BibSonomyburst/user/yish/myBibSonomy RSS feed for /user/yish/my2012-02-15T12:16:26+01:00http://www.bibsonomy.org/bibtex/2351e95bf69bab8ed44668b4d4862bed3/yishyish2011-12-08T15:52:04+01:00context design education learning my myown <span class="authorEditorList"><a href="/author/Mor">Yishay Mor</a> </span>(<em>2011</em>)Thu Dec 08 15:52:04 CET 2011Context and Technology Enhanced Learning (ConTEL): Theory, methodology and design workshop, at EC-TEL 2011, Italy (2011)Context is What We Take For Granted: Addressing Context in Design-Centric Teacher Training2011context design education learning my myown This paper discusses two recent graduate courses in educational technology, and contrasts them with previous work in the context of Participatory Pattern Workshops (Mor, Winters, and Warburton, 2010). Both courses were based on a design studio model, where students worked in teams and were asked to identify an educational challenge and address it using an appropriate technology. The paper considers the importance of developing an awareness of context for the training of educational designers, and presents a particular tool, called force-mapping, used for this purpose. It contrasts the success of this tool in one setting with the relative difficulties it encountered in the other, and suggests some possible explanations for this discrepancy.http://www.bibsonomy.org/bibtex/26b915ff7fa0d5848fb68605dcc33e4de/yishyish2011-11-08T17:05:42+01:00design designpatterns designresearch education learning mathematics my myown patterns thesis <span class="authorEditorList"><a href="/author/Mor">Yishay Mor</a> </span><em>Institute of Education - University of London, </em>(<em>2010</em>)Tue Nov 08 17:05:42 CET 2011A Design Approach to Research in Technology Enhanced Mathematics Education2010design designpatterns designresearch education learning mathematics my myown patterns thesis This thesis explores the prospect of a design science of technology enhanced mathematics education (TEME), on three levels: epistemological, methodological and pedagogical. Its primary domain is the identification of scientific tools for design research in TEME. The outputs of this enquiry are evaluated by a demonstrator study in the domain of secondary school mathematics. A review of existing literature establishes a need for a design perspective in TEME research, but at the same time suggests a need for a consensual epistemic infrastructure for the field: a shared set of rules, processes and representations which bound and support its scientific discourse. Three constructs are proposed towards such an infrastructure: design narratives, design patterns, and the cycles of design research in which they are embedded. The first two are representations of domain design knowledge; the latter is a description of a design-centred scientific process. The three constructs identified at the epistemological level are operationalised as a methodological framework by projecting them into a specific research setting of the demonstrator study. Appropriate methods and procedures are identified for collecting data, organising and interpreting them as design narratives, and extracting design patterns from these narratives. The methodological framework is applied in the demonstrator domain to the question of learning about number sequences. A review of the educational research on number sequences identifies challenges in this area related to the tension between learners’ intuitive concept of sequences and the dominant curricular form. The former appears to be recursive in nature and narrative in form, whereas the latter is a function of index expressed in algebraic notation. The chosen design approach combines construction, collaboration and communication. It highlights the need for representations and activities which lead learners from intuitive concepts to formal mathematical structures. Three interleaved themes connect the primary and the demonstrator domains: narrative, systematisation and representation. Narrative emerges as a key element in