https://www.bibsonomy.org/user/yish/DesignBibSonomy RSS Feed for /user/yish/DesignThis collection of patterns is a practical resource for teachers and educational developers in higher education to support Connected Learning at Scale (CLaS). It offers educational design patterns and contextual examples that can be reused and adapted. Browse the site to access the patterns and learn about the CLaS project at the University of Sydney Business School.https://clasdesignpatterns.com/yish2025-06-12T14:52:51+02:00classroom design educational patterns pedagogical scale <span itemprop="description">This collection of patterns is a practical resource for teachers and educational developers in higher education to support Connected Learning at Scale (CLaS). It offers educational design patterns and contextual examples that can be reused and adapted. Browse the site to access the patterns and learn about the CLaS project at the University of Sydney Business School.</span>Read Our Generative AI Playbook After six years of building AI-powered literacy tools and developing more than 300 unique AI models, we've distilled our most valuable insights into a comprehensive playbook that shares our entire process. For Education Leaders As you evaluate AI solutions for your schools, this playbook gives you the critical questions to ask vendors and the frameworks to assess if their tools are truly designed for student success. You'll understand what makes AI effective in educational settings and be able to distinguish between superficial AI implementations and those with deep pedagogical foundations. For EdTech AI Developers Skip years of trial and error by learning from our experience. We share our step-by-step development process, technical approaches, and proven methodologies for creating AI that truly enhances learning. From dataset creation to evaluation frameworks, you'll find actionable insights that can be applied immediately to your own AI development work. For Philanthropic Partners When funding educational AI initiatives, it's crucial to identify organizations with the expertise and ethical approach to create meaningful impact. Our playbook provides the evaluation criteria and key indicators of effective AI implementation, helping you direct resources to organizations genuinely capable of advancing educational equity through technology.https://www.quill.org/ethical_aiyish2025-05-07T22:47:54+02:00AI BA-AIED GenAI design education ethical ethics guide playbook practices <span itemprop="description">Read Our Generative AI Playbook After six years of building AI-powered literacy tools and developing more than 300 unique AI models, we&#039;ve distilled our most valuable insights into a comprehensive playbook that shares our entire process. For Education Leaders As you evaluate AI solutions for your schools, this playbook gives you the critical questions to ask vendors and the frameworks to assess if their tools are truly designed for student success. You&#039;ll understand what makes AI effective in educational settings and be able to distinguish between superficial AI implementations and those with deep pedagogical foundations. For EdTech AI Developers Skip years of trial and error by learning from our experience. We share our step-by-step development process, technical approaches, and proven methodologies for creating AI that truly enhances learning. From dataset creation to evaluation frameworks, you&#039;ll find actionable insights that can be applied immediately to your own AI development work. For Philanthropic Partners When funding educational AI initiatives, it&#039;s crucial to identify organizations with the expertise and ethical approach to create meaningful impact. Our playbook provides the evaluation criteria and key indicators of effective AI implementation, helping you direct resources to organizations genuinely capable of advancing educational equity through technology.</span>5.js is a friendly tool for learning to code and make art. It is a free and open-source JavaScript library built by an inclusive, nurturing community. p5.js welcomes artists, designers, beginners, educators, and anyone else!https://p5js.org/yish2024-09-27T05:06:49+02:00art coding creativity design html5 learning p5.js visual <span itemprop="description">5.js is a friendly tool for learning to code and make art. It is a free and open-source JavaScript library built by an inclusive, nurturing community. p5.js welcomes artists, designers, beginners, educators, and anyone else!</span>https://ildeplus.upf.edu/BLENDI/yish2023-04-17T16:57:40+02:00collaborative design ilde learning platform tool <a itemprop="url" data-versiondate="2023-04-17T16:57:40+02:00" href="https://ildeplus.upf.edu/BLENDI/" rel="nofollow" class="description-link">https://ildeplus.upf.edu/BLENDI/</a>Get inspiration for your own teaching by getting to know tried and tested teaching-learning scenarios from other teachers! Find patterns that are specific to your teaching context by searching or using the filters. Benefit from proven practical knowledge: Each pattern is systematically structured and has gone through a review process.https://www.patternpool.de/yish2023-04-17T16:53:39+02:00design education learning patterns repository teaching <span itemprop="description">Get inspiration for your own teaching by getting to know tried and tested teaching-learning scenarios from other teachers! Find patterns that are specific to your teaching context by searching or using the filters. Benefit from proven practical knowledge: Each pattern is systematically structured and has gone through a review process.