Table Of ContentPractical Design Patterns for Teaching and Learning
with Technology
Trails in Education: Technologies that Support Navigational Learning
Volume 8
J. Schoonenboom
University of Amsterdam
M. Levene
Birkbeck, University of London
J. Heller
University of Graz
K. Keenoy
Birkbeck, University of London
and
M. Turcsányi-Szabó (Eds.)
Eötvös Loránd University
This book is about sequences of learning objects ordered according to time or
according to the demands of given learning materials. As users navigate through a
learning environment, they follow prescribed trails and create personal trails through
their interactions. In digital learning environments, these trails can be stored,
evaluated and accessed in a structured manner. Experts from different backgrounds
shed light on different aspects of trails and navigational learning. Its chapters contain
an investigation on how planning and evaluating trails can support curriculum
development, a review of personalised learning and collaborative learning, a model
which tackles issues relating to knowledge acquisition and cognitive aspects of
trails, and a demonstration of how trails can be visualised.
The target audiences are: professionals, practitioners and researchers interested
in educational science, e-learning and computer-enhanced learning, computing
in education, curriculum studies, instructional design, or computer-supported
personalised and collaborative learning.
Practical Design Patterns for Teaching and Learning
with Technology
Edited by
Yishay Mor
Harvey Mellar
Steven Warburton
Niall Winters
A C.I.P. record for this book is available from the Library of Congress.
ISBN: 978-94-6209-528-1 (paperback)
ISBN: 978-94-6209-529-8 (hardback)
ISBN: 978-94-6209-530-4 (e-book)
Published by: Sense Publishers,
P.O. Box 21858,
3001 AW Rotterdam,
The Netherlands
https://www.sensepublishers.com/
Printed on acid-free paper
All Rights Reserved © 2014 Sense Publishers
No part of this work may be reproduced, stored in a retrieval system, or transmitted
in any form or by any means, electronic, mechanical, photocopying, microfilming,
recording or otherwise, without written permission from the Publisher, with the
exception of any material supplied specifically for the purpose of being entered and
executed on a computer system, for exclusive use by the purchaser of the work.
TABLE OF CONTENTS
Introduction: Using Design Patterns to Develop and Share Effective Practice 1
Yishay Mor, Harvey Mellar, Steven Warburton, & Niall Winters
1. Learner Centred Design - Overview 13
Diana Laurillard & Michael Derntl
1.1.1 Design Narrative: Interactive Lecture Mode of the
Human-Computer Interaction Lecture 17
Sonja Kabicher & Renate Motschnig-Pitrik
1.1.2 Design narrative: Lab Course on Software Architectures and Web
Technologies 23
Michael Derntl
1.1.3 Design Narrative: Star of the Week 31
Judy Robertson
1.1.4 Design Narrative: Establishing a Constructive Atmosphere
in Class in Which Creativity and Cooperation are Welcome 35
Renate Motschnig-Pitrik
1.1.5 Design Narrative: A Genre-Based Approach to the Development of
Academic Writing Skills 41
Dai Fei Yang & Peter Goodyear
1.1.6 Design Narrative: Content Morph 49
Michele Cerulli
1.2.1 P attern: INTERACTIVE LECTURE MODE 55
Sonja Kabicher & Renate Motschnig-Pitrik
1.2.2 P attern: SPOTLIGHTING LEARNING PROCESSES 61
Michael Derntl
1.2.3 P attern: SHOWCASE LEARNING 67
Judy Robertson
1.2.4 P attern: REACTION SHEETS 73
Renate Motschnig-Pitrik
1.2.5 P attern: GENRE-BASED DEVELOPMENT OF ACADEMIC WRITING SKILLS 83
Dai Fei Yang & Peter Goodyear
v
TABLE OF CONTENTS
1.2.6 P attern: CONTENT MORPH 93
Michele Cerulli
1.3.1 Scenario: Interactive Lecture 97
Michael Derntl & Diana Laurillard
2. Learning Communities – Overview 101
Christian Kohls & Till Schümmer
2.1.1 Design Narrative: Collaborative Course Design and
Presentation Through Online Special Interest Groups Nigeria,
UK, and a Wider Online Community 105
Pamela McLean
2.1.2 Design Narrative: iCamp International Collaboration 111
Effie Law & Anh Vu Nguyen-Ngoc
2.2.1 P attern: COURSE DESIGN AS A COLLABORATIVE LEARNING ACTIVITY 117
Pamela McLean
2.2.2 P attern: CROSS-CULTURAL MEDIATOR 123
Pamela McLean
2.2.3 P attern: GROUP HOME RE-LOCATION 129
Anh Vu Nguyen-Ngoc
2.2.4 P attern: LOCAL COMMUNITY MEETING 133
Nicole Lotz
2.2.5 P attern: GROUP LEADER EMERGENCE 137
Effie Law
2.2.6 P attern: WATCH ACTIVE MEMBERS 139
Nicole Lotz
2.3.1 Scenario: Learning Communities 145
Christian Kohls & Till Schümmer
3. Social Media and Learner Interaction in Social Spaces - Overview 151
Steven Warburton
3.1.1 Design Narrative: Developing and Evaluating
A Design for an Online Forum 159
Fiona Chatteur
3.1.2 Design Narrative: Online Teacher Training in a Web 2.0 Setting 171
Nergiz Kern
vi
TABLE OF CONTENTS
3.1.3 Design Narrative: Web 2.0 Integration - Disruptive or Benefi cial? 177
Katerina Makri & Chronis Kynigos