the process of deriving knowledge from experience. Systemisation concerns the structured organisation of knowledge. The tension between the two calls for representations which support a trajectory from the intuitive to the structural. The main outcome of this study is a methodological framework for design science of TEME which combines design narratives and design patterns into structured cycles of enquiry. This framework is supported both theoretically and empirically. Inter alia, it is used to derive a contribution towards a pedagogical pattern language of construction, communication and collaboration in TEME.http://www.bibsonomy.org/bibtex/2099ca7a6f0f7db9bb04463a6e54492ef/yishyish2011-06-19T14:43:26+02:00design designpatterns methodology methods my myown narrative narratives participatory pattern resource scenarios workshops <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>2010</em>)Sun Jun 19 14:43:26 CEST 2011Participatory Pattern Workshops Resource Kit2010design designpatterns methodology methods my myown narrative narratives participatory pattern resource scenarios workshops This document describes the methodology that has emerged from a series of workshops we have facilitated over several years. These workshops brought together practitioners from a wide range of fields and engaged them in intense conversations about issues regarding technology and education. Such conversations are rooted in participants’ personal experiences, driven by the problems they have overcome, and aimed at collaborative articulation of their design knowledge; knowledge of how to get things done. We call these workshops Collaborative Reflection Workshops. Our process goes beyond a single workshop. Over the years, we have identified a structure of three consecutive workshops; a Design Narratives Workshop, a Pattern Mining Workshop and a Design scenarios Workshop. Together, these form what we call the Participatory Patterns Workshops framework. If you are about to participate in such a workshop, this document will tell you what to expect and how to maximise your benefits from the event. If you would like to run such a workshop (or series of workshops) yourself,this document should give you a good starting point for their design. You will still need to adapt the framework for your own needs and circumstances, and we will be happy to assist you in doing that. Everything presented here is a reflection of work in progress. If you find this document useful, please check for new versions. If you find some mistakes or gaps, please let us know. If you run a workshop, please share your experience and insight with us.http://www.bibsonomy.org/bibtex/29ed23cc42a418604b5183c03e1ce4d10/yishyish2011-02-26T17:25:34+01:00asld-book asld-intro chais2011 design methodology my myown narrative narratives research <span class="authorEditorList"><a href="/author/Mor">Yishay Mor</a> </span><em>Learning in the Technological Era 6th Chais Confernece, </em><em>page 57-63. </em><em>Open University, Israel, </em>(<em>2011</em>)Sat Feb 26 17:25:34 CET 2011Learning in the Technological Era 6th Chais Confernece57-63Design Narratives: An Intuitive Scientific Form for Capturing Design Knowledge In Education2011asld-book asld-intro chais2011 design methodology my myown narrative narratives research This paper provides a brief introduction to design-based research in education, its rationale and principles. It then highlights some of the challenges in reporting on design research, and proposes design narratives as a suitable form to address these challenges. Design narratives are characterized as a form of scientific discourse, and guidelines are proposed for their construction.http://www.bibsonomy.org/bibtex/28392e8921413ba470274903d88938bb8/yishyish2011-02-04T12:44:42+01:002004 cerme2005 cscl-2005 gmr guess-my-rule haifa-edtech ijceell06 ijtme2006 mathgamespatterns micromath my myown mythesis noe-kaleidoscope number polonsky sequences toontalk weblabs <span class="authorEditorList"><a href="/author/Mor">Yishay Mor</a>, and <a