Practical Design Patterns for Teaching and Learning with Technology.

TABLE OF CONTENTS -- INTRODUCTION: USING DESIGN PATTERNS TO DEVELOP AND SHARE EFFECTIVE PRACTICE -- DESIGN FOR LEARNING -- HOW TO USE THIS BOOK -- THE STRUCTURE OF THE BOOK -- Learner centred design -- Learning communities -- Assessment and feedback -- USING THE PATTERNS -- A METHODOLOGY FOR DEVELOPING DESIGN PATTERNS -- Why design patterns? -- The Participatory Pattern Workshops Methodology -- Patterns for the Participatory Pattern Workshops methodology -- Projects -- Future Directions -- REFERENCES -- AFFILIATIONS -- 1. LEARNER CENTRED DESIGN OVERVIEW -- REFERENCES -- AFFILIATIONS -- 1.1.1 DESIGN NARRATIVE: INTERACTIVE LECTURE MODE OF THE HUMAN-COMPUTER INTERACTION LECTURE -- SUMMARY -- SITUATION -- TASK -- ACTIONS -- RESULTS -- LESSONS LEARNED -- REFERENCES -- AFFILIATIONS -- 1.1.2 DESIGN NARRATIVE: LAB COURSE ON SOFTWARE ARCHITECTURES AND WEB TECHNOLOGIES -- SUMMARY -- SITUATION -- TASK -- ACTIONS -- RESULTS -- LESSONS LEARNED -- Insights into learning processes -- Increased responsibility -- Increased workload -- Communicating blogging requirements -- Motivating bloggers -- REFERENCES -- AFFILIATION -- 1.1.3 DESIGN NARRATIVE: STAR OF THE WEEK -- SUMMARY -- SITUATION -- TASK -- ACTIONS -- RESULTS -- LESSONS LEARNED -- AFFILIATION -- 1.1.4 DESIGN NARRATIVE: ESTABLISHING A CONSTRUCTIVE ATMOSPHERE IN CLASS IN WHICH CREATIVITY AND COOPERATION ARE WELCOME -- SUMMARY -- SITUATION -- TASK -- Motivation -- Expressing personal reactions -- ACTIONS -- Format and process -- Introducing reaction sheets -- Reading and feedback -- Examples -- Changes occurring without planned action -- RESULTS -- Extended reflective experience by combining written and oral expression -- Creativity -- Students tend to feel 'heard'. -- LESSONS LEARNED -- Transparency valued more than anonymity -- Need to attend to (some) reactions -- Don't justify yourself too much.

Social interactions need time -- AFFILIATION -- 1.1.5 DESIGN NARRATIVE: A GENRE-BASED APPROACH TO THE DEVELOPMENT OF ACADEMIC WRITING SKILLS -- SUMMARY -- INTRODUCTION -- SITUATION -- TASK -- ACTIONS -- RESULTS -- LESSONS LEARNED -- REFERENCES -- AFFILIATIONS -- 1.1.6 DESIGN NARRATIVE: CONTENT MORPH -- SUMMARY -- SITUATION -- TASK -- ACTIONS -- RESULTS -- LESSONS LEARNED -- REFERENCES -- AFFILIATION -- 1.2.1 PATTERN: INTERACTIVE LECTURE MODE -- SUMMARY -- PROBLEM -- Forces -- CONTEXT -- SOLUTION -- SUPPORT -- Source -- Supporting Cases -- Theoretical justification -- RELATED PATTERNS -- NOTES -- REFERENCES -- AFFILIATIONS -- 1.2.2 PATTERN: SPOTLIGHTING LEARNING PROCESSES -- SUMMARY -- PROBLEM -- CONTEXT -- SOLUTION -- SUPPORT -- Source -- Supporting Cases -- Theoretical justification -- NOTES -- REFERENCES -- AFFILIATION -- 1.2.3 PATTERN: SHOWCASE LEARNING -- SUMMARY -- PROBLEM -- CONTEXT -- Forces -- SOLUTION -- Recommendations for balancing forces -- Examples -- SUPPORT -- Source -- Theoretical justification -- REFERENCES -- AFFILIATION -- 1.2.4 PATTERN: REACTION SHEETS -- SUMMARY -- PROBLEM -- Forces -- CONTEXT -- SOLUTION -- RELATED PATTERNS -- SUPPORT -- Source -- Supporting Cases -- Student surveys -- Starting point for content analysis -- Input for formative evaluation -- Theoretical justification -- Verification -- Scenarios / solutions which were developed using this pattern -- NOTES -- REFERENCES -- AFFILIATIONS -- 1.2.5 PATTERN: GENRE-BASED DEVELOPMENT OF ACADEMIC WRITING SKILLS -- SUMMARY -- PROBLEM -- Forces -- CONTEXT -- SOLUTION -- Module One: Contextualisation -- Module Two: Genres of Academic Texts -- Module Three: Grammar and Sentence Structures -- Module Four: Writing Practice -- EXPLANATION AND EXAMPLE OF HOW TO APPLY THIS PATTERN IN WRITING A USE CASE IN COMPUTER SCIENCE AND OTHER DISCIPLINARY CONTEXTS.

