BibSonomyburst/tag/patternlanguagenetworkBibSonomy RSS feed for /tag/patternlanguagenetwork2012-02-16T21:26:06+01:00http://www.bibsonomy.org/bibtex/2b9236fd82fe60d5cbac1aa340221c566/yishyish2011-02-04T12:21:08+01:00JISC assessment design designpatterns education elearning feasstpatterns formative haifa-edtech my myown patternlanguagenetwork patterns wleformativeeassessment <span class="authorEditorList"><a href="/author/Pachler">Norbert Pachler</a>, <a href="/author/Mellar">Harvey Mellar</a>, <a href="/author/Daly">Caroline Daly</a>, <a href="/author/Mor">Yishay Mor</a>, <a href="/author/Wiliam">Dylan Wiliam</a>, and <a href="/author/Laurillard">Diana Laurillard</a> </span><em>Institute of Education, WLE, </em>(<em>2009</em>)Fri Feb 04 12:21:08 CET 2011Project ReportScoping a vision for formative e-assessment: a project report for JISC 2009JISC assessment design designpatterns education elearning feasstpatterns formative haifa-edtech my myown patternlanguagenetwork patterns wleformativeeassessment 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-assessmentTelearnhttp://www.bibsonomy.org/bibtex/2ac5f7552c7d03c7811c9ca8d2daac021/yishyish2011-02-04T12:20:04+01:00Architecture4Participation CERME-6-patterns CaseStudies Games IDR JIME Learning Mathematics OER PatternLanguages asld-book asld2011 cal09-patterns casestudies contel11 design designpatterns eLPBookMor edid9 education educational elp-feasst haifa-edtech jime08 language ldg learning learningdesigngrid lgcbook lp mathgamespatterns methodology my myown mythesis olnet open opencontent openeducationalresources opensource participatory patternlanguagenetwork patternlanguagenetworkpublications patterns planetpublications polonsky ppw selected top tuebingenfeasst wleformativeeassessment workshops <span class="authorEditorList"><a href="/author/Mor">Yishay Mor</a>, and <a href="/author/Winters">Niall Winters</a> </span><em>Journal of Interactive Media</em> (<em>2008</em>)Fri Feb 04 12:20:04 CET 2011Journal of Interactive MediaParticipatory design in open education: a workshop model for developing a pattern language2008Architecture4Participation CERME-6-patterns CaseStudies Games IDR JIME Learning Mathematics OER PatternLanguages asld-book asld2011 cal09-patterns casestudies contel11 design designpatterns eLPBookMor edid9 education educational elp-feasst haifa-edtech jime08 language ldg learning learningdesigngrid lgcbook lp mathgamespatterns methodology my myown mythesis olnet open opencontent openeducationalresources opensource participatory patternlanguagenetwork patternlanguagenetworkpublications patterns planetpublications polonsky ppw selected top tuebingenfeasst wleformativeeassessment workshops 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.http://www.bibsonomy.org/bibtex/2a56da436b8a1bde5a716a1b3fc05462b/yishyish2011-02-04T12:19:06+01:00Abstraction Cases Design Generalisation asld-book asld2011 contel11 designapproaches designpatterns designresearch eLPBookMor education elp-feasst haifa-edtech jls10 ldg learningdesign learningdesigngrid lp mathgamespatterns methodology my myown olnet patternlanguagenetwork patterns ppw selected top tuebingenfeasst <span class="authorEditorList"><a href="/author/Winters">Niall Winters</a>, and <a href="/author/Mor">Yishay Mor</a> </span><em>Computers in Human Behavior</em> <em>25(5):1079-1088</em> (<em>2009</em>)<em>Available online 14 February 2009 . </em>Fri Feb 04 12:19:06 CET 2011Computers in Human BehaviorAvailable online 14 February 200951079-1088Dealing with abstraction: Case study generalisation as a method for eliciting design patterns252009Abstraction Cases Design Generalisation asld-book asld2011 contel11 designapproaches designpatterns designresearch eLPBookMor education elp-feasst haifa-edtech jls10 ldg learningdesign learningdesigngrid lp mathgamespatterns methodology my myown olnet patternlanguagenetwork patterns ppw selected top tuebingenfeasst 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...http://www.bibsonomy.org/bibtex/270782f4ed3df5a7684e1dab800443e6f/yishyish2011-02-04T12:18:15+01:00CERME-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 <span class="authorEditorList"><a href="/author/Mor">Yishay Mor</a>, and <a href="/author/Winters">Niall Winters</a> </span><em>Interactive Learning Environments</em> <em>15(1):61-75</em> (<em>2007</em>)Fri Feb 04 12:18:15 CET 2011Interactive Learning Environments161-75Design approaches in technology enhanced learning152007CERME-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 