@techreport{Pratt06lp,
added-at = {2011-02-04T12:43:55.000+0100},
author = {Pratt, Dave and Winters, Niall and Alexopoulou, Efi and Bligh, James and Björk, Staffan and Cerulli, Michele and Childs, Mark and Chioccariello, Augusto and Jonker, Vincent and Kynigos, Chronis and Lindström, Berner and Mor, Yishay and O'Donnell, Fionnuala and Tangney, Brendan and Wijers, Monica},
biburl = {http://www.bibsonomy.org/bibtex/228303ca1e27490e81acc83f0d1e55f8c/yish},
interhash = {44a012106089fc7f2d8ad1a9c71aae5b},
intrahash = {28303ca1e27490e81acc83f0d1e55f8c},
keywords = {CnE07 KalDesignResearch design designpatterns emdp games haifa-edtech kaleidoscope learning lp mathgamespatterns my myown patterns polonsky},
timestamp = {2011-02-04T12:43:55.000+0100},
title = {Kaleidoscope JEIRP on Learning Patterns for the Design and Deployment of Mathematical Games: Final Report (2007-04-23 13:20:50)},
url = {http://telearn.noe-kaleidoscope.org/read_publi.php?publi=530},
year = 2006
}
@article{MorWinters06,
abstract = {Design is a critical to the successful development of any interactive learning environment (ILE). Moreover, in technology enhanced learning (TEL), the design process requires input from many diverse areas of expertise. As such, anyone undertaking tool development is required to directly address the design challenge from multiple perspectives. We provide a motivation and rationale for design approaches for learning technologies that draws upon Simon's seminal proposition of Design Science (Simon, 1969). We then review the application of Design Experiments (Brown, 1992) and Design Patterns (Alexander et al., 1977) and argue that a patterns approach has the potential to address many of the critical challenges faced by learning technologists.},
added-at = {2011-02-04T12:18:15.000+0100},
author = {Mor, Yishay and Winters, Niall},
biburl = {http://www.bibsonomy.org/bibtex/270782f4ed3df5a7684e1dab800443e6f/yish},
interhash = {e7ecba38192481ae0a6b24dcd8e750e9},
intrahash = {70782f4ed3df5a7684e1dab800443e6f},
journal = {Interactive Learning Environments},
keywords = {CERME-6-patterns CnE07 Design Designpatterns GLiSL IJCEELL ILE Interactive KalDesignResearch LDSE Technology WLEFormativeEAssessment asld-book asld2011 cal09-patterns cerme6 chais2007 contel11 design designpatterns eLPBookMor edid9 education emdp enhanced environments experiments gamesresearch haifa-edtech jime08 jls10 ldg learning learningdesigngrid lgcbook lp methodology my myown mythesis olnet patternlanguagenetwork patterns polonsky postdocapplication research science selected top},
number = 1,
pages = {61-75},
publisher = {Taylor & Francis},
timestamp = {2011-02-04T12:18:15.000+0100},
title = {Design approaches in technology enhanced learning},
url = {http://www.informaworld.com/smpp/content~db=all~content=a776621948},
volume = 15,
year = 2007
}
@inproceedings{citeulike:517104,
abstract = {The value of involving people as 'users' or 'participants' in the design process is increasingly becoming a point of debate. In this paper we describe a new framework, called 'informant design', which advocates efficiency of input from different people: maximizing the value of contributions from various informants and design team members at different stages of the design process. To illustrate how this can be achieved we describe a project that uses children and teachers as informants at different stages to help us design an interactive learning environment for teaching ecology.},
added-at = {2008-05-30T05:58:51.000+0200},
address = {New York, NY, USA},
author = {Scaife, Michael and Rogers, Yvonne and Aldrich, Frances and Davies, Matt},
biburl = {http://www.bibsonomy.org/bibtex/24e0f4788f34a29e83e7efd5364258a7c/yish},
booktitle = {CHI '97: Proceedings of the SIGCHI conference on Human factors in computing systems},
citeulike-article-id = {517104},
comment = {Druin, 2000 (http://www.citeulike.org/user/yish/article/516978):
alturl={http://dx.doi.org/10.1145/258549.258789}
"It wasn’t until 1997, that the role of child as informant became more clearly defined. It was at that time that Scaife et al., presented Designing for or designing with? Informant design for interactive learning experiences (1997). In this critical CHI 97 publication, they described the notion of “informant design.” The authors questioned when children should be a part of the design process, and what contributions could be important for the design of technology. Before this time, numerous researchers were including children in the design process, but not making a distinction of when. Were children testers at the end of the design process? Were children partners working throughout the process? Were children informants helping the design process at various critical times? Scaife and Rogers (1999) continued to question these important notions in their follow-up publication, Kids as informants: Telling us what we didn’t know or confirming what we knew already. In this book chapter, they explained, “What is not in doubt, then, is that children can be brought into the design process and make a contribution. What is less clear is whether we can generalize about the relationship that they can be expected to have with designers” (p. 30)." (p 114)},
doi = {10.1145/258549.258789},
interhash = {65b7c3d11100b95b86f3fdb2721f9a10},
intrahash = {4e0f4788f34a29e83e7efd5364258a7c},
isbn = {0897918029},
keywords = {CnE07 ILE asld-book design dtl informant ldg learner-centered learning learningdesigngrid mathgamespatterns mythesis participatory postdocapplication representations},
pages = {343-350},
priority = {2},
publisher = {ACM Press},
timestamp = {2008-05-30T05:58:51.000+0200},
title = {Designing for or designing with? Informant design for interactive learning environments},
url = {http://www.sigchi.org/chi97/proceedings/paper/ms.htm},
year = 1997
}
@article{Radford00,
abstract = {The purpose of this article, which is part of a longitudinal classroom research about students? algebraic symbolizations, is twofold: (1) to investigate the way students use signs and endow them with meaning in their very first encounter with the algebraic generalization of patterns and (2) to provide accounts about the students? emergent algebraic thinking. The research draws from Vygotsky?s historical-cultural school of psychology, on the one hand, and from Bakhtin and Voloshinov?s theory of discourse on the other, and is grounded in a semiotic-cultural theoretical framework in which algebraic thinking is considered as a sign-mediated cognitive praxis. Within this theoretical framework, the students? algebraic activity is investigated in the interaction of the individual?s subjectivity and the social means of semiotic objectification. An ethnographic qualitative methodology, supported by historic, epistemological research, ensured the design and interpretation of a set of teaching activities. The paper focuses on the discussion held by a small group of students of which an interpretative, situated discourse analysis is provided. The results shed some light on the students? production of (oral and written) signs and their meanings as they engage in the construction of expressions of mathematical generality and on the social nature of their emergent algebraic thinking.},