</span>https://www.kent.edu/ctl/teachingyish2023-02-06T12:30:40+01:00concept design jigsaw maps pair patterns share simulations think tps <a itemprop="url" data-versiondate="2023-02-06T12:30:40+01:00" href="https://www.kent.edu/ctl/teaching" rel="nofollow" class="description-link">https://www.kent.edu/ctl/teaching</a>Hey there! This space deck is a compilation of ideas for arranging a room to suit different learning purposes such as experimentation, focus, act...https://issuu.com/hive_5c/docs/space_deckyish2023-01-29T10:48:10+01:00arrangement cards design patterns space <span itemprop="description">Hey there! This space deck is a compilation of ideas for arranging a room to suit different learning purposes such as experimentation, focus, act...</span>Something new is clicking on campus at UCI, flipping traditional teaching on its ... Multiple campus units have contributed to the Anteater Learning Pavilion (ALP) and this website.https://alp.uci.edu/yish2023-01-27T18:06:05+01:00active architecture classroom design hybrid learning <span itemprop="description">Something new is clicking on campus at UCI, flipping traditional teaching on its ... Multiple campus units have contributed to the Anteater Learning Pavilion (ALP) and this website.</span>תחום פיתוח סביבות למידה, באגף מיפוי ותכנון, מינהל הפיתוח, חוקר ומקדם את עיצוב מרחב הלמידה, בפנים ומחוץ למבנה החינוכי, כטקסט פדגוגי ובהלימה לאסטרטגיות חינוכיותhttps://www.pinterest.com/mikiarian/yish2022-11-27T12:48:10+01:00classrooms design examples fls learning schools spaces yvc-fls בתי כיתות למידה מרחבי ספר עיצוב <span itemprop="description">תחום פיתוח סביבות למידה, באגף מיפוי ותכנון, מינהל הפיתוח, חוקר ומקדם את עיצוב מרחב הלמידה, בפנים ומחוץ למבנה החינוכי, כטקסט פדגוגי ובהלימה לאסטרטגיות חינוכיות</span>https://www.timeshighereducation.com/depth/do-universities-teach-students-think-criticallyyish2022-10-19T11:35:00+02:00autonomous critical design employability lab learning problem rdl reality self-determined self-directed skills solving thinking <a itemprop="url" data-versiondate="2022-10-19T11:35:00+02:00" href="https://www.timeshighereducation.com/depth/do-universities-teach-students-think-critically" rel="nofollow" class="description-link">https://www.timeshighereducation.com/depth/do-universities-teach-students-think-critically</a>esign Patterns are simple sketches and annotations that get down to the essence of how a space works. These key ideas break down the complexity of school design as part of a system. Through the use of Patterns we can design and connect successful educational environments and experiences.https://fieldingintl.com/design-patterns/yish2022-10-02T09:16:33+02:00architecture classrooms design learning patterns schools spaces <span itemprop="description">esign Patterns are simple sketches and annotations that get down to the essence of how a space works. These key ideas break down the complexity of school design as part of a system. Through the use of Patterns we can design and connect successful educational environments and experiences.</span>Welcome to the Open Learning Design Studio's MOOC (Massive Open Online Course) "Learning Design for a 21st Century Curriculum". The course ran from 10th January to 13th March 2013. There are currently no plans to repeat the live presentation, however all the materials remain available as Open Educational Resources. Group produced OLDS MOOC Course MapThis free, open and online course (MOOC) has been designed with further and higher education professionals in mind - lecturers, qualification teams, awarding bodies, learning technologists, library and student support staff and learning and teaching specialists - but may also be of interest to teachers (or teachers to be) in secondary schools or informal/work based learning facilitators, in fact, anyone with an interest in curriculum and learning design. The course has been funded by JISC as part of a benefits realisation programme and is intended to build on the success of the Open University Learning Design Initiative (OULDI) and other JISC funded curriculum design and delivery projects. We expected that many participants would commit for the 9-week 'journey', following the MOOC through from start to end and dedicating 3-10 hours a week. Others joined us for specific weeks or even a single activity. Participants found answers to specific questions that interest them, and had the opportunity to experience particular tools, techniques, representations or methodologies which they could apply in their practice. The structure of the MOOC reflects a proposed process for a design inquiry project. In such a process, designers identify a (learning/curriculum) design challenge, explore it to gain an understanding of its context and driving forces, generate possible solutions, implement a solution and reflect on the process as a whole and its outputs. More about the course... and OLDS MOOC - how it works... and the Accessibility Statementhttps://web.archive.org/web/20170702205112/http://www.olds.ac.uk/homeyish2022-09-12T18:31:00+02:00design learning mooc olds ou <span itemprop="description">Welcome to the Open Learning Design Studio&#039;s MOOC (Massive Open Online