The Pattern Language Network

Taming web2.0 in Higher Education

Archive for the ‘conferences’ Category

conferences of interest to us / our community

everything you wanted to know about pattern methodologies but didn’t know who to ask

Posted by yishaym on March 23, 2009

Planet is hosting a symposium at CAL’09 tomorrow. If you’re in Brighton, drop in and join the discussion. Our plan is to break away from the usual talking heads format, and devote most of the time for conversation. We’ve set up a web-space for the symposium at:

http://purl.org/planet/Groups.CAL09/

Where you can find drafts of all the slideshows and a few position papers. We’ve also posted some questions for the panel discussion, and you can add some of yours – either as comments on that page or as tweets tagged #cal09ptns.

We’ve managed to bring together some of the top innovators in design pattern approaches to education and e-learning across Europe, so we look forward to be surprised and having our preconceptions challenged.

Now I should turn my attention back to the speaaker.

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Kolfschoten and Lukosch: Cognitive learning efficiency & design patterns

Posted by yishaym on March 13, 2009

(cross-posted from http://designedforlearning.wordpress.com)

The 1st full paper for our symposium at CAL is now available for download (pdf).

When it comes to design patterns, there seem to be two types of people: born-again evangelists who would sell their mum to convince you that patterns are the cure to all your ails, and normal, decent folk who just don’t understand what all the fuss is about. In a recent conversation with Helen Sharp, I drew an analogy to Aubergines (“No! Patterns are nothing like aubergines – aubergines are yuck!”).

Gwen and Stephan are perhaps the trailblazers of a third type: they decided to apply a bit of scientific scrutiny to the claims of pattern evangelists. Using the theory of cognitive load, they ran a serious of experiments, observing the effect of design patterns on novice and expert designers. Results? “… This leads us to the tentative conclusion that the use of design patterns does not only affect the efficiency of the design effort, it also constitutes learning efficiency of novices to gain design skills and it enhances the quality of their design.

Gwendolyn Kolfschoten and Stephan Lukosch: Cognitive learning efficiency through the use of design patterns

Teaching Processes and systems in organizations become increasingly complex and dynamic. This requires managers of expert teams to quickly gain knowledge and insight outside their prime area of expertise. To transfer expert knowledge and to reuse design solutions design patterns can be used as building blocks for the development of systems and processes. The use of design patterns can increase the efficiency of design & implementation of solutions and in some cases it can enable automated implementation of design. This allows the expert to re-use components to accommodate new requirements in a more flexible way. However, the advantage of design patterns might go beyond re-use, design efficiency and flexibility. This paper argues that in addition to the benefits described above, there is a specific added value for the use of design patterns by novices to acquire design skills and domain knowledge. We propose that design patterns, due to their conceptual design, offer information in a way that enables the creation of better linkages between knowledge elements and improve the accessibility of the information in the memory. For this hypothesis we will analyze the literature on cognitive load and cognitive learning processes, and add to this three case study experiences in which novices and experts were offered design patterns to develop and implement systems and processes.

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three workshops and a symposium

Posted by yishaym on February 20, 2009

March is going to be very, very busy. Apart from the expected business of writing reports and cleaning up project outputs, we’re going to be running three workshops and leading a symposium at CAL.

The Digital Identities Workshop (March 2nd) asks –

We use the term ‘digital identity’ to refer to the online representation of an individual within a community, as adopted by that individual and projected by others. An individual may have multiple digital identities in multiple communities. What is the impact of new technologies on digital identities within education? How should we design technologies and practices to address the complexities of digital identity?

This is a Workshop III type event, which means it is focused on scenarios and builds on previous work. It is therefore, regretfully, an invitation only event. But if you have a special interest in attending, please contact Steven Warburton.

Fast on its heals, we have a meta-workshop at the E-Learning Patterns conference in Tuebingen (March 5th)

This is intended to be a sort of old bikers’ gathering. Taking the opportunity of having many experienced design pattern folk around, we’re going to rev up our (methodological) engines, and compare the tunes.