added-at = {2008-05-30T05:56:34.000+0200},
author = {Radford, Luis},
biburl = {http://www.bibsonomy.org/bibtex/2a7f6bb41ca7225520e0af94ab1bff1ff/yish},
citeulike-article-id = {493470},
comment = {"In the introductory note to his monumental Arithmetica, written ca. 250 AC, Diophantus of Alexandria mentions the discouragement that the students usually feel when learning what we now term ?algebraic techniques? to solve word-problems." Algebraic signs have a "dual life": one on hand they are signifiers, pointing to abstract mathematical objects and concepts, at the same time they are tools which allow us to perform actions. "In line 64, Anik rephrases with her own words the instructions about the message to be written. At the end of line 64, she hypothetically takes the role of the addressee (?You would have to explain really well why, I mean, how I would . . . ?). Interestingly, in this move, consisting in taking the place of others and which is essential in social understanding (Astington, 1995), she omits the linguistic expression conveying the generality, i.e., that the message must say what to do to know how many circles are in any figure. Instead, she takes a concrete figure ? Figure 120 ? as an example to talk about the general. To talk in general terms, they hence take a specific figure, which is Figure 12 from line 76 onwards. Notice, however, that Figure 12 (as well as the aforementioned Figure 120) is not among those made with colored plastic bingo chips that the students materially have in front of them. Thanks to its ?unmateriality?, Figure 12 fits the purpose of their reasoning about the general very well. Nevertheless, Anik and her group-mates are not really talking about the particular Figure 12, something emphasized by the hypothetical expression ?Let?s say? (line 76). This is why they are not strictly counting the number of circles in Figure 12. We may say hence that Figure 12 is not taken literally but metaphorically by the students. In discursively taking an absent albeit specific figure, they talk metaphorically about the general through the particular."},
interhash = {815103071ee85e177bad141d197837bb},
intrahash = {a7f6bb41ca7225520e0af94ab1bff1ff},
journal = {Educational Studies in Mathematics},
keywords = {CiHB CnE07 ILE algebraic approach cerme6 generalization ijceell06 ijtme2006 jls10 mathematics mathgamespatterns meanings means mythesis objectification of representation semiotic semiotic-cultural sequences sequences-esm sequences-ictmt7 signs social sociocultural symbolization thinking to vygotsky},
number = 3,
pages = {237-268},
priority = {2},
timestamp = {2008-05-30T05:56:34.000+0200},
title = {Signs and meanings in students' emergent algebraic thinking: a semiotic analysis},
url = {http://laurentian.ca/educ/lradford/esm%202000.pdf},
volume = 42,
year = 2000
}
@book{citeulike:470590,
abstract = {Video games more than any other media have become an essential part of contemporary children's culture. Whereas most research efforts have concentrated on discussing the effects of game playing, Minds in Play takes a close look at games as a context for learning by placing children in the roles of producers rather than consumers of games. Kafai follows a class of sixteen fourth-grade students from an inner-city public elementary school as they were programming games in Logo to teach fractions to third graders. In this context, programming became a medium for children's personal and creative expression: in the design of their games children engaged their fantasies and built relationships with other pockets of reality that went beyond traditional school approaches.},
added-at = {2008-05-30T04:11:24.000+0200},
address = {Mahwah, NJ},
author = {Kafai, Yasmin B.},
biburl = {http://www.bibsonomy.org/bibtex/29bff42e09feb136e3215eeaed7579be6/yish},
citeulike-article-id = {470590},
comment = {Chapter 1 · Learning Through Design: Review of Theory and Research Issues 1
Research Issues Pursued in the Game Design Project 1 Review of Theory: Learning through Design 6 Review of Research: Learning of Logo Programming and Fractions 17
Chapter 2 · Creating and Researching the Learning Environment 30
Creating the Learning Environment: Game Design Project 30 Researching the Learning Environment 37
Chapter 3 · Project Evolution 51
Evolution of Game Ideas 52 Design Styles 70 Discussion of Project Evolution 83
Chapter 4 · Case Studies of Game Designers 88
Amy as a Game Designer 90 Sid as a Game Designer 149 Albert as a Game Designer 199
Chapter 5 · Learning Through Design: A Comparative Evaluation 246
Results of the Comparative Evaluation 249 Discussion of Results From the Comparative Evaluation 267
Chapter 6 · Discussion of Conclusions 286
1. Making Games For Learning 288 2. Individual Styles Developing over Time 290 3. Learning Culture of the Game Design Project 293 4. Learning about "Learning through Design" 296 5. Programming as a Tool for Personal Expression and Knowledge Reformulation 298 6. Constructing Mathematical Representations for Learning 301 7. Some Thoughts about Future Computational Learning Environments for Young Designers 304
---
In Kafai et al (1998):
"Kafai (1995) investigated a class
of fourth-grade students who were involved in programming computer
games to teach fractions to younger students. A core assumption in educational
game making was that students would construct their own fraction
representations and in this process establish better connections between
different fraction representations (such as written, symbolic, graphic) and
connections to everyday objects. While students significantly increased
their understanding of fractions, one of the problematic aspects in Kafai’s
study was the integration of fraction content and game ideas. With the
exception of one game designer, all students developed games with extrinsic
fraction integration. Extrinsic integration describes a context in which
game idea and fraction content are unrelated (e.g., the game player is
shooting rockets and solving fraction problems when missing rockets),
whereas intrinsic integration describes a context in which game ideas and
fraction content are related (e.g., the game player has to assemble fractions
of a map to progress through the game)."
