Abstract
In order to promote pedagogically informed use of technology, educators need to develop an active, inquisitive, design-oriented mindset. Design Patterns have been demonstrated as powerful mediators of theory-praxis conversations yet widespread adoption by the practitioner community remains a challenge. Over several years, the authors and their colleagues have facilitated many workshops in which participants shared experiences, captured these as design narratives, extracting design patterns, and applied them to novel teaching challenges represented as design scenarios. This paper presents the core elements of the methodology that emerged from these workshops: the Participatory Patterns Workshops (PPW) methodology. Keywords: design patterns; design narratives; scenarios; workshops; methodology (Published: 30 August 2012) http://dx.doi.org/10.3402/rlt.v20i0.19197
Highlights
The wealth of open and readily available information and the accelerated evolution of learning technologies offer learners and educators unprecedented opportunities, and increasingly complex challenges
The pattern language network site lists over a hundred design narratives, close to 30 design patterns and 13 scenarios
This project engendered several strands of published work that included the formative e-assessment strand (Daly et al 2010; Mor et al 2010), which produced nine design narratives, five of which were selected for publication, and 10 patterns gathered during the JISC-funded FEASST project
Summary
The wealth of open and readily available information and the accelerated evolution of learning technologies offer learners and educators unprecedented opportunities, and increasingly complex challenges. Educators are no longer learners’ primary source of knowledge Instead, they need to carefully craft the conditions for learners to inquire, explore, analyse, synthesise and collaboratively construct knowledge from the wide variety of sources available to them. They need to carefully craft the conditions for learners to inquire, explore, analyse, synthesise and collaboratively construct knowledge from the wide variety of sources available to them This realisation is promoting a shift in the perceived role of educators, from conduits of knowledge to designers of learning experiences (Laurillard 2008). While design patterns can be viewed as ‘‘solutions to problems’’ we instead focus on their development as a way to support theory-praxis conversations (Goodyear, de Laat, and Lally 2006) This process is challenging, the need for our pattern workshop methodology. The PPW methodology utilises two of these Á design narratives and design patterns, and projects the first into the future, to form a third representation Á design scenarios
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