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

c.kohls@iwm-kmrc.de

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/