(p 153)},
howpublished = {Hardcover},
interhash = {91397f583217ffebe84da9659357d067},
intrahash = {9bff42e09feb136e3215eeaed7579be6},
isbn = {0805815120},
keywords = {CnE07 PlanetMakingStuffTogether computers constructionism design game games gmx haifa-games-course learning mathematics mathgamespatterns mythesis},
priority = {3},
publisher = {Lawrence Erlbaum Associates},
timestamp = {2008-05-30T04:11:24.000+0200},
title = {Minds in Play: Computer Game Design As a Context for Children's Learning},
url = {http://www.amazon.fr/exec/obidos/ASIN/0805815120/citeulike04-21},
year = 1995
}
@inproceedings{cowan2000,
abstract = {There has been a recent increase in the number of published design patterns for hypermedia. Some of these patterns have been evolving, while others have remained untouched. This paper attempts to list all the patterns currently known, tracing the different publications in which they have appeared. The patterns are scrutinized and refined: some patterns are unified into one; some are deemed special cases of other patterns; some patterns are renamed. At the same time, we propose to rewrite the patterns in a vocabulary that is uniform, and to use similar pattern templates. We then discuss the creation of a design patterns system, which organizes the patterns and assists the designer in the process of recognizing the problems and their potential solutions. Finally we propose a subset of the patterns which should conform a catalog of basic patterns; this catalog will attempt to address the most common problems found during the design of hypermedia applications.},
added-at = {2008-05-30T04:05:55.000+0200},
address = {Hawaii},
author = {German, D. M. and Cowan, D. D.},
biburl = {http://www.bibsonomy.org/bibtex/24b3a83c863aa747be25e34b6c8d6b7ff/yish},
booktitle = {Proceedings of the 41st Annual Hawaii International Conference on System Sciences},
citeulike-article-id = {410718},
doi = {10.1109/HICSS.2000.926888},
interhash = {3b3bfe865f21d79b8322cc363c25685d},
intrahash = {4b3a83c863aa747be25e34b6c8d6b7ff},
keywords = {CnE07 ILE chais2007 design designapproaches elearning learning mathgamespatterns mythesis patterns},
pages = {6067-6075},
priority = {2},
timestamp = {2008-05-30T04:05:55.000+0200},
title = {Towards a unified catalog of hypermedia design patterns},
url = {http://csdl2.computer.org/comp/proceedings/hicss/2000/0493/06/04936067.pdf},
year = 2000
}
@inproceedings{Erickson2000,
abstract = {A central challenge in interaction design has to do with its diversity. Designers, engineers, managers, marketers, researchers and users all have important contributions to make to the design process. But at the same time they lack shared concepts, experiences and perspectives. How is the process of design-which requires communication, negotiation and compromise-to effectively proceed in the absence of a common ground? I argue that an important role for the interaction designer is to help stakeholders in the design process to construct alingua franca.To explore this issue, which has received remarkably little attention in HCI, I turn to work in urban design and architecture. I begin by discussing a case study in community design, reported by Hester [10], that demonstrates the power of alingua francafor a particular design project. I then describe the concept of pattern languages and discuss how they might be adapted to the needs of interaction design in general, and used, in particular, as meta-languages for generatinglingua francasfor particular design projects.},
added-at = {2008-05-30T03:03:03.000+0200},
address = {New York, NY},
author = {Erickson, Thomas},
biburl = {http://www.bibsonomy.org/bibtex/2762c5c243b4ac828b6073d0ac194963c/yish},
booktitle = {Proceedings of the 3rd conference on Designing interactive systems: processes, practices, methods, and techniques },
citeulike-article-id = {485958},
doi = {10.1145/347642.347794},
interhash = {edad2191cc0d033ae3ef5bfce2605743},
intrahash = {762c5c243b4ac828b6073d0ac194963c},
isbn = {1581132190},
keywords = {CERME-6-patterns CnE07 KalDesignResearch alexander chais2007 design designapproaches designpatterns emdp languages mathgamespatterns mexicali mythesis patterns software},
pages = {357-368},
priority = {2},
publisher = {ACM Press},
timestamp = {2008-05-30T03:03:03.000+0200},
title = {Lingua Francas for design: sacred places and pattern languages},
url = {http://dx.doi.org/10.1145/347642.347794},
year = 2000
}
@inproceedings{citeulike:494651,
added-at = {2008-05-30T01:30:11.000+0200},
address = {Irsee, Germany},
author = {Bergin, Joseph},
biburl = {http://www.bibsonomy.org/bibtex/2964218adcc854e7688ef4ac788a54a1a/yish},
booktitle = {Proceedings of the Fifth European Conference on Pattern Languages of Programs},
citeulike-article-id = {494651},
interhash = {e7189278075e6a5acb4b152f0d9158c6},
intrahash = {964218adcc854e7688ef4ac788a54a1a},
keywords = {CERME-6-patterns CSPedPats CiHB CnE07 KalDesignResearch WLEFormativeEAssessment cal09-patterns chais2007 design designapproaches designpatterns emdp jime08 mathgamespatterns mythesis patterns pedagogical pedagogicalpatterns},
priority = {2},
timestamp = {2008-05-30T01:30:11.000+0200},
title = {Fourteen Pedagogical Patterns},
url = {http://csis.pace.edu/~bergin/PedPat1.3.html#earlybird},
year = 2000
}
@incollection{citeulike:379347,
abstract = {Computer-Based Learning Environments in Mathematics
Nicolas Balacheff \& James J. Kaput
This chapter attempts to set a perspective on where interactive technologies have taken us and where they seem to be headed. After briefly reviewing their impact in
different mathematical domains, including arithmetic, algebra, geometry, statistics, and calculus, we examine what we believe to be the sources of technology's power, which we feel is primarily epistemological. While technology's impact on daily practice has yet to match expectations from two or three decades ago, it's epistemological impact is deeper than expected. This impact is based in a reification of mathematical objects and relations that students can use to act more directly on these objects and relations than ever before. This new mathematical realism, when coupled with the fact that the computer becomes a new partner in the didactical contract, forces us to extend the didactical transposition of mathematics to a computational transposition. This new realism also drives ever deeper changes in the curriculum, and it challenges widely held assumptions about what mathematics is learnable by which students, and when they may learn it.
