@article{cae-feasst09, title = {Formative e-assessment: practitioner cases}, author = {Norbert Pachler and Caroline Daly and Yishay Mor and Harvey Mellar}, journal = {Computers and Education}, year = {forthcoming}, url = {http://telearn.noe-kaleidoscope.org/open-archive/browse?resource=2231}, abstract = {This paper reports on one aspect of the Joint Information Systems Committee (JISC)-funded project 'Scoping a vision of formative e-assessment', namely on cases of formative e-assessment developed iteratively with the UK education practitioner community. The project, which took place from June 2008 – January 2009, aimed to identify current theories and practices relating to formative assessment of learning where technologies play a key role. The project aimed to scope the 'domain' of formative e-assessment, by developing cases of practice and identifying key formative processes within them, which are affected by the use of technologies. From this analysis, patterns were extracted to inform future software design. A discussion of the key issues emerging from the review of the literature on formative e-assessment, a full account of the project methodology – the design pattern methodology – as well as a critical discussion of the findings – namely the patterns and the role of technology – are the focus of a separate paper (see Daly et al (forthcoming). This paper documents how cases of formative e-assessment were developed during the project by a collaborative methodology involving practitioners from a range of post-16 education contexts. The cases were analysed with reference to key theoretical perspectives on formative assessment, particularly the work of Black and Wiliam (2009). In addition, Laurillard's Conversational Framework (2002, 2007) was used to locate practices of formative assessment within a wider concept of learning and teaching involving technologies, although a detailed discussion of the latter is not within the scope of this paper1. }, biburl = {http://www.bibsonomy.org/bibtex/2fa7d89c3d5a352a2ac80de9679127658/yish}, keywords = {cases casestories como eassessment feasst formative learning my polonsky practitioner wleformativeeassessment}, doi = {10.1016/j.compedu.2009.09.032}} @techreport{lplitreview, title = {Learning Patterns for the design and deployment of Mathematical Games: Literature review}, author = {Childs Mark and Mor Yishay and Winters Niall and Cerulli Michele and Björk Staffan and Alexopoulou Efi and Bennerstedt Ulrika and Jonker Vincent and Kynigos Chronis and Pratt Dave and Wijers Monica}, institution = {Kaleidoscope network of excellence }, number = {D40.1.1}, type = {Research Report}, year = 2006, url = {http://telearn.noe-kaleidoscope.org/open-archive/browse?resource=257}, abstract = {This literature review is intended as an introduction to the issues that arise when trying to capture the process of designing and developing mathematical games. It offers a perspective on the range of approaches available. Design patterns are suggested as an enabling tool for good practice, by facilitating pattern-specific communication and knowledge sharing between participants. These patterns are termed learning patterns, and they will be available as an outcome of this project.}, biburl = {http://www.bibsonomy.org/bibtex/24eda47ee1680b98b8deb12df8dc4152c/yish}, keywords = {design designpatterns games learning mathgamespatterns my polonsky}, } @article{MorWinters06, title = {Design approaches in technology enhanced learning}, author = {Yishay Mor and Niall Winters}, journal = {Interactive Learning Environments}, number = 1, pages = {61-75}, publisher = {Taylor & Francis}, volume = 15, year = 2007, url = {http://www.informaworld.com/smpp/content~db=all~content=a776621948}, 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.