Julian,<div><br></div><div>Of the links you listed, I found the patterns detailed by Pace University, Joseph Bergin, to be much more easily accessible than those listed at <a href="http://pedagogicalpatterns.org">pedagogicalpatterns.org</a>. I'm not commenting on their respective value, but rather solely on how the patterns were presented. I think those on the <a href="http://csis.pace.edu">csis.pace.edu</a> pages are much easier to read and understand. I think it's due to the liberal use of section headings within the <a href="http://pace.edu">pace.edu</a> pages; though it's perhaps also due to the <i>choice</i> of headings, and the style of writing.</div>
<div><br></div><div>I like the approach you took with your example. In addition, I do think Bergin's use of a "Thumbnail" section immediately after the name was very helpful, since I found that the first question that always occurred to me after reading the pattern name, whether it was <i>Fixer Upper</i>, <i>Mistake</i>, or <i>Larger Than Life</i>, was, "What <u>is</u> this Pattern?" And the "Thumbnail" section succinctly answered that. </div>
<div><br></div><div>I also liked the "Audience / Context" heading that Bergin uses, since a question for me would often be, "When can/should I use this? In front of what audience?" I think "Context" alone could suffice, but I think the former heading may be more descriptive, and so offer greater clarity to a wider audience.</div>
<div><br></div><div>By the way, the Pace.edu page seems to have different iterations. The "Thumbnail" section wasn't present on the link you provided, but it is present on this version of the page: <a href="http://csis.pace.edu/~bergin/PedPat1.2.html#earlybird">http://csis.pace.edu/~bergin/PedPat1.2.html#earlybird</a>.</div>
<div><br></div><div>I think deciding on a template as a first step, as you suggest, makes sense. As with Weisburgh's template (the Wikipedia page), perhaps some sections could be optional, and so be present or not depending on whether they apply to the current pattern. I also like the idea of keeping the patterns to one page, and of trying to keep their explanations as simple as possible (but not simpler), so that even a layman can understand them. As you have suggested, the more clearly we can explain a pattern, the more we amplify its utility.</div>
<div><br></div><div>- Pete</div><div><br></div><div><br></div><div><a href="http://csis.pace.edu/~bergin/PedPat1.2.html#earlybird"></a><br><br><div class="gmail_quote">On Mon, Feb 22, 2010 at 6:39 AM, Julian Tenney <span dir="ltr"><<a href="mailto:Julian.Tenney@nottingham.ac.uk">Julian.Tenney@nottingham.ac.uk</a>></span> wrote:<br>
<blockquote class="gmail_quote" style="margin:0 0 0 .8ex;border-left:1px #ccc solid;padding-left:1ex;">
<div lang="EN-GB" link="blue" vlink="purple">
<div>
<p>Here's a pattern I know quite well, written up in as
simple a format as possible. I think the aim has to be to make these
easily undestood and accessible to the layman, like a good recipe book. The
main criticism I have of intructional design tools is that you normally need a
good insight into ID to use them - in which case, you probably don't need them.
We need to get this to people who don’t have the ID insight, and make it
readily accessible.</p>
<p style="margin-left:36.0pt"> </p>
<p>I took the patterns language from the wikipedia page on
pedagogical patterns, and ripped out most of it, this is what was left. I think
as a guideline we would not want more than a page per pattern. I’m happy to
include the bits I missed out, but I found them a bit confusing. What do you
think?</p>
<div style="border:none;border-bottom:solid windowtext 1.0pt;padding:0cm 0cm 1.0pt 0cm">
<p style="margin-left:36.0pt"> </p>
</div>
<p style="margin-left:36.0pt"> </p>
<p style="margin-left:36.0pt"><b>Design Pattern: Multiple
Perspectives</b></p>
<p style="margin-left:36.0pt"><b> </b></p>
<p style="margin-left:36.0pt"><b>Problem</b>: In many
disciplines problems do not have simple, single solutions. Some problems,
particularly in the arts and social sciences, become more complex as more
thought is given to them. Introducing students to points of view they might not
have considered helps broaden their thinking on the relevant issues, and helps
develop a deeper understanding.</p>
<p style="margin-left:36.0pt"> </p>
<p style="margin-left:36.0pt"><b>Solution</b></p>
<p style="margin-left:36.0pt">Present the students with
opinions of a diverse group of people on the issue. Try and include opinions
outside the experience of the student. Prompt discussions between the students.