We also examine the limits of Artificial Intelligence and microworlds and how these may be changing. We close by considering the newer possibilities offered by the internet and its
dramatic impact on connections among learners, teachers, and the immense resources that are becoming available to both. Our conclusion is that we are very early in the technological
transformation and that we desperately need research in all aspects of teaching and learning with technology.},
added-at = {2008-05-30T01:21:02.000+0200},
address = {Dordrect, NL},
author = {Balacheff, Nicolas and Kaput, James J.},
biburl = {http://www.bibsonomy.org/bibtex/2eec581c8c1df985827fe97833f2923d8/yish},
booktitle = {International Handbook of Mathematics Education},
citeulike-article-id = {379347},
comment = {page 21:
describe a game called "parade" which has many similarities with guess my graph. Students use a simulation environment to generate motion graphs, then exchange these with peers across the internet. The challange is to reproduce the graph generated by the other group.},
editor = {Bishop, Alan J. and Keitel, Christine and Kilpatrick, Jeremy and Laborde, Colette},
interhash = {b292e8929e02e478080763f934b1c514},
intrahash = {eec581c8c1df985827fe97833f2923d8},
keywords = {CnE07 ILE ai algebra arithmetic artificial calculus collaborative computation computers curriculum distance education geometrystatistics gmx intelligencemodeling learning mathematics mathgamespatterns microworlds mythesis proof review tel transposition},
pages = {469-504},
priority = {5},
publisher = {Kluwer academic publishers},
timestamp = {2008-05-30T01:21:02.000+0200},
title = {Computer-Based Learning Environments in Mathematics},
url = {http://www.simcalc.umassd.edu/downloads/internhandbook.pdf},
year = 1996
}
@article{Guin99,
abstract = {Transforming any tool into a mathematical instrument for students involves a complex ?instrumentation? process and does not necessarily lead to better mathematical understanding. Analysis of the constraints and potential of the artefact are necessary in order to point out the mathematical knowledge involved in using a calculator. Results of this analysis have an influence on the design of problem situations. Observations of students using graphic and symbolic calculators were analysed and categorised into profiles, illustrating that transforming the calculator into an efficient mathematical instrument varies from student to student, a factor which has to be included in the teaching process.},
added-at = {2008-05-30T00:58:57.000+0200},
author = {Guin, D. and Trouche, Luc},
biburl = {http://www.bibsonomy.org/bibtex/24b8b71a55a0712d14901f19b932eb059/yish},
citeulike-article-id = {404633},
interhash = {f585512751f48bf672b465fb89f0bc8e},
intrahash = {4b8b71a55a0712d14901f19b932eb059},
journal = {International Journal of Computers for Mathematical Learning},
keywords = {CnE07 and behaviour calculators classroom conceptualisation french genesis graphic instrumental instrumentation limit mythesis need practice process read student symbolic},
number = 3,
pages = {195-227},
priority = {2},
timestamp = {2008-05-30T00:58:57.000+0200},
title = {The complex process of converting tools into mathematical instruments: the case of calculators},
volume = 3,
year = 1999
}
@article{citeulike:478628,
abstract = {(doi:10.1207/s15327809jls1301_4)
Ontological Innovation and the Role of Theory in Design Experiments
Andrea A. diSessa
Graduate School of Education, University of California, Berkeley
Paul Cobb
Peabody College, Vanderbilt University
The motivation for this article is our belief that theory is critically important but currently underplayed in design research studies. We seek to characterize and illustrate a genre of theorizing that seems to us strongly synergistic with design-based research. We begin by drawing contrasts with kinds of theory that are relevant but, we contend, by themselves inadequate. A central element of the type of productive design-based theorizing on which we focus is "ontological innovation," hypothesizing and developing explanatory constructs, new categories of things in the world that help explain how it works. A key criterion to which we adhere when discussing ontological innovations is that theory must do real design work in generating, selecting and validating design alternatives at the level at which they are consequential for learning. Developing and refining an ontological innovation is challenging and requires the kind of extensive, iterative work that characterizes design experiments more generally. However, the pay-off in terms of clarity of focus and explanatory power can be great. We present two case studies that illustrate the development, refinement, extension, and instructional application of ontological innovations.},
added-at = {2008-05-30T00:57:07.000+0200},
author = {Disessa, Andrea A. and Cobb, Paul},
biburl = {http://www.bibsonomy.org/bibtex/2faa6dabe886ca9955948c5b72a88ce25/yish},
citeulike-article-id = {478628},
comment = {"Design studies, or design experiments, are iterative, situated, and theory-based attempts simultaneously to understand and improve educational processes (Brown,
1992; Cobb, Confrey, diSessa, Lehrer, \& Schauble, 2003; Collins, 1992; Edelson,
2002)." (p. 80)
---
"Instead, we aim only to accomplish the following:
We will argue briefly that theory is important. Then, our principal thrust
will be to characterize roughly elements of a genre of theory that has been underplayed
in design experiments but that can, we believe, be productively developed,
tested, revised, and elaborated while conducting such studies." (p 79)
---
Provide a classification of theories:
Grand Theories, e.g. "Piaget’s theory of intellectual development (Gruber \& Voneche, 1977), Skinner’s behaviorist theory of learning (Skinner, 1974), or Newell’s “unified theories of cognition” (Newell, 1990)." (p 81)
Orienting Frameworks: such as ""Constructivist theory" or "cultural-historical theory" are often appealed to as the basis for instructional design. " ... "Yet, much that is involved in developing specific designs does not follow
from these orientations. What happens when “building on student ideas”
seems to fail to work? How, exactly, should one build on student ideas?" (p 82)
Frameworks for Action: more or less general prescriptions of pedagogical strategies. Examples include Papert’s “constructionism” (Papert \& Harel, 1991), Ann Brown and Joe Campione’s “fostering a community of learners”
(Brown \& Campione, 1996) and Ann-Marie Palincsar’s “reciprocal teaching”
(Palincsar \& Brown, 1984). Marcia Linn talks about “scaffolded knowledge integration” (Linn \& Hsi, 2000). In some of our own work (diSessa, 1992) we advocate “learning by designing” as a powerful framework for instruction." (p 83)
Domain specific instructional theories
---
Raise the fundemental issue of the gap between theory and practice, and suggest that design studies can help to "manage the gap" by describing it and offering Onthological inovations (p 83)
---
"The idea behind ontological innovation is deceptively simple. Science needs its own set of terms or categories to pursue its work. Again, this has always been true of developed sciences: “force,” “gene,” “natural selection,” “molecule,” “element,” “catalyst.” The process of creating such categories, however, is far more complicated than writing downa definition, or finding a relevant meaning in a dictionary. Instead, defining the technical terms of science is more like finding and validating a new category of existence in the world; hence we use the term ontological innovation.