}, biburl = {http://www.bibsonomy.org/bibtex/270782f4ed3df5a7684e1dab800443e6f/yish}, keywords = {CERME-6-patterns CnE07 Design Designpatterns GLiSL IJCEELL ILE Interactive KalDesignResearch LDSE Technology WLEFormativeEAssessment cal09-patterns cerme6 chais2007 design designpatterns edid9 education emdp enhanced environments experiments gamesresearch jime08 learning lgcbook lp methodology my mythesis olnet patternlanguagenetwork patterns polonsky postdocapplication research science selected top}, } @techreport{finlay2009planet, title = {Planet: Pattern Language Network for Web 2.0 in Learning}, author = {Janet Finlay and John Gray and Isobel Falconer and Jim Hensman and Yishay Mor and Steven Warburton}, institution = {JISC}, year = 2009, url = {http://www.jisc.org.uk/media/documents/programmes/usersandinnovation/planet%20final%20report.pdf}, abstract = {The Planet (Pattern Language Network for Web 2.0 in Learning) project aimed to develop and demonstrate an effective community-based mechanism for capturing and sharing successful practice, based on the pattern approach. A pattern describes an effective solution to a recurrent problem embedded in a specific context and is characterised by being drawn from successful practice rather than from theory. Patterns are easy and intuitive to use, so supporting transfer of practice to new contexts. However, the process of eliciting and capturing patterns from authentic practice is not trivial and is rarely an inclusive community-based activity. It is this problem that Planet has sought to address.}, biburl = {http://www.bibsonomy.org/bibtex/2a2c437696e5e62c3538f83624d01ae11/yish}, keywords = {JISC designpatterns elp-feasst final my patternlanguagenetwork patterns polonsky project report}, } @article{2collab_203786, title = {Dealing with abstraction: Case study generalisation as a method for eliciting design patterns}, author = {Niall Winters and Yishay Mor}, journal = {Computers in Human Behavior}, note = {Available online 14 February 2009}, number = 5, pages = {1079-1088}, volume = 25, year = 2009, url = {http://dx.doi.org/10.1016/j.chb.2009.01.007}, abstract = {Developing a pattern language is a non-trivial problem. A critical requirement is a method to support pattern writers with abstraction, so as they can produce generalised patterns. In this paper, we address this issue by developing a structured process...}, biburl = {http://www.bibsonomy.org/bibtex/2a56da436b8a1bde5a716a1b3fc05462b/yish}, keywords = {Abstraction Cases Design Generalisation designapproaches designpatterns designresearch education elp-feasst learningdesign lp mathgamespatterns methodology my olnet patternlanguagenetwork patterns selected top tuebingenfeasst}, isbn = {07475632}, doi = {10.1016/j.chb.2009.01.007}} @misc{patent:7477600, title = {Method and apparatus for configuring network elements to support real time applications based on meta-templates}, author = {Yishay Mor and Dror Koren}, number = 7477600, year = 2009, url = {http://www.freepatentsonline.com/7477600.html}, month = {January}, abstract = {Techniques for configuring a network to support real-time applications include maintaining multiple templates and a meta-template. Maintaining each template includes associating a class of network elements with an action to perform on a network data packet by a network element that belongs to the class. The class is defined by a first constraint set on one or more first properties of the network elements. Maintaining the meta-template includes associating external information with an associated template. The external information indicates a second constraint set on one or more second properties different from the one or more first properties. The network elements are automatically configured based at least in part on the meta-template. These techniques allow two members of the same class to be automatically configured for different QoS policies based on such external information as a property of a peer device or data rate on a connected link.}, biburl = {http://www.bibsonomy.org/bibtex/2d0eae876858e4b28cb5b86dceebeefe9/yish}, keywords = {configuration my network patent}, } @misc{mor2006method, title = {Method and system for providing a single object instance per client-server session}, author = {Yishay Mor and Kfir Waldman}, note = {US Patent 7,107,575}, publisher = {Google Patents}, year = 2006, url = {http://scholar.google.co.uk/scholar.bib?q=info:fx62PjnaKZ4J:scholar.google.com/&output=citation&hl=en&as_sdt=2000&ct=citation&cd=0}, month = {September}, abstract = {A session singleton object, design pattern, and method for providing computer program code that defines a class for instantiating a session singleton object are disclosed. The class includes a constructor for instantiating the session singleton object, and an access method for accessing the session singleton object. The access method has an input parameter, which is used to locate a session, logic for determining whether the session singleton object exists, logic for creating the session singleton object, and associating the session singleton object with the session only when the session singleton object does not exist, and logic for returning the session singleton to a caller of the access method. Executing the code in a server that is coupled to clients in respective communication sessions results in instantiating one and only one instance of the session singleton object for each of the sessions communicating with the server.