Course) &#034;Learning Design for a 21st Century Curriculum&#034;. The course ran from 10th January to 13th March 2013. There are currently no plans to repeat the live presentation, however all the materials remain available as Open Educational Resources. Group produced OLDS MOOC Course MapThis free, open and online course (MOOC) has been designed with further and higher education professionals in mind - lecturers, qualification teams, awarding bodies, learning technologists, library and student support staff and learning and teaching specialists - but may also be of interest to teachers (or teachers to be) in secondary schools or informal/work based learning facilitators, in fact, anyone with an interest in curriculum and learning design. The course has been funded by JISC as part of a benefits realisation programme and is intended to build on the success of the Open University Learning Design Initiative (OULDI) and other JISC funded curriculum design and delivery projects. We expected that many participants would commit for the 9-week &#039;journey&#039;, following the MOOC through from start to end and dedicating 3-10 hours a week. Others joined us for specific weeks or even a single activity. Participants found answers to specific questions that interest them, and had the opportunity to experience particular tools, techniques, representations or methodologies which they could apply in their practice. The structure of the MOOC reflects a proposed process for a design inquiry project. In such a process, designers identify a (learning/curriculum) design challenge, explore it to gain an understanding of its context and driving forces, generate possible solutions, implement a solution and reflect on the process as a whole and its outputs. More about the course... and OLDS MOOC - how it works... and the Accessibility Statement</span>Design patterns make hidden knowledge explicit and shareable. They are a tool to communicate practical educational strategies. Our first batch of patterns are solutions we've tried and tested as part of the CLaS project. They cover topics including: creating self-paced modules, teaching design thinking online, object-based learning at scale, running a live Q&A online and scheduling tutorials all in a day. Each pattern includes examples of how they were implemented in a specific context in a unit of study.https://cdrg.blog/2021/11/15/design-patterns-are-here/yish2022-04-29T10:47:02+02:00CLaS connected design learning patterns pedagogical <span itemprop="description">Design patterns make hidden knowledge explicit and shareable. They are a tool to communicate practical educational strategies. Our first batch of patterns are solutions we&#039;ve tried and tested as part of the CLaS project. They cover topics including: creating self-paced modules, teaching design thinking online, object-based learning at scale, running a live Q&amp;A online and scheduling tutorials all in a day. Each pattern includes examples of how they were implemented in a specific context in a unit of study.</span>https://www.youtube.com/watch?v=kj3dSHNn0oQyish2022-04-29T10:40:02+02:00ACAD Carvalho Lucila design framework goodyear learning pipa yeoman <a itemprop="url" data-versiondate="2022-04-29T10:40:02+02:00" href="https://www.youtube.com/watch?v=kj3dSHNn0oQ" rel="nofollow" class="description-link">https://www.youtube.com/watch?v=kj3dSHNn0oQ</a>This paper provides a summary account of Activity-Centred Analysis and Design (ACAD). ACAD offers a practical approach to analysing complex learning situations, in a way that can generate knowledge that is reusable in subsequent (re)design work. ACAD has been developed over the last two decades. It has been tested and refined through collaborative analyses of a large number of complex learning situations and through research studies involving experienced and inexperienced design teams. The paper offers a definition and high level description of ACAD and goes on to explain the underlying motivation. The paper also provides an overview of two current areas of development in ACAD: the creation of explicit design rationales and the ACAD toolkit for collaborative design meetings. As well as providing some ideas that can help teachers, design teams and others discuss and agree on their working methods, ACAD has implications for some broader issues in educational technology research and development. It questions some deep assumptions about the framing of research and design thinking, in the hope that fresh ideas may be useful to people involved in leadership and advocacy roles in the field.https://petergoodyear.net/blog/yish2022-04-12T20:44:23+02:00ACAD Activity-Centred Analysis Design LD LDF and design framework learning <span itemprop="description">This paper provides a summary account of Activity-Centred Analysis and Design (ACAD). ACAD offers a practical approach to analysing complex learning situations, in a way that can generate knowledge that is reusable in subsequent (re)design work. ACAD has been developed over the last two decades. It has been tested and refined through collaborative analyses of a large number of complex learning situations and through research studies involving experienced and inexperienced design teams. The paper offers a definition and high level description of ACAD and goes on to explain the underlying motivation. The paper also provides an overview of two current areas of development in ACAD: the creation of explicit design rationales and the ACAD toolkit for collaborative design meetings. As well as providing some ideas that can help teachers, design teams and others discuss and agree on their working methods, ACAD has implications for some broader issues in educational technology research and development. It questions some deep assumptions about the framing of research and design thinking, in the hope that fresh ideas may be useful to people involved in leadership and advocacy roles in the field.