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.http://www.bibsonomy.org/bibtex/2424c205eeb1987eaa36e4b04eaad1f86/yishyish2011-02-04T12:17:42+01:00design designpatterns eLPBookMor edid9 haifa-edtech jime08 lp mathgamespatterns methodology my myown mythesis olnet patternlanguagenetwork patterns planetpublications polonsky <span class="authorEditorList"><a href="/author/Winters">Niall Winters</a>, <a href="/author/Mor">Yishay Mor</a>, and <a href="/author/Pratt">Dave Pratt</a> </span><em>Technology-enhanced learning: Design Patterns and Pattern Languages, </em><em>Sense Publishers, </em><em>Rotterdam, </em>(<em>2010</em>)Fri Feb 04 12:17:42 CET 2011RotterdamTechnology-enhanced learning: Design Patterns and Pattern Languages233-254The distributed developmental network - d2n: a social configuration to support design pattern generation2010design designpatterns eLPBookMor edid9 haifa-edtech jime08 lp mathgamespatterns methodology my myown mythesis olnet patternlanguagenetwork patterns planetpublications polonsky http://www.bibsonomy.org/bibtex/2a2c437696e5e62c3538f83624d01ae11/yishyish2009-12-21T01:16:08+01:00JISC designpatterns eLPBookMor elp-feasst final haifa-edtech my patternlanguagenetwork patterns polonsky project report <span class="authorEditorList"><a href="/author/Finlay">Janet Finlay</a>, <a href="/author/Gray">John Gray</a>, <a href="/author/Falconer">Isobel Falconer</a>, <a href="/author/Hensman">Jim Hensman</a>, <a href="/author/Mor">Yishay Mor</a>, and <a href="/author/Warburton">Steven Warburton</a> </span><em>JISC, </em>(<em>2009</em>)Mon Dec 21 01:16:08 CET 2009Planet: Pattern Language Network for Web 2.0 in Learning2009JISC designpatterns eLPBookMor elp-feasst final haifa-edtech my patternlanguagenetwork patterns polonsky project report 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.http://www.bibsonomy.org/bibtex/2b30fee024b09bf44e53556f4a804949a/yishyish2009-06-27T13:04:09+02:00contel11 design designpatterns education kit learning mathgamespatterns participatory patternlanguagenetwork workdhops workshop <span class="authorEditorList"><a href="/author/Mor">Yishay Mor</a>, <a href="/author/Winters">Niall Winters</a>, and <a href="/author/Warburton">Steven Warburton</a> </span>(<em>2009</em>)Sat Jun 27 13:04:09 CEST 2009Participatory Pattern Workshops kit2009contel11 design designpatterns education kit learning mathgamespatterns participatory patternlanguagenetwork workdhops workshop http://www.bibsonomy.org/bibtex/2d6fe2036f9b424848c3abc4dbba84292/yishyish2009-03-09T03:30:03+01:00design designpatterns education experiential learner-centered learning patternlanguagenetwork patterns pedagogical pedagogicalpatterns pedagogy teaching <span class="authorEditorList"><a href="/author/Bergin">Joseph Bergin</a>, <a href="/author/Marquardt">Klaus Marquardt</a>, <a href="/author/Manns">Mary Lynn Manns</a>, <a href="/author/Eckstein">Jutta Eckstein</a>, <a href="/author/Sharp">Helen Sharp</a>, and <a href="/author/Wallingford">Eugene Wallingford</a> </span> (<em>2004</em>)Mon Mar 09 03:30:03 CET 2009Patterns for Experiential Learning2004design designpatterns education experiential learner-centered learning patternlanguagenetwork patterns pedagogical pedagogicalpatterns pedagogy teaching This pattern language focuses on pedagogy that promotes experiential learning for beginners to advanced level. http://www.bibsonomy.org/bibtex/2f24dec7c2f74b6f5448cf857a799e498/yishyish2009-03-09T03:03:40+01:00design designpatterns introduction patternlanguagenetwork patterns reference review software wleformativeeassessment <span class="authorEditorList"><a href="/author/Rising">Linda Rising</a> </span><em>Cambridge University Press, </em>(<em>1998</em>)Mon Mar 09 03:03:40 CET 2009The patterns handbook: Techniques, strategies, and applications1998design designpatterns introduction patternlanguagenetwork patterns reference review software wleformativeeassessment Contains a large number of seminal articles and essays that illustrate the growing importance of patterns in application development.http://www.bibsonomy.org/bibtex/282e4f7e6fab1075b9f60100c3c0e31d8/yishyish2009-03-09T02:43:02+01:00design designpatterns development introduction patternlanguagenetwork patterns reference review software wleformativeeassessment <span class="authorEditorList"><a href="/author/Appleton">Brad Appleton</a> </span>(<em>2000</em>)Mon Mar 09 02:43:02 CET 2009Patterns and software: essential concepts and terminology2000design designpatterns development introduction