}, biburl = {http://www.bibsonomy.org/bibtex/2b6be97e81216d2bd68dde5c71483f102/yish}, keywords = {designpatterns my patent session singlton}, } @inproceedings{moreuroplop08, title = {Guess my X and other patterns for teaching and learning mathematics}, author = {Yishay Mor}, booktitle = {Proceedings of the 13th European Conference on Pattern Languages of Programs (EuroPLoP 2008)}, editor = {Till Schümmer and Allan Kelly}, year = {forthcoming}, url = {http://telearn.noe-kaleidoscope.org/open-archive/browse?resource=2232}, abstract = {Most people see learning mathematics as a demanding, even threatening, endeavour. Consequently, creating technology-enhanced environments and activities for learning mathematics is a challenging domain. It requires a synergism of several dimensions of design knowledge: usability, software design, pedagogical design and subject matter. This paper presents a set of patterns derived from a study on designing collaborative learning activities in mathematics for children aged 10-14, and a set of tools to support them.}, biburl = {http://www.bibsonomy.org/bibtex/29f1b2f14fa9ced9995e5fc803bbbb4d7/yish}, keywords = {design designpatterns elp-feasst gmx learning mathematics my patterns pedagogicalpatterns polonsky}, issn = {1613-0073}} @incollection{mobmaps09, title = {MobMaps: Towards a Shared Environment for Collaborative Social Activism}, author = {Luís Gens and Hugo Paredes and Paulo Martins and Benjamim Fonseca and Yishay Mor and Leonel Morgado}, booktitle = {CRIWG 2009, Lecture Notes in Computer Science (LNCS) 5784}, editor = {L. Carriço and N. Baloian and B. Fonseca}, year = 2009, abstract = {Nowadays it is possible to disseminate information to the all world in real time using current communication tools supported mostly by the Internet. The work of several organizations reporting a multitude of problems that our society faces can be sustained by participatory platforms, which stimulate the collaboration of participants all over the world. In this paper we present a technological platform that provides a shared environment for collaborative social activism. We adapted the platform to a particular organization, MachsomWatch that reports human rights abuses in Israelis checkpoints. Finally we present some preliminary results obtained by ethnographic research using the developed platform.}, biburl = {http://www.bibsonomy.org/bibtex/2cae60e254a94675c4964093ca988a160/yish}, keywords = {Mobile activism collaboration georeference geotagging mlearning mobmaps my polonsky social}, } @techreport{ieKey, title = {Scoping a vision for formative e-assessment: a project report for JISC }, author = {Norbert Pachler and Harvey Mellar and Caroline Daly and Yishay Mor and Dylan Wiliam and Diana Laurillard}, howpublished = {Project Report}, institution = {Institute of Education, WLE}, year = 2009, url = {http://telearn.noe-kaleidoscope.org/open-archive/browse?resource=1875}, description = {Telearn}, abstract = {Assessment is an integral part of teaching and learning. If the relationship between teaching and learning were causal, i. e. if students always mastered the intended learning outcomes of a particular sequence of instruction, assessment would be superfluous. Experience and research suggest this is not the case: what is learnt can often be quite different from what is taught. Formative assessment is motivated by a concern with the elicitation of relevant information about student understanding and / or achievement, its interpretation and an exploration of how it can lead to actions that result in better learning. In the context of a policy drive towards technology-enhanced approaches to teaching and learning, the question of the role of digital technologies is key and it is the latter on which this project particularly focuses. The project and its deliverables have been informed by recent and relevant literature, in particular recent work by Black andIn this work, they put forward a framework which suggests that assessment for learning their term