BibSonomyburst/user/yish/CnE07BibSonomy RSS feed for /user/yish/CnE072012-02-15T21:30:32+01:00http://www.bibsonomy.org/bibtex/228303ca1e27490e81acc83f0d1e55f8c/yishyish2011-02-04T12:43:55+01:00CnE07 KalDesignResearch design designpatterns emdp games haifa-edtech kaleidoscope learning lp mathgamespatterns my myown patterns polonsky <span class="authorEditorList"><a href="/author/Pratt">Dave Pratt</a>, <a href="/author/Winters">Niall Winters</a>, <a href="/author/Alexopoulou">Efi Alexopoulou</a>, <a href="/author/Bligh">James Bligh</a>, <a href="/author/Björk">Staffan Björk</a>, <a href="/author/Cerulli">Michele Cerulli</a>, <a href="/author/Childs">Mark Childs</a>, <a href="/author/Chioccariello">Augusto Chioccariello</a>, <a href="/author/Jonker">Vincent Jonker</a>, <a href="/author/Kynigos">Chronis Kynigos</a>, <a href="/author/Lindström">Berner Lindström</a>, <a href="/author/Mor">Yishay Mor</a>, <a href="/author/O&#039;Donnell">Fionnuala O&#039;Donnell</a>, <a href="/author/Tangney">Brendan Tangney</a>, and <a href="/author/Wijers">Monica Wijers</a> </span>(<em>2006</em>)Fri Feb 04 12:43:55 CET 2011Kaleidoscope JEIRP on Learning Patterns for the Design and Deployment of Mathematical Games: Final Report (2007-04-23 13:20:50)2006CnE07 KalDesignResearch design designpatterns emdp games haifa-edtech kaleidoscope learning lp mathgamespatterns my myown patterns polonsky 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/24e0f4788f34a29e83e7efd5364258a7c/yishyish2008-05-30T05:58:51+02:00CnE07 ILE asld-book design dtl informant ldg learner-centered learning learningdesigngrid mathgamespatterns mythesis participatory postdocapplication representations <span class="authorEditorList"><a href="/author/Scaife">Michael Scaife</a>, <a href="/author/Rogers">Yvonne Rogers</a>, <a href="/author/Aldrich">Frances Aldrich</a>, and <a href="/author/Davies">Matt Davies</a> </span><em>CHI &#039;97: Proceedings of the SIGCHI conference on Human factors in computing systems, </em><em>page 343-350. </em><em>New York, NY, USA, </em><em>ACM Press, </em>(<em>1997</em>)Fri May 30 05:58:51 CEST 2008New York, NY, USACHI '97: Proceedings of the SIGCHI conference on Human factors in computing systems343-350Designing for or designing with? Informant design for interactive learning environments1997CnE07 ILE asld-book design dtl informant ldg learner-centered learning learningdesigngrid mathgamespatterns mythesis participatory postdocapplication representations 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.http://www.bibsonomy.org/bibtex/2a7f6bb41ca7225520e0af94ab1bff1ff/yishyish2008-05-30T05:56:34+02:00CiHB 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 <span class="authorEditorList"><a href="/author/Radford">Luis Radford</a> </span><em>Educational Studies in Mathematics</em> <em>42(3):237-268</em> (<em>2000</em>)Fri May 30 05:56:34 CEST 2008Educational Studies in Mathematics3237-268Signs and meanings in students' emergent algebraic thinking: a semiotic analysis422000CiHB 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 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.http://www.bibsonomy.org/bibtex/29bff42e09feb136e3215eeaed7579be6/yishyish2008-05-30T04:11:24+02:00CnE07 PlanetMakingStuffTogether computers constructionism design game games gmx haifa-games-course learning mathematics mathgamespatterns mythesis <span class="authorEditorList"><a href="/author/Kafai">Yasmin B. Kafai</a> </span><em>Lawrence Erlbaum Associates, </em><em>Mahwah, NJ, </em>(<em>1995</em>)Fri May 30 04:11:24 CEST 2008Mahwah, NJHardcoverMinds in Play: Computer Game Design As a Context for Children's Learning1995CnE07 PlanetMakingStuffTogether computers constructionism design game games gmx haifa-games-course learning mathematics mathgamespatterns mythesis 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.http://www.bibsonomy.org/bibtex/24b3a83c863aa747be25e34b6c8d6b7ff/yishyish2008-05-30T04:05:55+02:00CnE07 ILE chais2007 design designapproaches elearning learning mathgamespatterns mythesis patterns <span class="authorEditorList"><a href="/author/German">D. M. German</a>, and <a href="/author/Cowan">D. D. Cowan</a> </span><em>Proceedings