patternlanguagenetwork patterns reference review software wleformativeeassessment An introduction to the history, origins, and essential concepts and terminology of software patterns (including numerous pointers to other WWW sources of information on the subject). An earlier revision of this paper appeared in the May 1997 Object Magazine Online (Vol. 3, No. 5).http://www.bibsonomy.org/bibtex/21bdc796ac1658ca3a8faddb413cf1366/yishyish2009-03-09T02:34:55+01:00design designpatterns methodology methods patternlanguagenetwork software theory wleformativeeassessment workshop writing <span class="authorEditorList"><a href="/author/Gabriel">Richard P. Gabriel</a> </span><em>http://dreamsongs.com/, </em>(<em>2007</em>)Mon Mar 09 02:34:55 CET 2009http://dreamsongs.com/Writers' Workshops As Scientific Methodology2007design designpatterns methodology methods patternlanguagenetwork software theory wleformativeeassessment workshop writing http://www.bibsonomy.org/bibtex/284cb9005d64659f70deb003d277de935/yishyish2009-03-09T02:27:26+01:00designpatterns introduction methodology patternlanguagenetwork reference review wleformativeeassessment workshop writing <span class="authorEditorList"><a href="/author/Gabriel">Richard P. Gabriel</a> </span><em>Oxford University Press, Inc. New York, NY, USA, </em>(<em>1996</em>)Mon Mar 09 02:27:26 CET 2009Patterns of software: tales from the software community1996designpatterns introduction methodology patternlanguagenetwork reference review wleformativeeassessment workshop writing http://www.bibsonomy.org/bibtex/26abacb4ec5e2a8fec91b333373cf3f55/yishyish2009-02-17T16:20:52+01:00design elearning patternlanguagenetwork patterns pedagogical pedagogicalpatterns <span class="authorEditorList"><a href="/author/Derntl">Michael Derntl</a>, and <a href="/author/Botturi">Luca Botturi</a> </span><em>Journal of Computer Science Education</em> <em>16(2):137-156</em> (<em>2006</em>)Tue Feb 17 16:20:52 CET 2009Journal of Computer Science Education2137-156Essential Use Cases for Pedagogical Patterns162006design elearning patternlanguagenetwork patterns pedagogical pedagogicalpatterns Coming from architecture, through computer science, pattern-based design spread into other disciplines and is nowadays recognized as a powerful way of capturing and reusing effective design practice. However, current pedagogical pattern approaches lack widespread adoption, both by users and authors, and are still limited to individual initiatives. This paper contributes to creating a shared understanding of what a pattern system is by defining the key terms. Moreover, the paper builds upon and extends a set of existing functional and non-functional requirements for pattern systems, adds structure to these requirements, and derives essential use cases following a goal-based approach for both pattern maintenance and pattern application. Finally, implications concerning the pedagogical use of pattern-based design are drawn, concluding that a stronger focus on the underlying (pedagogical) value system is required in order to make a pattern system a meaningful tool for effective educational design. http://www.bibsonomy.org/bibtex/2ee883b4549257ce0cdadaa1d2f133dd2/yishyish2009-01-20T10:35:06+01:00digital e-safety edid9 identity interviews learning on-line patternlanguagenetwork policy safety school survey web2.0 <span class="authorEditorList"><a href="/author/Sharples">Michael Sharples</a>, <a href="/author/Graber">R. Graber</a>, <a href="/author/Harrison">C. Harrison</a>, and <a href="/author/Logan">Kit Logan</a> </span><em>Journal of Computer Assisted Learning</em> <em>25(1):70-84</em> (<em>2009</em>)Tue Jan 20 10:35:06 CET 2009Journal of Computer Assisted Learning170-84E-safety and Web 2.0 for children aged 11-16252009digital e-safety edid9 identity interviews learning on-line patternlanguagenetwork policy safety school survey web2.0 This paper reports findings from a survey and interviews with children aged 11201316 years, teachers and parents on their attitudes to e-safety in relation to social networking and media creation (Web 2.0) and their practices at school and at home. The results showed that 74% of the children surveyed have used social network (SN) sites and that a substantial minority regularly interact socially online with people they have not met face-to-face. Online interaction forms a different, although overlapping, social space to that of face-to-face friendships. Despite a desire from some teachers to explore the benefits of Web 2.0 for creative and social