Patterns and Pattern Languages in Educational Design

Goodyear, Peter; Yang, Dai Fei

doi:10.4018/9781599048611.ch007

Cited by 20 publications

(27 citation statements)

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“…Their considerable experience and success in this field has been consolidated in a pattern language (Robinson et al 2011). Note, that design patterns have been shown to be effective, especially if they are carefully elicited and integrated in the project lifecycle, since they encapsulate critical knowledge (Goodyear and Retalis 2010). They support design-based research (DBR) principles as a basis for design innovation and consequently of design improvement, including the need for rigorous documentation.…”

Section: A Case Of Professional Learning On a Web-based Distance Programmentioning

confidence: 99%

Forward-oriented design for learning: illustrating the approach

Dimitriadis

Goodyear

2013

Research in Learning Technology

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This paper concerns sustainable approaches to design for learning, emphasising the need for designs to be able to thrive outside of the protective niches of project-based innovation. It builds on the ''in medias res'' framework and more specifically on a forward-oriented approach to design for learning: one that takes a pro-active design stance with respect to each of the phases of an extended lifecycle. We draw on fieldwork notes and interview data to describe two cases that illustrate some of the key features of the approach. Recommendations for further R&D in the area of design for learning are provided, derived from the theoretical framework, and illustrated in this paper.

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Section: A Case Of Professional Learning On a Web-based Distance Programmentioning

confidence: 99%

Forward-oriented design for learning: illustrating the approach

Dimitriadis

Goodyear

2013

Research in Learning Technology

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“…Following an institutional wide initiative to establish a centre for innovation in technologies and education (CITE), a number of target curriculum areas have been identified as candidates to establish or demonstrate educational design patterns (Goodyear, 2005;Goodyear and Retalis 2010). The intention is to use design patterns to explain workable and pedagogically clear responses to recurrent educational problems.…”

Section: Introductionmentioning

confidence: 99%

Crafting a Rich and Personal Blending Learning Environment - An Institutional Case Study from a STEM Perspective

White

Davis

Dickens³

et al. 2013

Proceedings of the 5th International Conference on Computer Supported Education

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Abstract:Institutional pressures to make optimal use of lecture halls and classrooms can be powerful motivators to identify resources to develop technology enhanced learning approaches to traditional curricula. From the academic's perspective, engaging students in active learning and reducing the academic workload are important and complementary drivers.This paper presents a case study of a curriculum development exercise undertaken in a STEM subject area at a research-intensive UK university. A multi-skilled team of academics and learning designers have worked collaboratively to build this module which will be realised as a mix of online and face to face activities. Since the module addresses professional issues, a strong emphasis is being placed on establishing authentic learning activities and realistic use of prominent social tools.The learning designers are working for a cross-institutional initiative to support educational innovations; therefore it is important to carefully document the development process and to identify reusable design patterns which can be easily explained to other academics.

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“…The students' concept of learning in the programme may not have altered because previously held views that learning is individualistic, even competitive, were not addressed prior to the online experience. By not being familiar with "networked learning" the students failed to recognise the potential benefits of learning through interaction with others (Goodyear & Yang, 2008). Is it then the role of institutions to introduce the implications for learning in a digital environment to staff and students?…”

Section: The Value Of Preparation In An Online Environmentmentioning

confidence: 99%

IRRODL Volume 12, Number 2

Authors

2011

IRRODL

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We are pleased to present another general issue of IRRODL to our research community, distance educators, and general readers throughout the world. This delightful general issue has a variety of themes, including instructional design for distance education, support for distributed adjunct faculty, and mobile learning.The first research article by Simon Paul Atkinson presents a new and, I think, a very practical instructional design model for online education. His article, "Embodied and Embedded Theory in Practice: The Student-Owned Learning-Engagement (SOLE) Model," describes the rationale for, and a good description of, a toolkit that is designed to help instructors and designers create online courses that make the most of both the technical and pedagogical affordances of the Web.Our second research article challenges us to look beyond the hype and sales talk too often associated with online learning and to confront the challenges of high dropout and low prestige and lack of acceptance by mainstream academics. In "Head of Gold, Feet of Clay: The Online Learning Paradox," researchers Thomas Michael Power and Anthony Morven-Gould propose a way out of John Daniel's iron triangle of cost, accessibility, and quality by combining both synchronous and asynchronous models to create "blended" online learning design (BOLD).Many models of distance education achieve their economy of scale and reduce costs by employing part-time adjunct faculty. Thus, they are a critical and arguably the most important component of any distance education system. However providing adequate training and support to these distributed educators has long been a challenge to distance education systems. We are pleased to publish two articles that investigate ways to support adjunct faculty. The first by Julie Shattuck, Bobbi Dubins, and Diana Zilberman is titled "Maryland Online's Inter-Institutional Project to Train Higher Education Adjunct Faculty to Teach Online," and it evaluates a program designed to help adjunct faculty become highly effective online teachers. The lessons learned and the interventions developed and piloted in Maryland and described in this article will be useful in guiding professional development and support units across the world. The second by Vera Dolan ii is titled "The Isolation of Online Adjunct Faculty and its Impact on their Performance." It presents the results of a grounded theory study of adjunct faculty with specific focus on the value of occasional face-to-face interactions with administrators and colleagues at the institution where they are employed. As noted above the study also reveals the need for quality professional development and support. The two articles together overview the need and present solutions to supporting these important workers in our distance education systems.The fifth research article, "A Pedagogical Framework for Mobile Learning: Categorizing Educational Applications of Mobile Technologies into Four Types" by Yeonjeong Park, presents a pedagogical model for designing, developing, and mark...

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Patterns and Pattern Languages in Educational Design

Cited by 20 publications

References 0 publications

Forward-oriented design for learning: illustrating the approach

Forward-oriented design for learning: illustrating the approach

Crafting a Rich and Personal Blending Learning Environment - An Institutional Case Study from a STEM Perspective

IRRODL Volume 12, Number 2

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