for formative assessment can be conceptualised as consisting of a number of aspects and five keystrategies. The key aspects revolve around the where the learner is going, where the learner is right now and how she can get there and examines the role played by the teacher, peers and the learner. Language: English Keywords: assessments, case studies, design patterns, e-assessment}, biburl = {http://www.bibsonomy.org/bibtex/2b9236fd82fe60d5cbac1aa340221c566/yish}, keywords = {JISC assessment design designpatterns education elearning feasstpatterns formative my patternlanguagenetwork patterns wleformativeeassessment}, } @article{MorWintersJIME08, title = {Participatory design in open education: a workshop model for developing a pattern language}, author = {Yishay Mor and Niall Winters}, editor = {Patrick McAndrew and Steve Godwin and Ale Okada and Andreia Santos}, journal = {Journal of Interactive Media}, year = 2008, url = {http://jime.open.ac.uk/2008/13/}, abstract = {Technologically enhanced learning environments raise complex challenges for their designers, developers and users. Design patterns and pattern languages have recently emerged as a potential framework for addressing some of these challenges. However, the uptake of design patterns has been slow outside of the computer science community. We argue that this is largely a consequence of a weak positioning of pattern languages, as a form of delivering expert knowledge to layperson, and suggest an alternative view: the development of a pattern language as a community endeavour. In terms of open education, the workshop model can be viewed as an open production process for developing educational resources, in our case design patterns. We propose a model of pattern elicitation workshops, in which collaborative development of a pattern language provides a framework for sharing design knowledge within interdisciplinary communities. This model was iteratively developed at five international conferences. It was then postulated as a design pattern itself, encompassing a series of practices and a set of supporting tools. We believe this model could be applied in a broad range of communities concerned with the development of open digital educational resources.}, biburl = {http://www.bibsonomy.org/bibtex/2ac5f7552c7d03c7811c9ca8d2daac021/yish}, keywords = {Architecture4Participation CERME-6-patterns CaseStudies Games IDR JIME Learning Mathematics OER PatternLanguages cal09-patterns casestudies design designpatterns edid9 education educational elp-feasst jime08 language learning lgcbook lp mathgamespatterns methodology my mythesis olnet open opencontent openeducationalresources opensource participatory patternlanguagenetwork patternlanguagenetworkpublications patterns planetpublications polonsky selected top tuebingenfeasst wleformativeeassessment workshops}, } @article{Mor04, title = {Thinking in Progress}, author = {Yishay Mor and Celia Hoyles and Ken Kahn and Richard Noss and Gordon Simpson}, journal = {Micromath}, number = 2, pages = {17-23}, volume = 20, year = 2004, url = {http://www.lkl.ac.uk/kscope/weblabs/papers/Thinking_in_process.pdf}, biburl = {http://www.bibsonomy.org/bibtex/235e51249bb837622b3192f1ef9228188/yish}, keywords = {GmX IJCEELL cerme2005 cscl-2005 gmr ijtme2006 mathgamespatterns my mythesis noe-kaleidoscope sequences-ictmt7 weblabs webreports}, priority = {2}, citeulike-article-id = {378263}} @techreport{lpfinal, title = {Kaleidoscope JEIRP on Learning Patterns for the Design and Deployment of Mathematical Games: Final Report}, author = {Dave Pratt and Niall Winters and Efi Alexopoulou and James Bligh and Staffan Björk and Michele Cerulli and Mark Childs and Augusto Chioccariello and Vincent Jonker and Chronis Kynigos and Berner Lindström and Yishay Mor and Fionnuala O'Donnell and Brendan Tangney and Monica Wijers}, year = 2007, url = {http://telearn.noe-kaleidoscope.org/open-archive/browse?resource=530}, abstract = {Over the last few years have witnessed a growing recognition of the educational potential of computer games. However, it is generally agreed that the process of designing and deploying TEL resources generally and games for mathematical learning specifically is a difficult task. The Kaleidoscope project, "Learning patterns for the design and deployment of mathematical games", aims to investigate this problem. We work from the premise that designing and deploying games for mathematical