learning, they report being constrained by a need to show a duty of care that avoids worst-case risk to children, to restrict access to SN sites. The respondents also report more direct concerns about Internet bullying and exam cheating. We also report a Policy Delphi process with a panel of 30 people with expertise in Web 2.0 and e-safety. The panel reached a general consensus that schools should move towards allowing access to Web 2.0 sites, with children being educated in responsible and creative learning.http://www.bibsonomy.org/bibtex/2ccc2f7989cd324437e48e73082995222/yishyish2009-01-20T10:31:34+01:00learning patternlanguagenetwork review web2.0 <span class="authorEditorList"><a href="/author/Ravenscroft">A. Ravenscroft</a> </span><em>Journal of Computer Assisted Learning</em> <em>25(1):1-5</em> (<em>2009</em>)<em>doi=10.1111/j.1365-2729.2008.00308.x . </em>Tue Jan 20 10:31:34 CET 2009Journal of Computer Assisted Learningdoi={10.1111/j.1365-2729.2008.00308.x}11-5Social software, Web 2.0 and learning: status and implications of an evolving paradigm252009learning patternlanguagenetwork review web2.0 The rapid and widespread uptake of social software, or what are popularly referred to as Web 2.0 technologies, has occurred very much from under the radar and therefore taken many, if not most of us, by surprise. As Crook and Harrison (2008) points out, the '2.0 ness' in this definition refers to an assumed step change in the evolution of the Web, which has now become more open, personalized, participative and social. Or it has become more powerful and widely accessible for all and for most of the time. The current family of technologies that this term refers to range from tools emphasizing social networking (e.g. Facebook, Bebo and LinkedIn) and media sharing (e.g. MySpace, YouTube and Flickr) to virtual worlds (e.g. Second Life), which constitute this more social and participative web. These characteristics are realized through various technical features, such as: the ability of all to write to and publish on the Web; being able to exploit the 'long-tail' (Anderson 2004), or network effects, which provides the means to support numerous and yet small or modestly sized communities of interest; and, the employment of feeds and recommendation systems to bring information and media to us along with a community rating of its value. For brevity, I will use the term social software throughout the rest of this editorial. This will also subsume the 'Web 2.0 ness' referred to earlier, as the pressing question addressed by this special issue is: What are the implications for learning? In the UK in particular, in addition to many local initiatives, organizations such as the Joint Information Systems Committee (JISC) have supported a raft of projects that have aimed to take the popularity, participation and general energy of social software into education, to raise levels of relevance, motivation and engagement. But so far, the findings have been very mixed, with many initiatives suggesting the necessity to both better understand learning and better understand 'the social web'– before proposing solutions that draw the two together. Although an initial examination of the social, communicative and knowledge (or representational) practices that are supported by social software suggest they share a lot of commonality with key learning practices, Ravenscroft et al. (2008) have pointed out that One of the problems with recent educational articulations of social software and Web 2.0 is the misalignment of social practices that are ostensibly oriented towards and motivated by 'interest' with those that are oriented towards and motivated by 'learning'. … Whilst these purposes and the practices they entail are not mutually exclusive, they often involve different processes of meaning making. (Ravenscroft et al. 2008, p. 433): And they go on to elaborate: In other words, whilst specific practices such as personal content creation and expression, communication, media sharing, multimodal dialogue and social networking are relevant to communities of interest and learning, these will usually be orchestrated differently in both. (Ravenscroft et al. 2008, p. 433)http://www.bibsonomy.org/bibtex/2e1e032a6f34afe34aa628cd9bdbfaca5/yishyish2009-01-20T10:28:52+01:00appropriation blogs education higher learning patternlanguagenetwork technology web2.0 wikis <span class="authorEditorList"><a href="/author/Hemmi">A. Hemmi</a>, <a href="/author/Bayne">S. Bayne</a>, and <a