Patterns, designs and activities: unifying descriptions of learning structures

McAndrew, Patrick; Goodyear, Peter; Dalziel, James

doi:10.1504/ijlt.2006.010632

Cited by 89 publications

(47 citation statements)

References 10 publications

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“…Dewey, of course, would have recognised Second Life and other MUVEs for what they can be (regardless of whatever else they may be) -one more example of an experimental laboratory school in human relations. For a decade and more now, different disciplines and professions have experimented with forms of role-play and simulation using technology, and recently there have been calls to move to more personalized and participatory modes of learning across a range of disciplines, eg family education (RochaSchmid 2010), environmental studies (Barrett 2008), science (McFarlane 2013), software engineering (Lui et al 2006) and of course education (McAndrew et al 2006, Siemens 2007.…”

Section: The Simulation As Social Communitymentioning

confidence: 99%

Máscaras mortuorias y máscaras profesionales: comunidad, valores y ética en la educación jurídica.

Maharg

2014

REDU

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Máscarasmortuorias y máscaras profesionales: comunidad, valores y ética en la educación jurídica. Paul MahargAustralian National University College of Law ResumenEste artículo es un estudio de caso sobre la simulación como vía para el aprendizaje de valores y ética, un enfoque aplicado a lo largo de todo el currículo en un programa de postgrado de formación profesional en Derecho, el Diploma en Práctica Profesional, en Escocia. Comprende aprendizaje presencial con el uso tanto de recursos convencionales impresos como de recursos digitales en línea. Aunque el uso de la web para simular un entorno profesional no es nuevo en si mismo, es la primera vez que se lleva a cabo íntegramente su implementación en una escuela de Derecho (primero en la Glasgow Graduate School of Law y posteriormente en la Strathclyde Law School). El artículo explora la génesis del Death masks and professional masks: community, values and ethics in legal education. Paul Maharg Australian National University College of Law AbstractThis article is a case-study of simulation as a way of learning values and ethics, an approach implemented curriculumwide within a postgraduate, professional legal educational programme, the Diploma in Professional Legal Practice, in Scotland. It involves learning faceto-face using conventional print resources, and also involves online digital resources. While the use of the web to simulate a professional environment is nothing new in itself, the implementation of it (first in the Glasgow Graduate School of Law and then Strathclyde Law School) and on this scale is fairly unique. The article explores the genesis of this approach, its interdisciplinary bases, and its use 128 Máscaras mortuorias y máscaras profesionales: comunidad, valores y ética en la educación jurídica

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Section: The Simulation As Social Communitymentioning

confidence: 99%

Máscaras mortuorias y máscaras profesionales: comunidad, valores y ética en la educación jurídica.

Maharg

2014

REDU

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“…Learning Design in the stronger sense of Learning Design (LD) arose out of the experience of the Open University in the Netherlands and its desire to reduce institutional complexity by developing a "pedagogical meta-language" (Koper & Tattersall, 2005, p. vii). Other approaches compete with Learning Design for attention as researchers search for ways to abstract general design principles, such as pedagogical design patterns (McAndrew, Goodyear & Dalziel, 2006) and scripts (Tchounikine, 2008). Beyond design the term learning environment is explored further in relation to recent usages within educational research literature.…”

Section: The Central Terms In This Definition Are Connections and Infmentioning

confidence: 99%

Networked Learning Environments

Jones

2012

Physical and Virtual Learning Spaces in Higher Education

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This chapter introduces the idea of networked learning environments and argues that these environments provide the totality of surrounding conditions for learning in digital networks. It provides illustrative vignettes of the ways that students appropriate networked environments for learning. The chapter then examines the notion of networked learning environments in relation to the idea of infrastructure and infrastructures for learning and sets out some issues arising from this perspective. The chapter suggests that students and teachers selectively constitute their own contexts and that design can only have an indirect effect on learning. The chapter goes on to argue that design needs to be located at the meso level of the institution and that a solution to the problem of indirect design lies in refocusing design at the meso level and on the design of infrastructures for learning.

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“…McAndrew, Goodyear and Dalziel (2006) compare a few of these. This section considers the qualities of the design pattern form, which…”

Section: The Promise Of Design Patternsmentioning

confidence: 97%

Embedding Design Patterns in a Methodology for a Design Science of E-Learning

Mor

Investigations of E-Learning Patterns

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The discourse of research and practice in e-learning has been dominated by two extremes. On one hand, ethereal abstractions, which provide sound principles but do not lend themselves to implementation. On the other hand, detailed anecdotes which provide fascinating insights but pose a challenge to generalization. The void in between these two extremes calls for representations which capture transferable and modular elements of design knowledge.Design patterns originated as a form for democratizing design knowledge by exposing the timeless principles at the heart of expert knowledge, and making them accessible to all. They hold a promise to redress the design divide ) in e-learning: the unequal distribution of knowledge of how to effectively design and use technology. Design patterns appear to be ideally suited to the role of enabling design-level conversation across the disciplines involved in e-learning. Yet, in order to fulfill this role, we need to develop scientifically sound and pragmatically relevant methodologies for eliciting, developing, validating and utilizing design patterns and pattern languages.This chapter argues for a design science paradigm of e-learning, and offers a pattern-based methodological framework for such a paradigm. As a concrete manifestation of the framework, I present a pattern language for collaborative reflection and participatory design workshops, which has been developed for and used by several e-learning design research projects. EMBEDDING DESIGN PATTERNS IN A METHODOLOGY FOR A DESIGN SCIENCE OF E-LEARNING 3 Embedding Design Patterns in a Methodology for a Design Science of e-LearningThis volume examines the role, and potential role, of design patterns and associated approaches in the field of e-learning. The current chapter positions design pattern approaches to e-learning within a larger tradition of a design paradigm for educational research. The last couple of decades have witnessed a growing trend towards design based research in education, and e-learning in particular

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Patterns, designs and activities: unifying descriptions of learning structures

Cited by 89 publications

References 10 publications

Máscaras mortuorias y máscaras profesionales: comunidad, valores y ética en la educación jurídica.

Máscaras mortuorias y máscaras profesionales: comunidad, valores y ética en la educación jurídica.

Networked Learning Environments

Embedding Design Patterns in a Methodology for a Design Science of E-Learning

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