[Xerte] Pedagogical Patterns (was non coders?)

Tue Feb 23 16:26:44 GMT 2010

Julian,

It looks great.  I like the use of "Summary" rather than "Thumbnail."
"Summary" does seem a more common term.

I think you've nailed a great list of standard headings.  At this point, no
additional "optional" or "required" headings occur to me.  Within your list,
I agree that "Considerations" should be optional.

For Audience, I suppose there may be cases where a pattern is *not* designed
for a particular audience, or rather is potentially useful for a wide
scope.  Perhaps the standard response in that case is simply, "All," or
something similar.

We may want to informally "test" this structure by asking, "Is there any
informational element of value that would not fit logically within it?"  Now
that we have this template, we try to "break" it, so to speak.

In applying such a test, one thing that occurs to me is the element of
acknowledgement.  That is, if say, Joseph Bergin, was the creator of a
pattern, and we list it, naturally we'd want to acknowledge him as the
author.

A second element that pops up for me is how to acknowledge supporting
theories; something which may be of interest to scholars.   Users
(designers) may also appreciate knowing that a pattern is based on a
particular theory or model, whether tested or untested.  For example, we
might wish to acknowledge that "this pattern is consistent with the ARCS
model of learner motivation."  Would that fit under a heading we currently
have?  Perhaps under the "Considerations" heading?

- Pete

On 2/23/10, Julian Tenney <Julian.Tenney at nottingham.ac.uk> wrote:
>
>  OK, how about:
>
>
>
> *Name: *The Pattern Title
>
> *Summary: *Short summary.
>
> *Audience: *Brief description of the audience and any requirements.
>
> *Problem: *This sets out the context and offers a rationale for the
> solution. It includes the stuff from the ‘forces’ heading.
>
> *Solution: *More detailed informaton, building on the summary.
>
> *Considerations: *I think this section is maybe optional, but provides a
> place for suggested next steps, any implications, any key success factors.
>
> *Example: *A worked example / commentary. There could be several of these,
> and it would be good to add more examples easily later. Preferably a link to
> a real life example.
>
> *Related Patterns. *There could be several of these too. This information
> will be quickly outdated as more patterns are documented – so I’m not sure
> if this is the best place for this information as it will be hard to
> maintain – I’d be happy not to include this.
>
>
>
> What optional headings would you include? I think it’s important that the
> headings are words people have seen before…
>
>
>
> J
>
>
>
> *From:* xerte-bounces at lists.nottingham.ac.uk [mailto:
> xerte-bounces at lists.nottingham.ac.uk] *On Behalf Of *Peter Pretorius
> *Sent:* Tuesday, February 23, 2010 6:15 AM
> *To:* Xerte discussion list
> *Subject:* Re: [Xerte] Pedagogical Patterns (was non coders?)
>
>
>
> Julian,
>
>
>
> 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
> pedagogicalpatterns.org.  I'm not commenting on their respective value,
> but rather solely on how the patterns were presented.  I think those on the
> csis.pace.edu pages are much easier to read and understand.  I think it's
> due to the liberal use of section headings within the pace.edu pages;
> though it's perhaps also due to the *choice* of headings, and the style of
> writing.
>
>
>
> 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 *Fixer Upper*, *Mistake*,
> or *Larger Than Life*, was, "What *is* this Pattern?"  And the "Thumbnail"
> section succinctly answered that.
>
>
>
> 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.
>
>
>
> 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:
> http://csis.pace.edu/~bergin/PedPat1.2.html#earlybird.
>
>
>
> 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.
>
>
>
> - Pete
>
>
>
>
>
>
>
> On Mon, Feb 22, 2010 at 6:39 AM, Julian Tenney <
> Julian.Tenney at nottingham.ac.uk> wrote:
>
> 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.
>
>
>
> 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?
>
>
>
>
>
> *Design Pattern: Multiple Perspectives*
>
> * *
>
> *Problem*: 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.
>
>
>
> *Solution*
>
> 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.
>
>
>
> *Example*
>
> 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.
>
>
>
> 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.
>
>
>
> 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.
>
>
>
> See http://example.ac.uk.
>
>
>
> *Related Patterns*
>
> 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.
>
>
>
>
>
>
>
>
>
> *From:* Tenney Julian
> *Sent:* Monday, February 22, 2010 8:31 AM
> *To:* 'Xerte discussion list'
> *Subject:* RE: [Xerte] non coders?
>
>
>
> OK, lets make it happen:
>
>
>
> http://en.wikipedia.org/wiki/Pedagogical_patterns has some useful
> suggestions for how to document a pattern.
>
>
>
> http://csis.pace.edu/~bergin/PedPat1.3.html has some examples of patterns.
>
>
>
> http://www.pedagogicalpatterns.org/ is another project doing this work.
>
>
>
> 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.
>
>
>
> 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.
>
>
>
> 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
> http://en.wikipedia.org/wiki/Pedagogical_patterns? Maybe we should try
> using them to document a pattern or two of our own?
>
>
>
>
>
>
>
> *From:* xerte-bounces at lists.nottingham.ac.uk [mailto:
> xerte-bounces at lists.nottingham.ac.uk] *On Behalf Of *Peter Pretorius
> *Sent:* Sunday, February 21, 2010 7:50 PM
> *To:* Xerte discussion list
> *Subject:* Re: [Xerte] non coders?
>
>
>
> J,
>
>
>
> That sounds like a *very* 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.
>
>
> - Pete
>
>
>
>
>
> On 2/19/10, *Julian Tenney* <Julian.Tenney at nottingham.ac.uk> wrote:
>
> Good idea. I was thinking about setting up a page on the xerte web site
> maybe, or the wiki, where we can contribute pedagogical design patterns,
> maybe with links to examples. I agree entirely that the instructional
> strategy is what underpins the actual learning. As a technologist I have
> heard educational types chastise me with 'well, we can't have the
> technology leading the pedgogy', to which my muted response is usually
> something along the lines of 'ok, lets see the pedagogy then'.
>
> I think it would be great for people starting to use online materials in
> their teaching to have a source of inspiration for how to use them
> effectively. Simple, sound ideas that we can describe in a couple of
> paragraphs, and not necessarily Xerte specific.
>
> J
>
>
>
>
> _______________________________________________
> Xerte mailing list
> Xerte at lists.nottingham.ac.uk
> http://lists.nottingham.ac.uk/mailman/listinfo/xerte
>
>
>
> _______________________________________________
> Xerte mailing list
> Xerte at lists.nottingham.ac.uk
> http://lists.nottingham.ac.uk/mailman/listinfo/xerte
>
>
-------------- next part --------------
An HTML attachment was scrubbed...
URL: http://lists.nottingham.ac.uk/pipermail/xerte/attachments/20100223/4efbe261/attachment.html