The essential challenge can be expressed simply enough. Scientific terms must
“cut nature at its joints.” That is, they must make distinctions that really make a difference, ignore the ones that prove to be inconsequential, and enable us to deepen our explanations of the phenomena of interest.We must develop theoretical constructs that empower us to see order, pattern, and regularity in the complex settings in which weconduct design experiments. Ontological innovations are attributions we make to
the world that necessarily participate in our deepest explanatory frameworks." (p 84)
---
Present two case studies, indicative both of the practice of design experniments and of the kind of onthological inovations it may generate.
The first describes the formulation of the concept of "meta-representational competence": students' substantial expertise in inventing, evaluating, and refining a variety of representational forms.
The second regards the concept of socio-mathemtical norms.
---
Conclussions:
"We have attempted to illustrate the role of a particular class of theories in design experiments—those involving ontological innovation.4 We argued that although grand theory, orienting frameworks, frameworks for pedagogical action, and domain specific instructional theories are useful to the conduct of design studies, they
do not provide an adequate theoretical basis for design research in the long term. Ontological innovation illustrates a kind of theory building that has been underplayed in design research but that is, we believe, well suited to being developed in and to contributing to design studies. Of course, we do not mean to imply that all theories involving ontological innovation are “good” or useful, nor that useful theories that do not involve ontological innovation are impossible." (p 98)
"design experiments
1. Promote grounding of theoretical constructs in real-world experiences.
2. Foster the development of useful constructs.
3. Provide multiple exposures to empirical test that aid in the difficult and extended work of refinement.
4. By the same token, help develop constructs that are robust in their application across variations in context." (p 99)
"We have taken pains to acknowledge that an ontological innovation stands at
some distance from many elements of instructional design. “Managing the gap”
between theory and what we must do to teach is an essential part of the task. It does not advance either science or instruction to pretend that theories are encompassing and highly prescriptive of instruction. As we have argued, theory development in general, and ontological innovations in particular, are nonetheless critical for the long-term scientific health and practical power of design-related educational research." (p 99)},
doi = {10.1207/s15327809jls1301_4},
interhash = {63519bd9909957ab15b9f8e1873b022b},
intrahash = {faa6dabe886ca9955948c5b72a88ce25},
journal = {Journal of the Learning Sciences},
keywords = {CERME-6-patterns CiHB CnE07 KalDesignResearch asld-book asld2011 cal09-patterns cerme6 design designapproaches designresearch eLPBookMor education jls10 ldg learning learningdesigngrid mathgamespatterns mythesis postdocapplication research},
number = 1,
pages = {77-103},
priority = {2},
timestamp = {2008-05-30T00:57:07.000+0200},
title = {Ontological Innovation and the Role of Theory in Design Experiments},
url = {http://www.leaonline.com/doi/abs/10.1207/s15327809jls1301_4?journalCode=jls},
volume = 13,
year = 2004
}
@book{citeulike:115158,
abstract = {{Design Patterns is a modern classic in the literature of object-oriented development, offering timeless and elegant solutions to common problems in software design. It describes patterns for managing object creation, composing objects into larger structures, and coordinating control flow between objects. The book provides numerous examples where using composition rather than inheritance can improve the reusability and flexibility of code. Note, though, that it's not a tutorial but a catalog that you can use to find an object-oriented design pattern that's appropriate for the needs of your particular application--a selection for virtuoso programmers who appreciate (or require) consistent, well-engineered object-oriented designs.} {Now on CD, this internationally acclaimed bestseller is more valuable than ever! Use the contents of the CD to create your own design documents and reusable components. The CD contains: 23 patterns you can cut and paste into your own design documents; sample code demonstrating pattern implementation; complete Design Patterns content in standard HTML format, with numerous hyperlinked cross-references; accessed through a standard web browser; Java-based dynamic search mechanism, enhancing online seach capabilities; graphical user environment, allowing ease of navigation.
First published in 1995, this landmark work on object-oriented software design presents a catalog of simple and succinct solutions to common design problems. Created by four experienced designers, the 23 patterns contained herein have become an essential resource for anyone developing reusable object-oriented software. In response to reader demand, the complete text and pattern catalog are now available on CD-ROM. This electronic version of Design Patterns enables programmers to install the book directly onto a computer or network for use as an online reference for creating reusable object-oriented software.