</span>https://learning-design.eu/yish2022-03-28T16:20:40+02:00balanced design learning tool <a itemprop="url" data-versiondate="2022-03-28T16:20:40+02:00" href="https://learning-design.eu/" rel="nofollow" class="description-link">https://learning-design.eu/</a>enABLe is Portsmouth's University's emergent framework to support an innovative approach to team-based learning design. We are currently refining the elements of an enABLe workshop and toolkit, that colleagues across the University have helped to define through a series of pilot events.https://sites.google.com/port.ac.uk/enable/yish2022-02-16T10:03:31+01:00ABC Alejandro Portsmouth active ale blended carpe design diem learning <span itemprop="description">enABLe is Portsmouth&#039;s University&#039;s emergent framework to support an innovative approach to team-based learning design. We are currently refining the elements of an enABLe workshop and toolkit, that colleagues across the University have helped to define through a series of pilot events.</span>This post explains the ACAD framework and provides links to the ACAD and associated design for learning literature.https://petergoodyear.net/2021/08/13/acad-activity-centred-analysis-and-design/yish2021-12-06T18:03:07+01:00design framework goodyear inaglobe learning <span itemprop="description">This post explains the ACAD framework and provides links to the ACAD and associated design for learning literature.</span>A book for Sense Publisher's 'Technology Enhanced Learning' series Editors: Yishay Mor (London Knowledge Lab), Steven Warburton (King's College London) and Niall Winters (London Knowledge Lab) Series editors: Richard Noss & Mike Sharples Designing effective educational technology and technology-based activities is a non-trivial problem. This is often because the two need to co-evolve and thus no designer has a fixed reference point. Ideally, techno-pedagogical design needs to be an interdisciplinary exploration where every agent in the system – the learner, teacher, educational designer, and policy maker – is driven to constantly experiment and redesign their practices. This creates an acute need to find effective ways of sharing design knowledge in education. Yet the current literature, whether academic or professional, does not adequately support such sharing. Two extremes dominate: anecdotal accounts of personal experience on one side, and abstract theory on the other. From the perspective of practitioners aspiring to perfect their craft, both are problematic as they require significant interpretive effort before they can be applied to a new situation. This interpretive gap means that practitioners have difficulty building on the success of others in a cumulative manner. The current literature (in particular academic texts) tends to refer to a specific disciplinary or paradigmatic source. What practitioners need is to be able to access all facets of the educational experience and choose those that work best for their context, be it epistemic, pedagogic, organizational, social, and/or technological. https://sites.google.com/site/patternsbook/yish2021-10-19T09:10:37+02:00book design myown patterns practicalpatternsbook <span itemprop="description">A book for Sense Publisher&#039;s &#039;Technology Enhanced Learning&#039; series Editors: Yishay Mor (London Knowledge Lab), Steven Warburton (King&#039;s College London) and Niall Winters (London Knowledge Lab) Series editors: Richard Noss &amp; Mike Sharples Designing effective educational technology and technology-based activities is a non-trivial problem. This is often because the two need to co-evolve and thus no designer has a fixed reference point. Ideally, techno-pedagogical design needs to be an interdisciplinary exploration where every agent in the system – the learner, teacher, educational designer, and policy maker – is driven to constantly experiment and redesign their practices. This creates an acute need to find effective ways of sharing design knowledge in education. Yet the current literature, whether academic or professional, does not adequately support such sharing. Two extremes dominate: anecdotal accounts of personal experience on one side, and abstract theory on the other. From the perspective of practitioners aspiring to perfect their craft, both are problematic as they require significant interpretive effort before they can be applied to a new situation. This interpretive gap means that practitioners have difficulty building on the success of others in a cumulative manner. The current literature (in particular academic texts) tends to refer to a specific disciplinary or paradigmatic source. What practitioners need is to be able to access all facets of the educational experience and choose those that work best for their context, be it epistemic, pedagogic, organizational, social, and/or technological. </span>