Developing technology-enhanced, work-focussed learning: a Pattern Language approach
proceedings of Technology Support for Self-Organized Learners, CEUR Workshop Proceedings 349, (2008)Abstract
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.