href="/author/Sendova">Evgenia Sendova</a> </span><em>History and Education in Mathematics and Informatics, Attracting Talent to Science; Proceedings of the International Congress MASSEE 2003, september 15-21, Borovets, Bulgaria, </em><em>University of Latvia, </em><em>Latvia, </em>(<em>2003</em>)Fri Feb 04 12:44:42 CET 2011LatviaHistory and Education in Mathematics and Informatics, Attracting Talent to Science; Proceedings of the International Congress MASSEE 2003, september 15-21, Borovets, BulgariaToonTalking about Mathematics20032004 cerme2005 cscl-2005 gmr guess-my-rule haifa-edtech ijceell06 ijtme2006 mathgamespatterns micromath my myown mythesis noe-kaleidoscope number polonsky sequences toontalk weblabs http://www.bibsonomy.org/bibtex/2911e927f6c77cba3fe5e558bcdb04f9f/yishyish2011-02-04T12:44:32+01:00AI agents dilemma gametheory haifa-edtech learning multiagent my myown polonsky prisoner&#039;s <span class="authorEditorList"><a href="/author/Mor">Yishay Mor</a>, and <a href="/author/Rosenschein">Jeffrey S. Rosenschein</a> </span><em>Proceedings of the First International Conference on Multiagent Systems ICMAS95, </em><em>page 276-282. </em><em>Menlo park, California, </em><em>AAAI Press / MIT Press, </em>(<em>1995</em>)Fri Feb 04 12:44:32 CET 2011Menlo park, CaliforniaProceedings of the First International Conference on Multiagent Systems (ICMAS95)276-282Time and the Prisoner's Dilemma.1995AI agents dilemma gametheory haifa-edtech learning multiagent my myown polonsky prisoner's http://www.bibsonomy.org/bibtex/2f059d35699c408359a09c4d7e0a0e6a3/yishyish2011-02-04T12:44:20+01:00AI agents haifa-edtech my myown search usability <span class="authorEditorList"><a href="/author/Goldman">Claudia V. Goldman</a>, <a href="/author/Mor">Yishay Mor</a>, and <a href="/author/Rosenschein">Jeffrey S. Rosenschein</a> </span><em>Proceedings of the First International Conference on Practical Applications of Intelligent Agents and Multi-Agents Technology PAAM96, </em><em>page 837-842. </em><em>London, UK, </em>(<em>1996</em>)Fri Feb 04 12:44:20 CET 2011London, UKProceedings of the First International Conference on Practical Applications of Intelligent Agents and Multi-Agents Technology (PAAM96)837-842Courtz: An Agent that Pleases You (Extended Abstract)1996AI agents haifa-edtech my myown search usability Courtz: An Agent that Pleases You (Extended Abstract)http://www.bibsonomy.org/bibtex/202dbc4c36ff5d259d0035992fed6ebee/yishyish2011-02-04T12:44:11+01:00activity collaboration constructionism cscl design experiment gmr haifa-edtech ijceell06 ijtme2006 iterative my myown mythesis noe-kaleidoscope sequences-ictmt7 theory thesis toontalk web-based weblabs webreports <span class="authorEditorList"><a href="/author/Mor">Yishay Mor</a>, <a href="/author/Tholander">Jakob Tholander</a>, and <a href="/author/Holmberg">Jesper Holmberg</a> </span><em>The 10th Computer Supported Collaborative Learning CSCL conference 2005, </em><em>page 450 - 459. </em><em>Taipei, Taiwan, </em><em>Lawrence Erlbaum Associates, </em>(<em>2006</em>)Fri Feb 04 12:44:11 CET 2011Taipei, TaiwanThe 10th Computer Supported Collaborative Learning (CSCL) conference (2005)450 - 459Designing for cross-cultural web-based knowledge building2006activity collaboration constructionism cscl design experiment gmr haifa-edtech ijceell06 ijtme2006 iterative my myown mythesis noe-kaleidoscope sequences-ictmt7 theory thesis toontalk web-based weblabs webreports This paper describes the iterative design of a web-based collaborative workspace used in educational practice, called WebReports. The system’s unique feature is that it allows participants to discuss mathematical and scientific concepts using programmed animated and interactive models of their ideas. Rather than focusing on the specific features of the collaboration tool, we analyze it as part of a constructionist activity system. We describe the context in which the system was developed and used and compare our approach to previous research in the field. Further, we then present two scenarios