Prompt the students to consider various aspects of the person and their
opinion, and to compare and contrast the various views portrayed. Ask the
student to make a brief statement before reviewing the media setting out their
own position on the issue. After the media has been reviewed, ask the student to
consider if their position has changed.</p>
<p style="margin-left:36.0pt"> </p>
<p style="margin-left:36.0pt"><b>Example</b></p>
<p style="margin-left:36.0pt">Students are developing ideas
of a perfect society, and are attempting to answer the question ‘what would
make a perfect society?’ Prior to reviewing the material, students print out a
worksheet and make a brief statement of their own view – these might be
discussed in the peer group, where different views will be apparent. However,
it is likely that the peer group will share many viewpoints.</p>
<p style="margin-left:36.0pt"> </p>
<p style="margin-left:36.0pt">The students are then
presented with views on ‘the perfect society’ from several different people
from very different walks of life and are asked to consider how the background
of the person might influence their views on society. Students are then
prompted to record how the media has influenced their own viewpoint, and
whether it has changed. </p>
<p style="margin-left:36.0pt"> </p>
<p style="margin-left:36.0pt">Students then work together in
a group to discuss their findings, and are prompted to discuss other factors
with questions such as ‘does our view of society change as we age?’ or ‘what
are the factors that influence someone’s view on society’. Ask the students to
identify the things that have most influenced their own point of view
throughout the exercise, and to suggest further opnions that would be helpful.</p>
<p style="margin-left:36.0pt"> </p>
<p style="margin-left:36.0pt">See <a href="http://example.ac.uk" target="_blank">http://example.ac.uk</a>.</p>
<p style="margin-left:36.0pt"> </p>
<p style="margin-left:36.0pt"><b>Related Patterns</b></p>
<p style="margin-left:36.0pt">This is useful, but the
problem here is that related patterns might not have been documented yet, so I
think this information needs to be held outside the pattern itself.</p>
<div style="border:none;border-bottom:solid windowtext 1.0pt;padding:0cm 0cm 1.0pt 0cm">
<p style="margin-left:36.0pt"> </p>
</div>
<p style="margin-left:36.0pt"> </p>
<p class="MsoNormal" style="margin-left:36.0pt"><span style="font-size:11.0pt;color:#1F497D"> </span></p>
<p class="MsoNormal" style="margin-left:36.0pt"><span style="font-size:11.0pt;color:#1F497D"> </span></p>
<div>
<div style="border:none;border-top:solid #B5C4DF 1.0pt;padding:3.0pt 0cm 0cm 0cm">
<p class="MsoNormal" style="margin-left:72.0pt"><b><span lang="EN-US" style="font-size:10.0pt">From:</span></b><span lang="EN-US" style="font-size:10.0pt"> Tenney
Julian <br>
<b>Sent:</b> Monday, February 22, 2010 8:31 AM<br>
<b>To:</b> 'Xerte discussion list'<br>
<b>Subject:</b> RE: [Xerte] non coders?</span></p>
</div>
</div>
<p class="MsoNormal" style="margin-left:72.0pt"> </p>
<p class="MsoNormal" style="margin-left:72.0pt"><span style="font-size:11.0pt;color:#1F497D">OK, lets make it happen:</span></p>
<p class="MsoNormal" style="margin-left:72.0pt"><span style="font-size:11.0pt;color:#1F497D"> </span></p>
<p class="MsoNormal" style="margin-left:72.0pt"><span style="font-size:11.0pt;color:#1F497D"><a href="http://en.wikipedia.org/wiki/Pedagogical_patterns" target="_blank">http://en.wikipedia.org/wiki/Pedagogical_patterns</a>
has some useful suggestions for how to document a pattern.</span></p>
<p class="MsoNormal" style="margin-left:72.0pt"><span style="font-size:11.0pt;color:#1F497D"> </span></p>
<p class="MsoNormal" style="margin-left:72.0pt"><span style="font-size:11.0pt;color:#1F497D"><a href="http://csis.pace.edu/~bergin/PedPat1.3.html" target="_blank">http://csis.pace.edu/~bergin/PedPat1.3.html</a>
has some examples of patterns.</span></p>
<p class="MsoNormal" style="margin-left:72.0pt"><span style="font-size:11.0pt;color:#1F497D"> </span></p>
<p class="MsoNormal" style="margin-left:72.0pt"><span style="font-size:11.0pt;color:#1F497D"><a href="http://www.pedagogicalpatterns.org/" target="_blank">http://www.pedagogicalpatterns.org/</a>
is another project doing this work.</span></p>
<p class="MsoNormal" style="margin-left:72.0pt"><span style="font-size:11.0pt;color:#1F497D"> </span></p>
<p class="MsoNormal" style="margin-left:72.0pt"><span style="font-size:11.0pt;color:#1F497D">So there is some stuff to
start to go at. For me, the result would be a very friendly set of patterns
that are easy to read and understand to people coming to this for the first
time. The problem with some of the existing work is it quickly gets quite
ID-heavy, and I think that might be a barrier to the target audience we are
trying to reach.</span></p>
<p class="MsoNormal" style="margin-left:72.0pt"><span style="font-size:11.0pt;color:#1F497D"> </span></p>
<p class="MsoNormal" style="margin-left:72.0pt"><span style="font-size:11.0pt;color:#1F497D">I think there is also a can
of worms in attempting to classify them as any taxonomy probably relies on some
underpinning theory. I think behaviourists would probably classify their
patterns differently to constructivists – and indeed would probably have quite
different patterns – it’s not my intention to get drawn into those sort of
debates, rather, where a particular strategy has been found to have value, it should
be offered up for re-use.</span></p>
<p class="MsoNormal" style="margin-left:72.0pt"><span style="font-size:11.0pt;color:#1F497D"> </span></p>
<p class="MsoNormal" style="margin-left:72.0pt"><span style="font-size:11.0pt;color:#1F497D">I like the idea of developing
a template with which to describe a pattern as a first step: what do you think
of the headings documented at <a href="http://en.wikipedia.org/wiki/Pedagogical_patterns" target="_blank">http://en.wikipedia.org/wiki/Pedagogical_patterns</a>?