of the 41st Annual Hawaii International Conference on System Sciences, </em><em>page 6067-6075. </em><em>Hawaii, </em>(<em>2000</em>)Fri May 30 04:05:55 CEST 2008HawaiiProceedings of the 41st Annual Hawaii International Conference on System Sciences6067-6075Towards a unified catalog of hypermedia design patterns2000CnE07 ILE chais2007 design designapproaches elearning learning mathgamespatterns mythesis patterns 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.http://www.bibsonomy.org/bibtex/2762c5c243b4ac828b6073d0ac194963c/yishyish2008-05-30T03:03:03+02:00CERME-6-patterns CnE07 KalDesignResearch alexander chais2007 design designapproaches designpatterns emdp languages mathgamespatterns mexicali mythesis patterns software <span class="authorEditorList"><a href="/author/Erickson">Thomas Erickson</a> </span><em>Proceedings of the 3rd conference on Designing interactive systems: processes, practices, methods, and techniques, </em><em>page 357-368. </em><em>New York, NY, </em><em>ACM Press, </em>(<em>2000</em>)Fri May 30 03:03:03 CEST 2008New York, NYProceedings of the 3rd conference on Designing interactive systems: processes, practices, methods, and techniques 357-368Lingua Francas for design: sacred places and pattern languages2000CERME-6-patterns CnE07 KalDesignResearch alexander chais2007 design designapproaches designpatterns emdp languages mathgamespatterns mexicali mythesis patterns software 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.http://www.bibsonomy.org/bibtex/2964218adcc854e7688ef4ac788a54a1a/yishyish2008-05-30T01:30:11+02:00CERME-6-patterns CSPedPats CiHB CnE07 KalDesignResearch WLEFormativeEAssessment cal09-patterns chais2007 design designapproaches designpatterns emdp jime08 mathgamespatterns mythesis patterns pedagogical pedagogicalpatterns <span class="authorEditorList"><a href="/author/Bergin">Joseph Bergin</a> </span><em>Proceedings of the Fifth European Conference on Pattern Languages of Programs, </em><em>Irsee, Germany, </em>(<em>2000</em>)Fri May 30 01:30:11 CEST 2008Irsee, GermanyProceedings of the Fifth European Conference on Pattern Languages of ProgramsFourteen Pedagogical Patterns2000CERME-6-patterns CSPedPats CiHB CnE07 KalDesignResearch WLEFormativeEAssessment cal09-patterns chais2007 design designapproaches designpatterns emdp jime08 mathgamespatterns mythesis patterns pedagogical pedagogicalpatterns http://www.bibsonomy.org/bibtex/2eec581c8c1df985827fe97833f2923d8/yishyish2008-05-30T01:21:02+02:00CnE07 ILE ai algebra arithmetic artificial calculus collaborative computation computers curriculum distance education geometrystatistics gmx intelligencemodeling learning mathematics mathgamespatterns microworlds mythesis proof review tel transposition <span class="authorEditorList"><a href="/author/Balacheff">Nicolas Balacheff</a>, and <a href="/author/Kaput">James J. Kaput</a> </span><em>International Handbook of Mathematics Education, </em><em>Kluwer academic publishers, </em><em>Dordrect, NL, </em>(<em>1996</em>)Fri May 30 01:21:02 CEST 2008Dordrect, NLInternational Handbook of Mathematics Education469-504Computer-Based Learning Environments in Mathematics1996CnE07 ILE ai algebra arithmetic artificial calculus collaborative computation computers curriculum distance education geometrystatistics gmx intelligencemodeling learning mathematics mathgamespatterns microworlds mythesis proof review tel transposition 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.http://www.bibsonomy.org/bibtex/24b8b71a55a0712d14901f19b932eb059/yishyish2008-05-30T00:58:57+02:00CnE07 and behaviour calculators classroom conceptualisation french genesis graphic instrumental instrumentation limit mythesis need practice process read student symbolic <span class="authorEditorList"><a href="/author/Guin">D. Guin</a>, and <a href="/author/Trouche">Luc Trouche</a> </span><em>International Journal of Computers for Mathematical Learning</em> <em>3(3):195-227</em> (<em>1999</em>)Fri May 30 00:58:57 CEST 2008International Journal of Computers for Mathematical Learning3195-227The complex process of converting tools into mathematical instruments: the case of calculators31999CnE07 and behaviour calculators