Using learner generated Using learner generated content..content..
Needs to collate works in a single easy to access location.Learners uncomfortable about presenting their work in publicLegal or other restrictions on sharing work.
Formative e-Assessment PED 4, Dec 2008
Context
Class size: Small / medium (6-60)
Mode of instruction: Blended (preferable)
Time frame Continuous, over a period
Pedagogy Involves construction / media production
Formative e-Assessment PED 4, Dec 2008
Solution
Formative e-Assessment PED 4, Dec 2008
Task 1: highlight concepts
Hazard: Hazard: needs definition
Asset: Asset: Key common concept
Formative e-Assessment PED 4, Dec 2008
Task 2: map the concepts
Bunnysmall
big-eared mammal
Elephantlarge
big-eared mammal
FoxEats bunny
Formative e-Assessment PED 4, Dec 2008
Task 3: Map the patterns
Formative e-Assessment PED 4, Dec 2008
Coming up..
Formative e-Assessment PED 4, Dec 2008
Deadline: December 23rd 2008
http://www.iwm-kmrc.de/workshops/e-learning-patterns/
Formative e-Assessment PED 4, Dec 2008
Review on formative e-Assessment Paper on the CoMo case study Symposium on pattern methodologies
http://www.cal-conference.elsevier.com/
Formative e-Assessment PED 4, Dec 2008
July 8-12, 2009, Irsee Monastery, Bavaria
Deadline: February 14, 2009
http://www.hillside.net/europlop/
http://flickr.com/photos/ademaraguiar/