href="/author/Land">R. Land</a> </span><em>Journal of Computer Assisted Learning</em> <em>25(1):19-30</em> (<em>2009</em>)<em>10.1111/j.1365-2729.2008.00306.x . </em>Tue Jan 20 10:28:52 CET 2009Journal of Computer Assisted Learning10.1111/j.1365-2729.2008.00306.x119-30The appropriation and repurposing of social technologies in higher education252009appropriation blogs education higher learning patternlanguagenetwork technology web2.0 wikis This paper presents some of the findings from a recent project that conducted a virtual ethnographic study of three formal courses in higher education that use 'Web 2.0' or social technologies for learning and teaching. It describes the pedagogies adopted within these courses, and goes on to explore some key themes emerging from the research and relating to the pedagogical use of weblogs and wikis in particular. These themes relate primarily to the academy's tendency to constrain and contain the possibly more radical effects of these new spaces. Despite this, the findings present a range of student and tutor perspectives which show that these technologies have significant potential as new collaborative, volatile and challenging environments for formal learning.http://www.bibsonomy.org/bibtex/2e4ecf87615d08e229e4547cb325391a4/yishyish2009-01-20T10:26:20+01:00children digital dissonance learning mapping patternlanguagenetwork questionnaire web2.0 <span class="authorEditorList"><a href="/author/Clark">Wilma Clark</a>, <a href="/author/Logan">Kit Logan</a>, <a href="/author/Luckin">Rose Luckin</a>, <a href="/author/Mee">Adrian Mee</a>, and <a href="/author/Oliver">Martin Oliver</a> </span><em>Journal of Computer Assisted Learning</em> <em>25(1):56-69</em> (<em>2009</em>)Tue Jan 20 10:26:20 CET 2009Journal of Computer Assisted Learning156-69Beyond Web 2.0: mapping the technology landscapes of young learners252009children digital dissonance learning mapping patternlanguagenetwork questionnaire web2.0 Boundaries between formal and informal learning settings are shaped by influences beyond learners' control. This can lead to the proscription of some familiar technologies that learners may like to use from some learning settings. This contested demarcation is not well documented. In this paper, we introduce the term 'digital dissonance' to describe this tension with respect to learners' appropriation of Web 2.0 technologies in formal contexts. We present the results of a study that explores learners' in- and out-of-school use of Web 2.0 and related technologies. The study comprises two data sources: a questionnaire and a mapping activity. The contexts within which learners felt their technologies were appropriate or able to be used are also explored. Results of the study show that a sense of 'digital dissonance' occurs around learners' experience of Web 2.0 activity in and out of school. Many learners routinely cross institutionally demarcated boundaries, but the implications of this activity are not well understood by institutions or indeed by learners themselves. More needs to be understood about the transferability of Web 2.0 skill sets and ways in which these can be used to support formal learning.http://www.bibsonomy.org/bibtex/2fa43efff408a4d99f593a76b3acd0a0f/yishyish2009-01-20T10:21:00+01:00blogs learning narrative patternlanguagenetwork technology web2.0 wleformativeeassessment <span class="authorEditorList"><a href="/author/Daly">Caroline Daly</a>, and <a href="/author/Pachler">Norbert Pachler</a> </span><em>Journal of Computer Assisted Learning</em> <em>25(1):6-18</em> (<em>2009</em>)<em>10.1111/j.1365-2729.2008.00303.x . </em>Tue Jan 20 10:21:00 CET 2009Journal of Computer Assisted Learning10.1111/j.1365-2729.2008.00303.x16-18Narrative and learning with Web 2.0 technologies: towards a research agenda252009blogs learning narrative patternlanguagenetwork technology web2.0 wleformativeeassessment This paper investigates the impact of Web. 2.0 technologies on the ways learning can be conceived of as a narrative process within contemporary contexts, using blogs as an illustrative example. It is premised on the concept of narrative as a way in which individuals represent and organize experience in order to learn from it and make it shareable with others within social contexts. The first part of the paper offers a theoretical analysis of the role of narrative in the social construction of knowledge by the ways it enables users of Web 2.0 technologies to participate meaningfully in the exchange of experiences and ideas. The second part