which demonstrate the system in action. Following that, we attempt to map our cases to an activity theory framework. We highlight several issues in the process of the systems’ development, where the contradictions between the WebReports system and other elements in the activity system shaped its design, and comment on several issues which go beyond the activity theory framework.http://www.bibsonomy.org/bibtex/22b568b95028d4120d7411746160b4715/yishyish2011-02-04T12:44:02+01:00constructionism cscl-2005 gmr haifa-edtech ijtme2006 joe999 learning mathematics mathgamespatterns maths my myown mythesis narrative noe-kaleidoscope sequences sequences-esm toontalk weblabs webreports <span class="authorEditorList"><a href="/author/Mor">Yishay Mor</a>, and <a href="/author/Noss">Richard Noss</a> </span><em>proceedings of the 1st CSCL SIG Symposium, </em><em>Lausanne, Switzerland, </em>(<em>2004</em>)Fri Feb 04 12:44:02 CET 2011Lausanne, Switzerlandproceedings of the 1st CSCL SIG SymposiumTowards a narrative-oriented framework for designing mathematical learning2004constructionism cscl-2005 gmr haifa-edtech ijtme2006 joe999 learning mathematics mathgamespatterns maths my myown mythesis narrative noe-kaleidoscope sequences sequences-esm toontalk weblabs webreports This paper proposes a narrative-oriented approach to the design of educational activities, as well as a CSCL system to support them, in the context of learning mathematics. Both Mathematics and interface design seem unrelated to narrative. Mathematical language, as we know it, is devoid of time and person. Computer interfaces are static and non-linear. Yet, as Bruner (1986; 1990) and others show, narrative is a powerful cognitive and epistemological tool. The questions we wish to explore are – • If, and how, can mathematical meaning be expressed in narrative forms – without compromising rigour? • What are the narrative aspects of user interface? How can interface design be guided by notions of narrative? • How can we harness the power of narrative in teaching mathematics, in a CSCL environment? We begin by giving a brief account of the use of narrative in educational theory. We will describe the environment and tools used by the WebLabs project, and report on one of our experiments. We will then describe our narrative-oriented framework, by using it to analyze both the environment and the experiment described.http://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/2dd9af31a61061f651701b485ddfb4859/yishyish2011-02-04T12:43:44+01:00binding haifa-edtech my myown patent software xml <span class="authorEditorList"><a href="/author/Hershberg">Yehoshua Hershberg</a>, and <a href="/author/Mor">Yishay Mor</a> </span>(<em>Dec 26, 2006</em>)Fri Feb 04 12:43:44 CET 2011DecemberTechniques for binding an application with a data exchange format based on tags in comments (US Patent 7,155,705)2006binding haifa-edtech my myown patent software xml 26Techniques for binding a data exchange format with a computer program application having source code in a particular language include receiving comment data from a particular file that includes the source code. The comment data includes first data indicating a parameter of the data exchange format. Second data from the particular file is also received. The second data is associated with the comment data and includes a statement that defines a class of data objects in the particular language. Based on the first data and the second data, third data for configuring the data exchange format is generated. When the particular language is Java and the data exchange format is XML, these techniques allow a developer to automatically produce an XML grammar document that is based on Java data objects defined by the developer and that is responsive to the developer's choices for options in the XML grammar. Individual classes or multiple nested classes are handled.http://www.bibsonomy.org/bibtex/2f7705204cb381d4853cffcde77b6a57a/yishyish2011-02-04T12:43:34+01:00CiHB ILE KalDesignResearch PlanetMakingStuffTogether algebra