3.1.4 Design Narrative: Facebook for Design Learners 183
Nicole Lotz
3.2.1 P attern: ONLINE FORUM FOR E-LEARNING 189
Fiona Chatteur
3.2.2 P attern: CAN YOU HEAR ME 199
Steven Warburton
3.2.3 P attern: CHOOSING THE RIGHT BLEND 203
Katerina Makri & Chronis Kynigos
3.2.4 P attern: WEAR YOUR SKILLS ON YOUR SHIRT 209
Nicole Lotz & Yishay Mor
3.2.5 P attern: SET GROUND RULES 213
Margarita Pérez Garcia, Nergiz Kern, Ramiro Serrano &
Steven Warburton
3.2.6 P attern: TOUCH POINTS 217
Theodore Zamenopoulos
3.2.7 P attern: DO AS I DO 221
Georgy Holden
3.2.8 P attern: NO TELLER WITHOUT LISTENERS 225
Nicole Lotz
3.2.9 P attern: CONTROL THE FLOW 229
Margarita Pérez Garcia, Nergiz Kern, Ramiro Serrano &
Steven Warburton
3.3.1 Scenario: Visualising skills for collaboration in virtual worlds 235
Steven Warburton
4. Assessment and Feedback – Overview 239
Harvey Mellar & Norbert Pachler
4.1.1 Design Narrative: Web Engineering 245
Oswald Comber & Michael Derntl
4.1.2 Design Narrative: Adding a Twist to the Multiple Choice Test 251
Sus Lundgren
vii
TABLE OF CONTENTS
4.1.3 Design Narrative: Assessment of Geographical Skills
Using Interactive Maps in an E-Questionnaire 255
Patricia Santos, Davinia Hernández-Leo,
Toni Navarrete & Josep Blat
4.1.4 Design Narrative: Open Mentor 263
Denise Whitelock
4.1.5 Design Narrative: A Tutor’s Journey 269
Stylianos Hatzipanagos
4.1.6 Design Narrative: Reading Academic Papers 275
Mary Webb
4.1.7 Design Narrative: String Comparison in Language Learning 279
Daniel Herding, Marc Zimmermann & Aliy Fowler
4.1.8 Design Narrative: A Learning Tool for
Mathematical Proofs with On-Demand Hints 285
Christine Bescherer
4.2.1 P attern: BLENDED EVALUATION 293
Oswald Comber
4.2.2 P attern: CHAOTIC MULTIPLE CHOICE TEST 301
Sus Lundgren
4.2.3 P attern: E-GEO-ASSESSMENT 305
Patricia Santos, Davinia Hernández-Leo,
Toni Navarrete & Josep Blat
4.2.4 P attern: FEEDBACK ON FEEDBACK 311
Denise Whitelock & Harvey Mellar
4.2.5 Pattern: FORMATIVE EXCEPTION CLOSING THE LOOP FOR EXCELLENT STUDENTS 315
Stylianos Hatzipanagos
4.2.6 P attern: GENERATE & USE AGREED STRATEGIES 319
Mary Webb
4.2.7 P attern: TRY ONCE, REFINE ONCE 323
Aliy Fowler
4.2.8 P attern: HINT ON DEMAND 329
Marc Zimmermann, Daniel Herding & Christine Bescherer
4.3.1 Scenario: Assessment and Feedback 337
Harvey Mellar
viii
YISHAY MOR, HARVEY MELLAR,
STEVEN WARBURTON, & NIALL WINTERS
INTRODUCTION: USING DESIGN PATTERNS TO
DEVELOP AND SHARE EFFECTIVE PRACTICE
Education aspires to bring about change; whether to change individuals and
societies, or to change knowledge, attitudes, and practices. The act of devising plans
of activities, resources, and tools to achieve such change is an act of learning design.
This book sets out to share design knowledge about the use of technology in teaching
and learning, and to explore how we might best share this design knowledge amongst
educators, but also between educators, researchers, and technology developers.
The first part of this chapter, entitled Design for Learning, is directed at
practitioners who wish to use this book to access, use and modify existing patterns.
The second part of the chapter, entitled A methodology for developing design
patterns, contains some more technical and specific information for those who are
interested in the methods by which we derived these patterns and who wish to apply
them in the development of new applications of technology to teaching and learning,
or in research.
DESIGN FOR LEARNING
Teaching is not rocket science. It is much, much harder than that. Rocket
science is about moving atoms from a to b; teaching is about moving minds
(Laurillard, 2012, p. 5).
Teachers face learning design challenges throughout their practice, and new design
challenges are continuously thrown up both by new topics and by the use of new
technologies. The advice available to support teachers in this task of learning design
is usually either provided in the form of pedagogic theory, or in the form of anecdotal
descriptions of someone else’s practice. The first approach is usually too general and
abstract to be useful and the second is often too ad hoc or context specific to be easily
applicable more broadly. The teacher is left with the hard tasks of operationalising
the theory on the one hand, or of determining what is relevant and what irrelevant
detail in the second. There is an acute need to find effective ways of sharing design
knowledge, particularly if practitioners are to make any headway in building on
the success of others in a cumulative manner. Design patterns provide a way of
addressing this issue by providing guidance which is abstracted from practice and
informed by theory in a way which makes them more easily translated into effective
Y. Mor et al., (Eds.), Practical Design Patterns for Teaching and Learning with Technology, 1–11.
© 2014 Sense Publishers. All rights reserved.