classroom conceptualisation french genesis graphic instrumental instrumentation limit mythesis need practice process read student symbolic 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.http://www.bibsonomy.org/bibtex/2faa6dabe886ca9955948c5b72a88ce25/yishyish2008-05-30T00:57:07+02:00CERME-6-patterns CiHB CnE07 KalDesignResearch asld-book asld2011 cal09-patterns cerme6 design designapproaches designresearch eLPBookMor education jls10 ldg learning learningdesigngrid mathgamespatterns mythesis postdocapplication research <span class="authorEditorList"><a href="/author/Disessa">Andrea A. Disessa</a>, and <a href="/author/Cobb">Paul Cobb</a> </span><em>Journal of the Learning Sciences</em> <em>13(1):77-103</em> (<em>2004</em>)Fri May 30 00:57:07 CEST 2008Journal of the Learning Sciences177-103Ontological Innovation and the Role of Theory in Design Experiments132004CERME-6-patterns CiHB CnE07 KalDesignResearch asld-book asld2011 cal09-patterns cerme6 design designapproaches designresearch eLPBookMor education jls10 ldg learning learningdesigngrid mathgamespatterns mythesis postdocapplication research (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.http://www.bibsonomy.org/bibtex/2b074c2848d5c64657278632da5ecbd08/yishyish2008-05-28T16:42:44+02:00CnE07 WLEFormativeEAssessment cal09-patterns chais2005 computer design designapproaches four gang gof mathgamespatterns mythesis object of oriented patterns postdocapplication software <span class="authorEditorList"><a href="/author/Gamma">Erich Gamma</a>, <a href="/author/Helm">Richard Helm</a>, <a href="/author/Johnson">Ralph Johnson</a>, and <a href="/author/Vlissides">John Vlissides</a> </span><em>Addison-Wesley, </em><em>Boston, MA, </em>(<em>January 1995</em>)Wed May 28 16:42:44 CEST 2008Boston, MAHardcoverJanuaryDesign Patterns1995CnE07 WLEFormativeEAssessment cal09-patterns chais2005 computer design designapproaches four gang gof mathgamespatterns mythesis object of oriented patterns postdocapplication software {<I>Design Patterns</I> 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! <P> 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. <P> 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 <i>Design Patterns</i> enables programmers to install the book directly onto a computer or network for use as an online reference for creating reusable object-oriented software. <P> 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.}http://www.bibsonomy.org/bibtex/260fb69c4f1e0fd302c9bd0d04642ca05/yishyish2008-05-28T12:47:08+02:00CERME-6-patterns CnE07 WLEFormativeEAssessment architecture cal09-patterns campus cerme6 chais2007 design designapproaches designpatterns eLPBookMor edid9 experiment jime08 mathgamespatterns mythesis oregon patterns planning postdocapplication <span class="authorEditorList"><a href="/author/Alexander">Christopher Alexander</a>, <a href="/author/Ishikawa">Sara Ishikawa</a>, and <a href="/author/Silverstein">Murray Silverstein</a> </span><em>Oxford University Press, </em><em>New York, </em>(<em>August 1977</em>)Wed May 28 12:47:08 CEST 2008New YorkHardcoverAugustA Pattern Language: Towns, Buildings, Construction1977CERME-6-patterns CnE07 WLEFormativeEAssessment architecture cal09-patterns campus cerme6 chais2007 design designapproaches designpatterns eLPBookMor edid9 experiment jime08 mathgamespatterns mythesis oregon patterns planning postdocapplication 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," <I>A Pattern Language</I> 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.http://www.bibsonomy.org/bibtex/2fefb4dcde1374dd33140dcaef4e42a96/yishyish2007-11-25T14:43:08+01:00CnE07 activity development learning theory triangles <span class="authorEditorList"><a href="/author/Engeström">Yrjö Engeström</a> </span><em>Helsinki, </em>(<em>1987</em>)Sun Nov 25 14:43:08 CET 2007Learning by Expanding: An Activity-Theoretical Approach to Developmental ResearchCh. 