learning requires the assimilation and integration of deep knowledge from diverse domains of expertise including mathematics, games development, software engineering, learning and teaching. We promote the use of a design patterns approach to address this problem. This deliverable reports on the project by presenting both a connected account of the prior deliverables and also a detailed description of the methodology involved in producing those deliverables. In terms of conducting the future work which this report envisages, the setting out of our methodology is seen by us as very significant. The central deliverable includes reference to a large set of learning patterns for use by educators, researchers, practitioners, designers and software developers when designing and deploying TEL-based mathematical games. Our pattern language is suggested as an enabling tool for good practice, by facilitating pattern-specific communication and knowledge sharing between participants. We provide a set of trails as a "way-in" to using the learning pattern language. We report in this methodology how the project has enabled the synergistic collaboration of what started out as two distinct strands: design and deployment, even to the extent that it is now difficult to identify those strands within the processes and deliverables of the project. The tools and outcomes from the project can be found at: http://lp.noe-kaleidoscope.org/}, biburl = {http://www.bibsonomy.org/bibtex/2b6ff642b6c1662b24c21130668eba5ef/yish}, keywords = {design designpatterns final games jime08 kaleidoscope learning lp mathematical mathgamespatterns my patterns report}, } @incollection{WintersMorPratt08, title = {The distributed developmental network - d2n: a social configuration to support design pattern generation}, address = {Rotterdam}, author = {Niall Winters and Yishay Mor and Dave Pratt}, booktitle = {Technology-enhanced learning: Design Patterns and Pattern Languages}, editor = {Peter Goodyear and Simos Retalis}, publisher = {Sense Publishers}, year = {forthcoming}, url = {http://lrnlab.edfac.usyd.edu.au/intranet/groups/design_patterns_book/}, biburl = {http://www.bibsonomy.org/bibtex/2e9372fd8304ab30fd86b77d3f9f0f899/yish}, keywords = {design designpatterns edid9 jime08 lp mathgamespatterns methodology my mythesis olnet patternlanguagenetwork patterns planetpublications polonsky}, } @inproceedings{mor:gld, title = {Games for learning: a design pattern approach (Workshop)}, author = {Yishay Mor and Naill Winters}, booktitle = {Chais conference}, year = 2007, url = {http://telem-pub.openu.ac.il/users/chais/2007/after_noon/AN_8.pdf}, biburl = {http://www.bibsonomy.org/bibtex/2a2b70f9deebe35db5bdeb4181a91715c/yish}, keywords = {Israel design games jime08 learning mathematics mathgamespatterns my patterns}, } @article{WintersMor2007, title = {IDR: a participatory methodology for interdisciplinary design in technology enhanced learning}, author = {Niall Winters and Yishay Mor}, journal = {Computers and Education}, number = 2, pages = {579-600}, publisher = {Elsevier}, volume = 50, year = 2008, url = {http://telearn.noe-kaleidoscope.org/open-archive/browse?resource=1195}, abstract = {One of the important themes that emerged from the CAL’07 conference was the failure of technology to bring about the expected disruptive effect to learning and teaching. We identify one of the causes as an inherent weakness in prevalent development methodologies. While the problem of designing technology for learning is irreducibly multi-dimensional, design processes often lack true interdisciplinarity. To address this problem we present IDR, a participatory methodology for interdisciplinary techno-pedagogical design, drawing on the design patterns tradition (Alexander, Silverstein & Ishikawa, 1977) and the design research paradigm (DiSessa & Cobb, 2004). We discuss the iterative development and use of our methodology by a pan-European project team of educational researchers, software developers and teachers. We reflect on our experiences of the participatory nature of pattern design and discuss how, as a distributed team, we developed a set of over 120 design patterns, created using our freely available open source web toolkit. Furthermore, we detail how our methodology is applicable to the wider community through a workshop model, which has been run and iteratively refined at five major international conferences, involving over 200 