of the paper offers a 'situated' analysis of the narrative practices engaged with by users of blogs. A 'narrative trail' is used to provide a contextualized instance of the narrative practices which are involved. The paper concludes by examining the research issues which are raised and suggests a research agenda which is needed to explore Web 2.0 technologies as social utilities affecting knowledge production, in which the adaptation of narrative theory is a central feature.http://www.bibsonomy.org/bibtex/2ed3586f537f1b0c6f2da40adb1659b93/yishyish2008-12-28T02:52:37+01:00PLE design designpatterns edid9 environments learning patternlanguagenetwork patterns personal wleformativeeassessment <span class="authorEditorList"><a href="/author/Wilson">Scott Wilson</a> </span><em>Interactive Learning Environments</em> <em>16(1):17--34</em> (<em>2008</em>)Sun Dec 28 02:52:37 CET 2008Interactive Learning Environments117--34Patterns of Personal Learning Environments162008PLE design designpatterns edid9 environments learning patternlanguagenetwork patterns personal wleformativeeassessment The use of design patterns is now well established as an approach within the field of software systems as well as within the field of architecture. An initial effort was made to harness patterns as a tool for elaborating the design of the elements of personal learning environments as part of the University of Bolton's Personal Learning Environment project; however, this earlier effort had a number of limitations that prompted a revisit to the pattern language documented here. In particular, the initial patterns, while functionally useful, lacked some of the moral and generative qualities that are the essential qualities of an effective pattern language. This paper presents a revised pattern language focused around two primary categories, learning networks, and personal learning tools.http://www.bibsonomy.org/bibtex/2b769053b35feb70868d4eea6903bfdd3/yishyish2008-12-28T02:40:38+01:00actionresearch design designpatterns e-learning inquiryled learning patternlanguagenetwork patterns pedagogicalpatterns technology wleformativeeassessment workbased <span class="authorEditorList"><a href="/author/Powell">Stephen Powell</a>, <a href="/author/Millwood">Richard Millwood</a>, and <a href="/author/Tindal">Ian Tindal</a> </span><em>proceedings of Technology Support for Self-Organized Learners, </em><em> CEUR Workshop Proceedings 349, </em>(<em>2008</em>)Sun Dec 28 02:40:38 CET 2008proceedings of Technology Support for Self-Organized LearnersDeveloping technology-enhanced, work-focussed learning: a Pattern Language approach CEUR Workshop Proceedings 3492008actionresearch design designpatterns e-learning inquiryled learning patternlanguagenetwork patterns pedagogicalpatterns technology wleformativeeassessment workbased This paper identifies issues in developing a three-year duration, work-focussed undergraduate degree programme with a model of inquiry-based learning supported through online communities of inquiry. On the course, students examine their current work-practice to identify issues and then plan, implement and evaluate an improvement strategy. Negotiated learning activities and facilitated networking environments are key to providing students with a highly personalised and relevant learning experience. Students were surveyed and interviewed through questionnaire, telephone and face-to-face meeting. Staff were asked to produce accounts identifying major issues within their particular role, describing and evaluating steps taken to mitigate them. In both cases, transcripts were examined using interpretive phenomenological analysis and this grounded approach was used to identify key issues. The findings show that challenges for the improvement of the learning experience included a range of issues unified by concerns regarding diversity of approach and complexity. It is proposed that this was partly due to knowledge held tacitly but unarticulated. To improve practice, a Pattern Language approach is proposed. In order to articulate values and ideas, a Pattern Language category of Online Community of Inquiry is outlined. These patterns are framed as instructions to inform an approach to new working practices, technologies and systems local to the context in which they were found. It is suggested that this approach helps teaching staff, developers, administrators, and students working together to understand and overcome problems in their own contexts, by adapting these and other patterns.