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Benefit from proven practical knowledge: Each pattern is systematically structured and has gone through a review process.
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.
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.
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.
The University of Oregon's campus planning policies and procedures are laid out in the Campus Plan Fourth Edition 2019, its amendments, and other associated documents.
Inugural meeting of the DUN SIG on Technology Enhanced Learning
Centre for Teaching Development and Digital Media (CUDiM), Aarhus University, Oct. 2016
The session will begin with a theoretical talk. This will propose a framework for design research in education, based on Yishay’s work in the Learning Patterns, Planet, and Layers projects. This framework combines design scenarios, narratives, principles and patterns. It will draw on examples from his experience in the recent MOOC design project and other initiatives, and lead a discussion on the applicability of these ideas to the Danish TEL research community.
S. Warburton, и Y. Mor. EuroPLoP'22: 27th European Conference on Pattern Languages of Programs, New York, NY, United States, Association for Computing Machinery, (2022)
A. Mora, D. Riera, C. Gonzalez, и J. Arnedo-Moreno. 2015 7th International Conference on Games and Virtual Worlds for Serious Applications (VS-Games), стр. 1-8. (сентября 2015)
J. Swacha, и K. Muszynska. Proceedings of the Fourth International Conference on Technological Ecosystems for Enhancing Multiculturality, стр. 763-769. ACM, (ноября 2016)