Then, back in London, there’s a workshop on Patterns for civic empowerment (March 17th)

This is a joint initiative with the Public Sphere Project, and PRADSA network, celebrating the release of the Liberating Voices book. There are still a few places left but you better be quick!

Finally, if you’re coming to CAL’09: Learning in Digital Worlds, (March 23-25th 2009, Brighton) please join us for –

a symposium on The challenges of the design pattern paradigm for the development of learning environments and experiences. We’re bringing our participatory approach with us, so you’re welcome to make a contribution before, during and after the event.

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Visual Design Languages, Affect, Pedagogical Patterns: Workshops at ICALT’09 (July 14-18, Riga)

Posted by yishaym on February 4, 2009

Michael Derntl has pointed my attention to two workshops he’s co-organising at IEEE ICALT 2009, (July 14-18, 2009, Riga, Latvia). Both are relevant to our work:

VIDLATEL — International Workshop on Visual Design Languages and Applications for Technology Enhanced Learning

http://elearn.pri.univie.ac.at/vidlatel/

Many human activities are supported by the use of visual representations, which enable us to manage the complexity of real work problems by facilitating the use of our (commonly very limited) cognitive capabilities. Architects, musicians, surgeons or engineers use visual artifacts in their daily practice to plan, design and carry out their endeavors. Visuals can support imagination, creative thinking, communication, discussion, and organization of the work to be performed. Similarly, the difficult process of creation and provision of learning environments could be supported by the use of appropriate visual artifacts.

The achievement of learning is pursued by the performance of activities using learning objects, resources and tools. The ever increasing number of existing Technology-Enhanced Learning (TEL) tools and applications (e.g., Moodle, dotLRN, RELOAD, LAMS) provide academic staff with lots of useful functionalities to design their TEL environments. Past research has focused mostly on the computational aspects of TEL environments. There are a number of specifications that allow computational representation of processes and contents (e.g., SCORM, IMS-LD, IMS-CP, IMS-QTI) intended to facilitate reuse and interoperability of solutions. Nevertheless, these specifications provide only limited help and hints about how such learning environments can be developed by the average user (i.e., the instructor, the teacher).

Despite the need for sound and user-friendly instructional design approaches to TEL, there is still a lack of cooperation and integration between the fields of TEL and instructional design. The workshop is intended to explore this integration through the use of visual design artifacts (languages, notation systems, tools, applications). These can support and enhance the quality of TEL systems, facilitate sharing ideas, collaboration, reuse, and learning from experience.

Workshop on Affect and Educational Design Patterns

http://weg.ee.usyd.edu.au/icalt09

In this workshop we aim to bring together research in educational design and affective computing. Recent progress in the two areas is opening up opportunities for synergy that could lead to radical improvements in learning experience design. We invite contributions from both the areas of Educational Design Patterns and Affective Science, and particularly those that explore (or show results of) the combination of the two.
On the one hand, educational design patterns describe reusable solutions to the design of learning tasks and environments. Essentially, a design pattern provides a generic, reusable solution to a recurring design problem or situation. The key is to describe the solution in a way that makes the solution reusable for similar problems. Today there are a significant number of design pattern initiatives and projects dealing with educational design patterns. Despite the general agreement that emotions have a significant impact on learning, they have not been considered in pedagogical designs, probably due to the difficulty posed in doing so up to this point.
On the other hand, affective computing, the design of systems that can recognize, interpret, and process human emotions, has made great progress of late and is now being integrated into current intelligent tutoring systems.
Recent advances in biomedical engineering, neuroscience and data mining have increased researchers ability to investigate this issue. We are at a point where significant accuracy in automatically recognizing emotional states is feasible through a number of approaches, even for collaborative situations. The identification of affective and mental states provides a magnifying glass for closer look into the processes involved in collaborative learning experiences.  We are finally in a position where the effect of emotional states on learning experiences, can be taken into account in order to improve the design of these experiences and the technologies that support them.
The envisaged outcomes of the workshop are:
•    Contributions on the state-of-the-art in affective computing related to educational technology, in particular technology enhanced collaborative learning.
•    Identification and discussion of ways of representing good practice in affective educational computing using the design pattern approach
•    Understanding the role and synergies of affective computing and design patterns in the development of advanced learning technologies.
•    Proposals of design patterns for affect-aware learning technologies.