participants. }, biburl = {http://www.bibsonomy.org/bibtex/2dea6e9bcf73fecbf6004c78aa714d5d3/yish}, keywords = {CERME-6-patterns IDR KalDesignResearch LDSE LP cal09-patterns design designpatterns edid9 education iterative jime08 learning lgcbook lp methodology my mythesis olnet patterns pedagogicalpatterns polonsky postdocapplication research}, } @article{mornoss06, title = {Programming as Mathematical Narrative}, author = {Yishay Mor and Richard Noss}, journal = {International Journal of Continuing Engineering Education and Life-Long Learning (IJCEELL)}, number = 2, pages = {214-233}, volume = 18, year = 2008, url = {http://telearn.noe-kaleidoscope.org/open-archive/browse?resource=493}, abstract = { This paper describes a narrative-oriented approach to the design and the analysis of a computational system and a set of activities for mathematical learning. Our central contention is that programming can offer a key to resolving the tension between the different representational structures of narrative and mathematical formalism. In the course of describing our approach, we make a distinction between the epistemic-cognitive elements of narrative and the social, cultural and affective elements. We then elaborate the theoretical grounds of the individual epistemic facets of narrative. We propose a link between narrative theories of learning and constructionist traditions, specifically the notion of situated abstraction. This link suggests the possibility of further dialogue between the two academic communities }, biburl = {http://www.bibsonomy.org/bibtex/2b54f884125d439beee1afeab9c3ca6fa/yish}, keywords = {KalDesignResearch TEL cerme6 constructionism gmr learning my mythesis narrative polonsky programming selected sequences top}, } @misc{morwaldman02, title = {Method and system for providing a single object instance per client-server session (US Patent 7,107,575)}, author = {Yishay Mor and Kfir Waldman}, year = 2002, url = {http://www.google.com/patents?vid=USPAT7107575}, biburl = {http://www.bibsonomy.org/bibtex/281facac15a6e5b7f167314038a66e8c9/yish}, keywords = {client design my patent patterns server}, } @misc{berman2007tgs, title = {Techniques for generating software application build scripts based on tags in comments (US Patent 7,222,333)}, author = {Gadi Berman and Yishay Mor}, note = {US Patent 7,222,333}, year = 2007, month = May, abstract = {Techniques for forming an application from a particular file that has source code in a particular language include receiving, from the particular file, comment data. The comment data is ignored according to the particular language. The comment data includes build data indicating how to use the source code in a build process. The build process packages compiled code to form the application. Based on the build data in the comment data, build-input data is generated. The build-input data indicates input for the build process. These techniques automatically provide, for the application build process, build information known to the application developer who produced the source code.}, biburl = {http://www.bibsonomy.org/bibtex/2243ddba5470ada3d9c19feaadfe12adf/yish}, keywords = {build development engineering java my patent release scripts software tags xml}, } @misc{mor2007tbs, title = {Techniques for binding scalable vector graphics to associated information (US Patent 7,210,095)}, author = {Yishay Mor}, note = {US Patent 7,210,095}, year = 2007, url = {http://www.patentstorm.us/patents/7210095.html}, month = {April}, abstract = {Techniques for providing information about an object through a graphical interface include providing in a document scalable vector graphics (SVG) statements associated with a graphical representation of the object. The SVG statements are bound to a pointer to a resource that includes information pertaining to the object. The pointer to the resource associated with the SVG statements may then be extracted from the document. Information is then retrieved from the resource based on the pointer. The SVG statements may then be modified based on the information. Then a second graphical representation of the object is presented based on the SVG statements after the modifying. The presentation provides information, or control, or both, for the object.}, biburl = {http://www.bibsonomy.org/bibtex/229b4cba232d2c746907b26b6ac295cf4/yish}, keywords = {graphics knowledge my patent representation scalabe software vector}, }