cerme6 constructionism design gmr haifa-edtech ijtme2006 learning mathematics maths my myown mythesis noe-kaleidoscope number polonsky selected sequences sequnces toontallk top weblabs webreports <span class="authorEditorList"><a href="/author/Mor">Yishay Mor</a>, <a href="/author/Noss">Richard Noss</a>, <a href="/author/Hoyles">Celia Hoyles</a>, <a href="/author/Kahn">Ken Kahn</a>, and <a href="/author/Simpson">Gordon Simpson</a> </span><em>the International Journal for Technology in Mathematics Education</em> <em>13(2):65-78</em> (<em>2006</em>)Fri Feb 04 12:43:34 CET 2011the International Journal for Technology in Mathematics Education265-78Designing to see and share structure in number sequences132006CiHB ILE KalDesignResearch PlanetMakingStuffTogether algebra cerme6 constructionism design gmr haifa-edtech ijtme2006 learning mathematics maths my myown mythesis noe-kaleidoscope number polonsky selected sequences sequnces toontallk top weblabs webreports This paper reports on a design experiment in the domain of number sequences conducted in the course of the WebLabs project. We iteratively designed and tested a set of activities and tools in which 10-14 year old students used the ToonTalk programming environment to construct models of sequences and series, and then shared their models and their observations about them utilising a web-based collaboration system. We report on the evolution of a design pattern (programming method) called “Streams” which enables students to engage in the process of summing and “hold the series in their hand”, and consequently make sophisticated arguments regarding the mathematical structures of the sequences without requiring the use of algebra. While the focus of this paper is mainly on the design of activities and its epistemological foundations, we include some illustrative examples of one group of students' work, which indicate the potential of the activities and tools for expressing and reflecting on deep mathematical ideas.http://www.bibsonomy.org/bibtex/24ffcafc1a0a5cd62c996450cdf197b16/yishyish2011-02-04T12:43:11+01:00cardinality convergence gmr graph guess haifa-edtech ijtme2006 my myown mythesis noe-kaleidoscope sequences sequences-ictmt7 <span class="authorEditorList"><a href="/author/Hoyles">Celia Hoyles</a>, <a href="/author/Kahn">Ken Kahn</a>, <a href="/author/Mor">Yishay Mor</a>, <a href="/author/Noss">Richard Noss</a>, <a href="/author/Sendova">Evgenia Sendova</a>, <a href="/author/Sacristán">Ana I. Sacristán</a>, and <a href="/author/Simpson">Gordon Simpson</a> </span><em>the 7th International Conference on Technology in Mathematics Teaching, </em><em>Bristol, </em>(<em>2005</em>)Fri Feb 04 12:43:11 CET 2011Bristolthe 7th International Conference on Technology in Mathematics TeachingThe WebLabs Project: Building New Formalisms for Mathematical and Scientific Ideas2005cardinality convergence gmr graph guess haifa-edtech ijtme2006 my myown mythesis noe-kaleidoscope sequences sequences-ictmt7 http://www.bibsonomy.org/bibtex/21e53996c8c7994f17938350efb409cd8/yishyish2011-02-04T12:22:25+01:00IJCEELL communities cscl-2005 gmr gmx haifa-edtech mathgamespatterns my myown mythesis noe-kaleidoscope of polonsky practice sequences weblabs webreports <span class="authorEditorList"><a href="/author/Matos">João Filipe Matos</a>, <a href="/author/Mor">Yishay Mor</a>, <a href="/author/Noss">Richard Noss</a>, and <a href="/author/Santos">Madalena Santos</a> </span><em>Fourth Congress of the European Society for Research in Mathematics Education CERME-4, </em><em>Sant Feliu de Guíxols, Spain, </em>(<em>2005</em>)Fri Feb 04 12:22:25 CET 2011Sant Feliu de Guíxols, SpainFourth Congress of the European Society for Research in Mathematics Education (CERME-4)Sustaining Interaction in a Mathematical Community of Practice2005IJCEELL communities cscl-2005 gmr gmx haifa-edtech mathgamespatterns my myown mythesis noe-kaleidoscope of polonsky practice sequences weblabs webreports http://www.bibsonomy.org/bibtex/229b4cba232d2c746907b26b6ac295cf4/yishyish2011-02-04T12:22:17+01:00graphics