The authors first describe what patterns are and how they can help you in the design process. They then systematically name, explain, evaluate, and catalog recurring designs in object-oriented systems. All patterns are compiled from real-world examples and include code that demonstrates how they may be implemented in object-oriented programming languages such as C++ and Smalltalk. Readers who already own the book will want the CD to take advantage of its dynamic search mechanism and ready-to-install patterns.}},
added-at = {2008-05-28T16:42:44.000+0200},
address = {Boston, MA},
author = {Gamma, Erich and Helm, Richard and Johnson, Ralph and Vlissides, John},
biburl = {http://www.bibsonomy.org/bibtex/2b074c2848d5c64657278632da5ecbd08/yish},
citeulike-article-id = {115158},
comment = {hillside link provides the source code.
macromedia link provides ch. 1 in pdf.
---
"One thing expert designers know not to do is solve every problem from first principles. Rather, they reuse solutions that have worked for them in the past. When they find a good solution, they use it again and again. Such experience is part of what makes them experts. Consequently, you’ll find recurring patterns of classes and communicating objects in many object-oriented systems. These patterns solve specific design problems and make object-oriented designs more flexible, elegant, and ultimately reusable. They help designers reuse successful designs by basing new designs on prior experience. A designer who is familiar with such patterns can apply them immediately to design problems without having to rediscover them." (p 1 of intorduction)},
howpublished = {Hardcover},
interhash = {d46ec5e2c98583730aa182ceb4a3ab22},
intrahash = {b074c2848d5c64657278632da5ecbd08},
isbn = {0201633612},
keywords = {CnE07 WLEFormativeEAssessment cal09-patterns chais2005 computer design designapproaches four gang gof mathgamespatterns mythesis object of oriented patterns postdocapplication software},
month = {January},
priority = {0},
publisher = {Addison-Wesley},
timestamp = {2008-05-28T16:42:44.000+0200},
title = {Design Patterns},
url = {http://www.amazon.co.uk/exec/obidos/ASIN/0201633612/citeulike-21},
year = 1995
}
@book{citeulike:305879,
abstract = {The second of three books published by the Center for Environmental Structure to provide a "working alternative to our present ideas about architecture, building, and planning," A Pattern Language offers a practical language for building and planning based on natural considerations. The reader is given an overview of some 250 patterns that are the units of this language, each consisting of a design problem, discussion, illustration, and solution. By understanding recurrent design problems in our environment, readers can identify extant patterns in their own design projects and use these patterns to create a language of their own. Extraordinarily thorough, coherent, and accessible, this book has become a bible for homebuilders, contractors, and developers who care about creating healthy, high-level design. "Brilliant....Here's how to design or redesign any space you're living or working in--from metropolis to room. Consider what you want to happen in the space, and then page through this book. Its radically conservative observations will spark, enhance, organize your best ideas, and a wondrous home, workplace, town will result"--San Francisco Chronicle. A handbook designed for the layman which aims to present a language which people can use to express themselves in their own communities or homes, and to better communicate with each other.},
added-at = {2008-05-28T12:47:08.000+0200},
address = {New York},
author = {Alexander, Christopher and Ishikawa, Sara and Silverstein, Murray},
biburl = {http://www.bibsonomy.org/bibtex/260fb69c4f1e0fd302c9bd0d04642ca05/yish},
citeulike-article-id = {305879},
comment = {Alexander himself, in his seminal book (Alexander et al, 1978), describes a pattern called “Network of Learning”. The premise of this pattern is that in a society which emphasises teaching, learners become passive and unable to think or act for themselves. He argues that creative, active individuals can only grow up in a society which emphasises learning instead of teaching. The solution he proposes is to replace the structures of compulsory schooling in a fixed place, with decentralised processed of learning which engage learners through contact with many places and people all over the city: workshops, teachers at home, professionals will to take on the young as helpers, older children, museums, youth groups, scholarly seminars, industrial workshops, old people, and so on. This argument resonates with Ilich's call for “deschooling society” (1971) and conviviality (1973).
---
in Syverson, 98
http://www.cwrl.utexas.edu/~syverson/papers/vwsim98.html
"Every creative act relies on language. It is not only those creative acts which are part of a traditional society which rely on language: all creative acts rely on pattern languages: the fumbling inexperienced constructions of a novice are made within the language which he has. The works of idiosyncratic genius are also created within some part of language too. And the most ordinary roads and bridges are all built within a language too....
In order to make patterns explicit, so that they can be shared in this new way, we must first of all review the very complex structure of a pattern....
As an element in the world, each pattern is a relationship between a certain context, a certain system of forces which occurs repeatedly in that context, and a certain spatial configuration which allows these forces to resolve themselves. ...