If you’re going to EuroPLoP, you can probably continue straight to Riga.

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programme for the KMRC e-learning patterns workshop

Posted by yishaym on January 14, 2009

(cross posted from http://designedforlearning.wordpress.com)

Christian Kohls just sent me the programme for the e-Learning Patterns workshop in March, and it’s looking really good. Some of the names I spotted: Helen Sharp, Ulrike Cress, Davinia Hernándes-Leo, Till Schümmer, Frank Fischer, Andreas Harrer, Yannis Dimitriadis (random list).

I’m facilitating a workshop on “cases to patterns” and also giving a talk on “Patterns for building patterns communities”. Here’s the draft abstract for my talk:

workshop1The construct of design pattern is often summarised as “the core of a solution to a problem in context”. What, then, is the problem that design patterns solve, and in which contexts?
As design patterns break new grounds in educational research and practice, challenging questions arise: how do we engage new audiences in the pattern paradigm? How do we adapt the form and modes of use of patterns to make them useful in diverse realms of practice? Why do we have such a strong conviction in the value of design patterns?
The tradition of design patterns refers to concepts such as “timelessness” and “expertise”. These are problematic in a world of accelerating change. Yet another fundamental principle is accentuated; the need to establish robust design languages capable of capturing the complexity of problems in our environment and offering verifiable solutions. I argue that design-level discourse is imperative in many critical domains of human activity, and that patterns should play a central role in such discourse. Over the last few years, my colleagues and I have been developing a methodology for participatory workshops for practical design patterns. This methodology has emerged from the “Learning Patterns” project, and is being refined by the “Pattern Language Network” project.
In this talk, I will describe the methodology, its history and future plans, and provide some illustrative examples. I will also highlight some of the fundamental questions which is provokes.

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Planet: bringing learning design knowledge to the forefront

Posted by yishaym on October 15, 2008

Here’s my slidedeck for tomorrow’s presentation at handheldlearning:

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us @ handheldlearning

Posted by yishaym on September 13, 2008

Our paper “Planet: bringing learning design knowledge to the forefront” has been accepted to handheldlearning2008 (London, oct 13-15). Looks like its going to be a fun conference. If you’re there, come and say hi. Here’s the abstract we sent:

15 years ago, few learners had either mobile telephony or internet access as a reliable learning resource. Today most have both, in one 150gr device in their back pocket. The accelerated progress of technology means not just that learning is changing, but that change is changing. We – learners, teachers, researchers – have to respond to developments at a dizzying pace.

The first consequence we need to acknowledge is that the division of roles is being blurred. Teachers need to invest in continuous learning, learners can often take the role of teaching, and all are de-facto researchers: exploring and experimenting with new opportunities daily.

The second, more complex and perhaps more vital recognition is that we are all learning designers. We design learning environment for ourselves and for others by choosing the tools and their configuration, we design our curriculum, choosing which new skills and practices to acquire – and which to defer. We design learning experiences by carefully assembling tasks, tools, activities and social interactions.
These observations call for a renewed attention to learning as a design science. Herbert Simon defined: “everyone designs who devises courses of action aimed at changing existing situations into desired ones” (Simon, 1969, p 129). Hence, design science is, in a nutshell, the science of making a better world. Design science needs a language of its own. A set of “scientific instruments”, modes of capturing and sharing knowledge, and methods of establishing validity. Mor & Winters argue that design patterns and pattern languages hold a promise in this respect, and propose a workshop model for participatory development of pattern languages in education (Mor & Winters, 2007; 2008).

The Pattern Language Network project is developing a methodology, and a set of on-line tools to support it, for pattern-based design research in education. These are being used by communities of practitioners, developers and researchers to capture and share their expertise and examples of good practice as reusable design knowledge.

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