haifa-edtech knowledge my myown patent representation scalabe software vector <span class="authorEditorList"><a href="/author/Mor">Yishay Mor</a> </span>(<em>April 2007</em>)<em>US Patent 7,210,095 . </em>Fri Feb 04 12:22:17 CET 2011AprilUS Patent 7,210,095Techniques for binding scalable vector graphics to associated information (US Patent 7,210,095)2007graphics haifa-edtech knowledge my myown patent representation scalabe software vector 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.http://www.bibsonomy.org/bibtex/2243ddba5470ada3d9c19feaadfe12adf/yishyish2011-02-04T12:22:08+01:00build development engineering haifa-edtech java my myown patent release scripts software tags xml <span class="authorEditorList"><a href="/author/Berman">Gadi Berman</a>, and <a href="/author/Mor">Yishay Mor</a> </span>(<em>May 2007</em>)<em>US Patent 7,222,333 . </em>Fri Feb 04 12:22:08 CET 2011mayUS Patent 7,222,333Techniques for generating software application build scripts based on tags in comments (US Patent 7,222,333)2007build development engineering haifa-edtech java my myown patent release scripts software tags xml 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.http://www.bibsonomy.org/bibtex/2b54f884125d439beee1afeab9c3ca6fa/yishyish2011-02-04T12:21:34+01:00KalDesignResearch TEL cerme6 constructionism eLPBookMor gmr haifa-edtech learning maths my myown mythesis narrative polonsky programming selected sequences top <span class="authorEditorList"><a href="/author/Mor">Yishay Mor</a>, and <a href="/author/Noss">Richard Noss</a> </span><em>International Journal of Continuing Engineering Education and Life-Long Learning IJCEELL</em> <em>18(2):214-233</em> (<em>2008</em>)Fri Feb 04 12:21:34 CET 2011International Journal of Continuing Engineering Education and Life-Long Learning (IJCEELL)2214-233Programming as Mathematical Narrative182008KalDesignResearch TEL cerme6 constructionism eLPBookMor gmr haifa-edtech learning maths my myown mythesis narrative polonsky programming selected sequences top 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 http://www.bibsonomy.org/bibtex/2dea6e9bcf73fecbf6004c78aa714d5d3/yishyish2011-02-04T12:21:27+01:00CERME-6-patterns IDR KalDesignResearch LDSE LP asld-book asld2011 cal09-patterns design designpatterns eLPBookMor edid9 education haifa-edtech iterative jime08 ldg learning learningdesigngrid lgcbook lp methodology my myown mythesis olnet patterns pedagogicalpatterns polonsky postdocapplication research <span class="authorEditorList"><a href="/author/Winters">Niall Winters</a>, and <a href="/author/Mor">Yishay Mor</a> </span><em>Computers and Education</em> <em>50(2):579-600</em> (<em>2008</em>)Fri Feb 04 12:21:27 CET 2011Computers and Education2579-600IDR: a participatory methodology for interdisciplinary design in technology enhanced learning502008CERME-6-patterns IDR KalDesignResearch LDSE LP asld-book asld2011 cal09-patterns design designpatterns eLPBookMor edid9 education haifa-edtech iterative jime08 ldg learning learningdesigngrid lgcbook lp methodology my myown mythesis olnet patterns pedagogicalpatterns polonsky postdocapplication research 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. http://www.bibsonomy.org/bibtex/235e51249bb837622b3192f1ef9228188/yishyish2011-02-04T12:21:18+01:00GmX IJCEELL cerme2005 cscl-2005 gmr haifa-edtech ijtme2006 mathgamespatterns my myown mythesis noe-kaleidoscope sequences-ictmt7 weblabs webreports <span class="authorEditorList"><a href="/author/Mor">Yishay Mor</a>, <a href="/author/Hoyles">Celia Hoyles</a>, <a href="/author/Kahn">Ken Kahn</a>, <a href="/author/Noss">Richard Noss</a>, and <a href="/author/Simpson">Gordon Simpson</a> </span><em>Micromath</em> <em>20(2):17-23</em> (<em>2004</em>)Fri Feb 04 12:21:18 CET 2011Micromath217-23Thinking in Progress202004GmX IJCEELL cerme2005 cscl-2005 gmr haifa-edtech ijtme2006 mathgamespatterns my myown mythesis noe-kaleidoscope sequences-ictmt7 weblabs webreports http://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-assessmentTelearn