As an element of language, a pattern is an instruction, which shows how this spatial configuration can be used, over and over again, to resolve the given system of forces, wherever the context makes it relevant." (Alexander et al. 1977)
---
"Each pattern describes a problem which occurs over and over again in our environment, and then describes the core of the solution to that problem, in such a way that you can use this solution a million times over, without ever doing it the same way twice."},
howpublished = {Hardcover},
interhash = {0aa653751ca0087edb3cbf198f659bb5},
intrahash = {60fb69c4f1e0fd302c9bd0d04642ca05},
isbn = {0195019199},
keywords = {CERME-6-patterns CnE07 WLEFormativeEAssessment architecture cal09-patterns campus cerme6 chais2007 design designapproaches designpatterns eLPBookMor edid9 experiment jime08 mathgamespatterns mythesis oregon patterns planning postdocapplication},
month = {August},
priority = {2},
publisher = {Oxford University Press},
timestamp = {2008-05-28T12:47:08.000+0200},
title = {A Pattern Language: Towns, Buildings, Construction},
url = {http://www.amazon.fr/exec/obidos/ASIN/0195019199/citeulike04-21},
year = 1977
}
@inbook{engestrom1987lea-ch2,
abstract = { Within developmentally oriented cognitive psychology, the unsatisfactory state of learning theory has recently evoked attempts at serious reconceptualization. One such attempt is Carl Bereiter's (1985) discussion on the 'learning paradox'. Another is Friedhart Klix's (1982) treatment of the evolutionary nature of learning processes. In an exemplary manner, these two attempts manifest the qualitative difference - or the paradigmatic boundary - between cognitivism and the cultural-historical approach to human development. They do this in spite of their advanced striving for ecological validity, and precisely because of it. By stretching the limits of cognitivism, attempts like these make the limits visible.},
added-at = {2007-11-25T14:43:08.000+0100},
author = {Engeström, Yrjö},
biburl = {http://www.bibsonomy.org/bibtex/2fefb4dcde1374dd33140dcaef4e42a96/yish},
booktitle = {Learning by Expanding: An Activity-Theoretical Approach to Developmental Research},
interhash = {8fc23115ae9362790010ea6fbb7a1d2d},
intrahash = {fefb4dcde1374dd33140dcaef4e42a96},
keywords = {CnE07 activity development learning theory triangles},
publisher = {Helsinki},
timestamp = {2007-11-25T14:43:08.000+0100},
title = {Ch. 2.: The Emergence of Learning Activity as a Historical Form of Human Learning},
url = {http://lchc.ucsd.edu/MCA/Paper/Engestrom/expanding/toc.htm},
year = 1987
}
@inproceedings{harrison1999lsp,
abstract = {Shepherding is a important part of the process of preparing patterns to be workshopped at a PLoP conference. Shepherding is a powerful tool that can go beyond grammar and style to the very heart of a pattern. But the quality of shepherding varies widely; some people receive detailed help, while others get only cursory remarks. These twelve patterns form a small language for improving patterns through shepherding. While the patterns approach pattern improvement through the process of shepherding, they are grounded in the basic elements of quality in patterns. Therefore, they can be useful not only for the shepherd, but for the pattern writer as well.},
added-at = {2007-11-24T16:56:04.000+0100},
address = {Monticello, Illinois, USA.},
author = {Harrison, Neil},
biburl = {http://www.bibsonomy.org/bibtex/25b4e9053bbe665b5b64b664fc2e5c21e/yish},
booktitle = {Proceedings of the 6th Annual Conference on the Pattern Languages of Programs (PLoP)},
interhash = {733993cf10553d918a7361a14cf1e23e},
intrahash = {5b4e9053bbe665b5b64b664fc2e5c21e},
keywords = {CnE07 PLoP design designpatterns patterns shepherding software},
month = {August 15-18},
timestamp = {2007-11-24T16:56:04.000+0100},
title = {The Language of Shepherds: A Pattern Language for Shepherding},
url = {http://jerry.cs.uiuc.edu/~plop/plop99/proceedings/harrison/shepherding4.pdf},
year = 1999
}
@article{star1990sis,
added-at = {2007-09-10T03:04:03.000+0200},
author = {Star, Susan Leigh},
biburl = {http://www.bibsonomy.org/bibtex/253a1f0435c8c44bb4047ea7beee8b3f1/yish},
interhash = {1120a4e0eacd139020a718f3e0049650},
intrahash = {53a1f0435c8c44bb4047ea7beee8b3f1},
journal = {Morgan Kaufmann Series In Research Notes In Artificial Intelligence},
keywords = {CnE07 activity boundary boundaryobjects design interface objects theory},
pages = {37--54},
publisher = {Morgan Kaufmann Publishers Inc. San Francisco, CA, USA},
timestamp = {2007-09-10T03:04:03.000+0200},
title = {The structure of ill-structured solutions: boundary objects and heterogeneous distributed problem solving},
year = 1990
}
@article{star1989iet,
abstract = {Scientific work is heterogeneous, requiring many different actors and viewpoints. It also requires cooperation. The two create tension between divergent viewpoints and the need for generalizable findings. We present a model of how one group of actors managed this tension. It draws on the work of amateurs, professionals, administrators and others connected to the Museum of Vertebrate Zoology at the University of California, Berkeley, during its early years. Extending the Latour-Callon model of interessement, two major activities are central for translating between viewpoints: standardization of methods, and the development of 'boundary objects'. Boundary objects are both adaptable to different viewpoints and robust enough to maintain identity across them. We distinguish four types of boundary objects: repositories, ideal types, coincident boundaries and standardized forms.},
added-at = {2007-09-10T03:02:22.000+0200},
author = {Star, Susan Leigh and Griesemer, James R.},
biburl = {http://www.bibsonomy.org/bibtex/294b9aa48098b1653e611829b4cbcdb75/yish},
interhash = {ceb5f9e6f46099ff6309199db579708d},
intrahash = {94b9aa48098b1653e611829b4cbcdb75},
journal = {Social Studies of Science},
keywords = {CnE07 activity boundary boundaryobjects design interface objects theory},
number = 3,
pages = 387,
timestamp = {2007-09-10T03:02:22.000+0200},
title = {Institutional Ecology,Translations' and Boundary Objects: Amateurs and Professionals in Berkeley's Museum of Vertebrate Zoology, 1907-39},
volume = 19,
year = 1989
}
@misc{Alexander73,
added-at = {2007-09-10T02:20:45.000+0200},
author = {Alexander, Christopher and Cox, Mike and Abdelhalim, Halim and Hazzard, Ed and Kural, Ilhan and Schukert, Marty},
biburl = {http://www.bibsonomy.org/bibtex/245b57322e566e18386d43aee71aed846/yish},
howpublished = {online},
interhash = {05c19d1529c64cff95b368932b63aa73},
intrahash = {45b57322e566e18386d43aee71aed846},
keywords = {Alexander CnE07 designpatterns emdp grassroots housing process},
timestamp = {2007-09-10T02:20:45.000+0200},
title = {The Grass Roots Housing Process},