2.: The Emergence of Learning Activity as a Historical Form of Human Learning1987CnE07 activity development learning theory triangles 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.http://www.bibsonomy.org/bibtex/25b4e9053bbe665b5b64b664fc2e5c21e/yishyish2007-11-24T16:56:04+01:00CnE07 PLoP design designpatterns patterns shepherding software <span class="authorEditorList"><a href="/author/Harrison">Neil Harrison</a> </span><em>Proceedings of the 6th Annual Conference on the Pattern Languages of Programs PLoP, </em><em>Monticello, Illinois, USA., </em>(<em>August 1999</em>)Sat Nov 24 16:56:04 CET 2007Monticello, Illinois, USA.Proceedings of the 6th Annual Conference on the Pattern Languages of Programs (PLoP)August 15-18The Language of Shepherds: A Pattern Language for Shepherding1999CnE07 PLoP design designpatterns patterns shepherding software 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.http://www.bibsonomy.org/bibtex/253a1f0435c8c44bb4047ea7beee8b3f1/yishyish2007-09-10T03:04:03+02:00CnE07 activity boundary boundaryobjects design interface objects theory <span class="authorEditorList"><a href="/author/Star">Susan Leigh Star</a> </span><em>Morgan Kaufmann Series In Research Notes In Artificial Intelligence</em> (<em>1990</em>)Mon Sep 10 03:04:03 CEST 2007Morgan Kaufmann Series In Research Notes In Artificial Intelligence37--54The structure of ill-structured solutions: boundary objects and heterogeneous distributed problem solving1990CnE07 activity boundary boundaryobjects design interface objects theory http://www.bibsonomy.org/bibtex/294b9aa48098b1653e611829b4cbcdb75/yishyish2007-09-10T03:02:22+02:00CnE07 activity boundary boundaryobjects design interface objects theory <span class="authorEditorList"><a href="/author/Star">Susan Leigh Star</a>, and <a href="/author/Griesemer">James R. Griesemer</a> </span><em>Social Studies of Science</em> <em>19(3):387</em> (<em>1989</em>)Mon Sep 10 03:02:22 CEST 2007Social Studies of Science3387Institutional Ecology,Translations' and Boundary Objects: Amateurs and Professionals in Berkeley's Museum of Vertebrate Zoology, 1907-39191989CnE07 activity boundary boundaryobjects design interface objects theory 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.http://www.bibsonomy.org/bibtex/245b57322e566e18386d43aee71aed846/yishyish2007-09-10T02:20:45+02:00Alexander CnE07 designpatterns emdp grassroots housing process <span class="authorEditorList"><a href="/author/Alexander">Christopher Alexander</a>, <a href="/author/Cox">Mike Cox</a>, <a href="/author/Abdelhalim">Halim Abdelhalim</a>, <a href="/author/Hazzard">Ed Hazzard</a>, <a href="/author/Kural">Ilhan Kural</a>, and <a href="/author/Schukert">Marty Schukert</a> </span><em>online, </em>(<em>1973</em>)Mon Sep 10 02:20:45 CEST 2007onlineThe Grass Roots Housing Process1973Alexander CnE07 designpatterns emdp grassroots housing process http://www.bibsonomy.org/bibtex/2addc5d3ce13b438d48a06badd03be203/yishyish2007-09-09T23:57:09+02:00CnE07 design designpatterns patterns <span class="authorEditorList"><a href="/author/David">Jean-Pierre David</a>, <a href="/author/Adam">Jean-Michel Adam</a>, <a href="/author/Diagne">Fatoumata Diagne</a>, <a href="/author/Lejeune">Anne Lejeune</a>, <a href="/author/Luengo">Vanda Luengo</a>, and <a href="/author/Pernin">Jean-Philippe Pernin</a> </span>(<em>2005</em>)Sun Sep 09 23:57:09 CEST 2007Design patterns for recording and analysing usage of learning systems: State of art of tracking and analysing usageResearch report - Report number D32.3.12005CnE07 design designpatterns patterns 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.http://www.bibsonomy.org/bibtex/2843507a4e3e7225d106aa938ac04a18d/yishyish2007-06-06T17:00:53+02:00CERME-6-patterns CnE07 design designapproaches designresearch eLPBookMor foundational hawthorne jls10 mathgamespatterns mythesis postdocproposal research seminal <span class="authorEditorList"><a href="/author/Brown">Ann L. Brown</a> </span><em>The Journal Of the Learing Sciences</em> (<em>1992</em>)Wed Jun 06 17:00:53 CEST 2007The Journal Of the Learing Sciences141--178Design Experiments: Theoretical and Methodological Challenges in Creating Complex Interventions in Classroom Settings21992CERME-6-patterns CnE07 design designapproaches designresearch eLPBookMor foundational hawthorne jls10 mathgamespatterns mythesis postdocproposal research seminal 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.