Maybe we should try using them to document a pattern or two of our own?</span></p>
<p class="MsoNormal" style="margin-left:72.0pt"><span style="font-size:11.0pt;color:#1F497D"> </span></p>
<p class="MsoNormal" style="margin-left:72.0pt"><span style="font-size:11.0pt;color:#1F497D"> </span></p>
<p class="MsoNormal" style="margin-left:72.0pt"><span style="font-size:11.0pt;color:#1F497D"> </span></p>
<div style="border:none;border-top:solid #B5C4DF 1.0pt;padding:3.0pt 0cm 0cm 0cm">
<p class="MsoNormal" style="margin-left:108.0pt"><b><span lang="EN-US" style="font-size:10.0pt">From:</span></b><span lang="EN-US" style="font-size:10.0pt">
<a href="mailto:xerte-bounces@lists.nottingham.ac.uk" target="_blank">xerte-bounces@lists.nottingham.ac.uk</a>
[mailto:<a href="mailto:xerte-bounces@lists.nottingham.ac.uk" target="_blank">xerte-bounces@lists.nottingham.ac.uk</a>] <b>On Behalf Of </b>Peter
Pretorius<br>
<b>Sent:</b> Sunday, February 21, 2010 7:50 PM<br>
<b>To:</b> Xerte discussion list<br>
<b>Subject:</b> Re: [Xerte] non coders?</span></p>
</div>
<p class="MsoNormal" style="margin-left:108.0pt"> </p>
<div>
<p class="MsoNormal" style="margin-left:108.0pt">J,</p>
</div>
<div>
<p class="MsoNormal" style="margin-left:108.0pt"> </p>
</div>
<div>
<p class="MsoNormal" style="margin-left:108.0pt">That sounds like a <u>very</u>
worthwhile project. What you're suggesting is non-existent, as far as I
know. A toolkit full of pedagogical designs, complete with illustrations
and/or examples. Wow! That's an instructional designer's dream.</p>
</div>
<div>
<p class="MsoNormal" style="margin-left:108.0pt"><br>
- Pete </p>
</div>
<div>
<p class="MsoNormal" style="margin-left:108.0pt"><br>
<br>
</p>
</div>
<div>
<p class="MsoNormal" style="margin-left:108.0pt"><span>On
2/19/10, <b>Julian Tenney</b> <<a href="mailto:Julian.Tenney@nottingham.ac.uk" target="_blank">Julian.Tenney@nottingham.ac.uk</a>>
wrote:</span> </p>
<p class="MsoNormal" style="margin-right:0cm;margin-bottom:12.0pt;margin-left:108.0pt">Good idea. I was thinking about setting up a page
on the xerte web site<br>
maybe, or the wiki, where we can contribute pedagogical design patterns,<br>
maybe with links to examples. I agree entirely that the instructional<br>
strategy is what underpins the actual learning. As a technologist I have<br>
heard educational types chastise me with 'well, we can't have the<br>
technology leading the pedgogy', to which my muted response is usually<br>
something along the lines of 'ok, lets see the pedagogy then'.<br>
<br>
I think it would be great for people starting to use online materials in<br>
their teaching to have a source of inspiration for how to use them<br>
effectively. Simple, sound ideas that we can describe in a couple of<br>
paragraphs, and not necessarily Xerte specific.<br>
<br>
J</p>
</div>
<p class="MsoNormal" style="margin-left:108.0pt"> </p>
</div>
</div>
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