The 4 Ts model has been conceived by ITD-CNR (Persico & Pozzi, 2011) and then refined during a workshop by a group of researchers in the field of CSCL (Pozzi et al., 2011). It is rooted in the CSCL (Computer Supported Collaborative Learning) research field and is aimed to support pedagogical planning, i.e. to provide guidance and support to CSCL designers during the design process, that is, when they have to take critical design decisions.
CADMOS is a learning design tool, that has been created in order to be used by novice learning designers, i.e. practitioners with basic computer skills and knowledge of learning standards. It is compatible to the IMS LD Level A/B standard and in the same time has a friendly interface by hiding any technical details from the designers-users.
The OU Learning Design Initiative (OULDI) started with institutional strategic funding in 2007 and has been funded by JISC under the Curriculum Design programme since September 2008 . Our work is focused around several key questions:
* In what ways can the efficiency and effectiveness of time spent designing learning be improved?
Our aim is to develop and implement a methodology for learning design composed of tools, practice and other innovation that both builds upon, and contributes to, existing academic and practioner research.
Although traditional approaches still dominate, there have been attempts to make effective use of learning technologies for mathematics. In recent years, an interesting avenue of exploration has been the design and use computer games as tools for supporting mathematics education. While there have been many worthy achievements, the design and deployment of pedagogically sound mathematics games with a wide appeal has proved illusive. There are many potential reasons for this but it is generally agreed that the process of designing and deploying a game for mathematical learning is a difficult task.
This project Learning patterns for the design and deployment of mathematical games aimed to investigate this problem. We work from the premise that designing games for mathematical learning is a difficult task because it requires the assimilation and integration of deep knowledge from diverse domains of expertise including mathematics, games development, software engineering, learning and teaching. We see all these aspects of knowledge as various facets of design knowledge. The mathematical dimension of game design pertains to the question of selecting and connecting mathematical content – a question of designing mathematical structures. The question of pedagogy is a question of designing instructional structures, and so on. While each party may have expertise in several of the associated knowledge domains, no single party has expertise in all of them. The complexity of each of the various bodies of knowledge means that it is often hard to communicate ideas between parties. Each community has developed its own lore and jargon. The result of this fragmentation of knowledge is that most games emerge from a particular, often restricted viewpoint. A game that embodies deep mathematical can be poorly designed in terms of the gaming experience, whereas a sleek and entertaining game may be simplistic in its pedagogical intent.
The Pattern Language Network (Planet) aimed to:
This toolkit contains IDEO's process and methods of design, adapted specifically for the context of K-12 education. It offers new ways to be intentional and collaborative when designing, and empowers educators to create impactful solutions.
Open Graphical Learning Modeller (OpenGLM) is an open-source learning design authoring tool which supports IMS Learning Design (LD) at levels A and B. The tool was conceived to facilitate non-IMS LD experts in creating, sharing and reusing units of learning. To achieve this, OpenGLM focuses on two features that differentiate it from most other IMS LD authoring tools. First, it adopts a visual modelling metaphor that conceals the complex and unintuitive elements and structures of IMS LD from the graphical user interface. Second, it provides built-in search, import and export access to an open repository which hosts more than 80,000 educational resources ranging from single learning objects to full online courses.
A generic model that was conceived to support research and practice in technology enhanced (blended) learning. The model is based on the design pattern approach in that it suggests that design patterns as descriptions of good practice can be used to mediate the reuse and implementation of successful learning scenarios with the use of appropriate learning technology.
This mediation is achieved in both directions by providing a layered model that has learning theory as the top-most layer and learning technology at the bottom-most layer. The layers between serve with guidance for decomposing scenarios into reusable patterns on the one hand and composing learning technology support for given scenarios on the other hand.
his methodology has emerged from a series of workshops facilitated over several years. These workshops brought together practitioners from a wide range of fields and engaged them in intense conversations about issues regarding technology and education. Such conversations are rooted in participants’ personal experiences, driven by the problems they have overcome, and aimed at collaborative articulation of their design knowledge; knowledge of how to get things done. We call these workshops Collaborative Reflection Workshops.
The process described goes beyond a single workshop. Over the years, we have identified a structure of three consecutive workshops; a Design Narratives Workshop, a Pattern Mining Workshop and aDesign scenarios Workshop. Together, these form what we call the Participatory Patterns Workshops framework.