url = {http://patternlanguage.com/archives/grassroots/grassroots.htm},
year = 1973
}
@misc{David05,
abstract = {This document presents a state of art according to three aspects: use analysis in a wide point of view, tracking and analysing usages and what’s on Design Pattern. The objective of this state of art is to synthetise actual works about tracking and analysing usages in order to isolate possibilities of patterns, that's the aim of DPULSE Jeirp. The work on the state of art has been organised as a collaborative task of the DPLUS members. A lot of papers and projects on this topic have been studied. This document is the synthesis of this work, compiled and enriched by the Metah team.},
added-at = {2007-09-09T23:57:09.000+0200},
author = {David, Jean-Pierre and Adam, Jean-Michel and Diagne, Fatoumata and Lejeune, Anne and Luengo, Vanda and Pernin, Jean-Philippe},
biburl = {http://www.bibsonomy.org/bibtex/2addc5d3ce13b438d48a06badd03be203/yish},
interhash = {8734ec7be4d1741daa943b76567407c4},
intrahash = {addc5d3ce13b438d48a06badd03be203},
keywords = {CnE07 design designpatterns patterns},
timestamp = {2007-09-09T23:57:09.000+0200},
title = {Design patterns for recording and analysing usage of learning systems: State of art of tracking and analysing usage},
type = {Research report - Report number D32.3.1},
url = {http://telearn.noe-kaleidoscope.org/open-archive/file?JeanPierre-David-2005.pdf},
year = 2005
}
@article{Brown92,
abstract = {The lion's share of my current research program is devoted to the study of learning in the blooming, buzzing confusion of inner-city classrooms. My high-level goal is to transform grade-school classrooms from work sites where students perform assigned tasks under the management of teachers into communities of learning (Bereiter \& Scardamalia, 1989; Brown \& Campione, 1990) and interpretation (Fish, 1980), where students are given significant opportunity to take charge of their own learning. In my current work, I conduct what Collins (in press) refers to as design experiments, modeled on the procedures of design sciences such as aeronautics and artificial intelligence. As a design scientist in my field, I attempt to engineer innovative educational environments and simultaneously conduct experimental studies of those innovations. This involves orchestrating all aspects of a period of daily life in classrooms, a research activity for which I was not trained. My training was that of a classic learning theorist prepared to work with "subjects" (rats, children, sophomores), in strictly controlled laboratory settings.},
added-at = {2007-06-06T17:00:53.000+0200},
author = {Brown, Ann L.},
biburl = {http://www.bibsonomy.org/bibtex/2843507a4e3e7225d106aa938ac04a18d/yish},
citeulike-article-id = {478624},
comment = {Ann Brown (1992) puts forth the two main arguments in favour of design-based educational research. The first argument is methodological. The complexity of classroom situations does not lend itself to the procedures of laboratory research. Strict control of experiments and isolated variables are unattainable. Under these circumstances, Brown (1992) suggests we adopt the procedures of design sciences such as aeronautics and artificial intelligence.
The second argument is ideological, perhaps even ethical. It questions the fundamental goals of educational research. To what extent are we driven by a pure quest for knowledge, and to what extent are we committed to influencing educational practice? If we see contribution to good practice as a primary goal, then the outputs of our research should have direct bearing on it.
Critics of this approach would argue mainly with the first, questioning the scientific value and lack of “evidence” of inherently irreproducible experiments. The response to this critique is twofold: first, we must modestly accept the limitations of our approach. But then, it is debateable whether seemingly scientific methods can offer any greater validity. At the same time, we need to be as stringent and self-critical when analysing our data – precisely because we do not enjoy the protection of standardized statistical tests.
A more subtle criticism of the
design-based approach scrutinizes it on its own turf: does this approach live up to its commitment to offer a contribution to educational practice? On one hand, the conditions of most design experiments do not resemble those of a normal classroom, if only due to the presence of a dedicated, highly informed researcher in the class. On the other hand, the reported data and analysis typical includes case-studies and theoretical generalizations derived from them. The former are too specific to inform practicing teachers, whereas the later are too abstract.
---
We claim that the construct of design patterns, described below, offers a potential for filling this gap. Such patterns encapsulate the researchers’ knowledge is a form that is transferable and applicable to classroom situations, and is accessible to practitioners as a pragmatic resource.
---
Hawthorne effect
A more subtle criticism of the design-based approach scrutinizes it on its own turf: does this approach live up to its commitment to offer a contribution to educational practice? On one hand, the conditions of most design experiments do not resemble those of a normal classroom, if only due to the presence of a dedicated, highly informed researcher in the class. On the other hand, the reported data and analysis typical includes case-studies and theoretical generalizations derived from them. The former are too specific to inform practicing teachers, whereas the later are too abstract. Furthermore, there is a fundamental difference in the nature of knowledge produced by design experiments. Whereas traditional methods of social science strive to establish beyond doubt the existence of phenomena, design research aims to explain phenomena, while maintaining a cautious stance on the determinism of their appearance. In the words of Ann Brown “a ‘Hawthorne effect’ is what I want: improved cognitive productivity under the control of the learners, eventually with minimal expense, and with a theoretical rationale for why things work” (Brown, 1992, p 167).},
interhash = {48e0a07257fe7e369346dddade1f1479},
intrahash = {843507a4e3e7225d106aa938ac04a18d},
journal = {The Journal Of the Learing Sciences},
keywords = {CERME-6-patterns CnE07 design designapproaches designresearch eLPBookMor foundational hawthorne jls10 mathgamespatterns mythesis postdocproposal research seminal},
pages = {141--178},
priority = {2},
timestamp = {2007-06-06T17:00:53.000+0200},
title = {Design Experiments: Theoretical and Methodological Challenges in Creating Complex Interventions in Classroom Settings},
url = {http://depts.washington.edu/edtech/brown.pdf},
volume = 2,
year = 1992
}