A process model for developing learning design patterns with international scope

Abstract

This paper investigates the process of identifying design patterns in international collaborative learning environments. In this context, design patterns are referred to as structured descriptions of best practice with pre-defined sections such as problem, solution and consequences. We pay special attention to how the scope of a design pattern is identified and articulated. Based on a review of the seminal design patterns literature and current practice in the area of learning design, the lack of a more specific process description for developing patterns with international scope is identified. The paper suggests a process model for developing patterns with international scope. This model is exemplified in a case study that links the analysis of observation in international learning environments to the articulation of design patterns by identifying culturally independent core values that constitute the foundations of a design pattern with international scope. These core values are linked to recurrent learning behaviors and specific artifacts that support learning in the articulation of a design pattern. The findings contribute to gaining a deeper understanding of the pattern scoping and abstraction process in international learning environments.

Cross-cultural adaptation of educational design patterns at scale

“…These patterns offer a structured framework for documenting and disseminating solutions to common design challenges in education (Goodyear, 2005). Educational design patterns are based on pedagogical principles, research and expert knowledge that may otherwise be too abstract and complicated to communicate and implement without designer expertise (Lotz et al, 2014). Hence, educational design patterns are crafted to capture and address pedagogical problems with best-practice solutions that are re-useable in different contexts (Nicolettou and Soulis, 2014).…”