1). The understanding of social context (Refer to Module 1) -- 2). Identify the Textual Structure (Refer to Module 2) -- 3). Illustration of language features in the Moggan use case (Refer to Module 3) -- 4) Writing practice (Refer to Module 4) -- SUPPORT -- Source -- RELATED PATTERNS -- REFERENCES -- AFFILIATIONS -- 1.2.6 PATTERN: CONTENT MORPH -- SUMMARY -- PROBLEM -- CONTEXT -- SOLUTION -- SUPPORT -- Source -- Supporting Cases -- Theoretical justification -- RELATED PATTERNS -- REFERENCES -- AFFILIATION -- 1.3.1 SCENARIO: INTERACTIVE LECTURE -- SITUATION -- TASK -- PATTERNS -- SOLUTION -- AFFILIATIONS -- 2. LEARNING COMMUNITIES - OVERVIEW -- AFFILIATIONS -- 2.1.1 DESIGN NARRATIVE: COLLABORATIVE COURSE DESIGN AND PRESENTATION THROUGH ONLINE SPECIAL INTEREST GROUPS NIGERIA, UK, AND A W -- SUMMARY -- SITUATION -- TASK -- ACTIONS -- RESULTS -- LESSONS LEARNED -- LINKS -- AFFILIATION -- 2.1.2 DESIGN NARRATIVE: ICAMP INTERNATIONAL COLLABORATION -- SUMMARY -- SITUATION -- TASK -- ACTIONS -- RESULTS -- LESSONS LEARNED -- OPEN QUESTIONS -- AFFILIATIONS -- 2.2.1 PATTERN: COURSE DESIGN AS A COLLABORATIVE LEARNING ACTIVITY -- SUMMARY -- PROBLEM -- Forces -- CONTEXT -- SOLUTION -- SUPPORT -- Source -- Supporting Cases -- Theoretical justification -- Verification -- RELATED PATTERNS -- REFERENCES -- AFFILIATION -- 2.2.2 PATTERN: CROSS-CULTURAL MEDIATOR -- SUMMARY -- PROBLEM -- Forces -- CONTEXT -- SOLUTION -- SUPPORT -- Source -- Supporting Cases -- Theoretical justification -- Verification -- RELATED PATTERNS -- LINKS -- REFERENCES -- AFFILIATION -- 2.2.3 PATTERN: GROUP HOME RE-LOCATION -- SUMMARY -- PROBLEM -- Forces -- CONTEXT -- SOLUTION -- SUPPORT -- Source -- Theoretical justification -- RELATED PATTERNS: -- REFERENCES -- AFFILIATION -- 2.2.4 PATTERN: LOCAL COMMUNITY MEETING -- SUMMARY -- PROBLEM -- FORCES -- CONTEXT -- SOLUTION -- SUPPORT -- Source.

Theoretical justification -- RELATED PATTERNS -- REFERENCES -- AFFILIATION -- 2.2.5 PATTERN: GROUP LEADER EMERGENCE -- SUMMARY -- PROBLEM -- Forces -- CONTEXT -- SOLUTION -- SUPPORT -- Source -- RELATED PATTERNS -- AFFILIATION -- 2.2.6 PATTERN: WATCH ACTIVE MEMBERS -- SUMMARY -- PROBLEM -- Forces -- CONTEXT -- SOLUTION -- SUPPORT -- Source -- Theoretical justification -- RELATED PATTERNS -- REFERENCES -- AFFILIATION -- 2.3.1 SCENARIO: LEARNING COMMUNITIES -- SITUATION -- TASK -- PATTERNS -- SOLUTION -- DISCUSSION -- CONCLUSION -- AFFILIATIONS -- 3 . SOCIAL MEDIA AND LEARNER INTERACTION IN SOCIAL SPACES OVERVIEW -- INTRODUCTION -- PATTERNS IN THIS SECTION -- FRAMEWORK -- Design -- Scaffold -- Communicate -- CONCLUSION -- REFERENCES -- AFFILIATION -- 3.1.1 DESIGN NARRATIVE: DEVELOPING AND EVALUATING A DESIGN FOR AN ONLINE FORUM -- SUMMARY -- SITUATION -- TASK -- ACTIONS -- RESULTS -- REFERENCES -- AFFILIATION -- 3.1.2 DESIGN NARRATIVE: ONLINE TEACHER TRAINING IN A WEB 2.0 SETTING -- SUMMARY -- SITUATION -- TASK -- ACTIONS -- RESULTS -- LESSONS LEARNED -- AFFILIATION -- 3.1.3 DESIGN NARRATIVE: WEB 2.0 INTEGRATION DISRUPTIVE OR BENEFICIAL? -- SUMMARY -- SITUATION -- TASKS -- ACTIONS -- RESULTS -- LESSONS LEARNT -- REFERENCES -- AFFILIATIONS -- 3.1.4 DESIGN NARRATIVE: FACEBOOK FOR DESIGN LEARNERS -- SUMMARY -- SITUATION -- TASK -- ACTIONS -- RESULTS -- LESSONS LEARNED -- REFERENCES -- AFFILIATION -- 3.2.1 PATTERN: ONLINE FORUM FOR E-LEARNING -- SUMMARY -- PROBLEM -- CONTEXT -- SOLUTION -- The high level process of using the 'baseline' online forum -- Teaching Strategies -- SUPPORT -- AFFILIATION -- 3.2.2 PATTERN: CAN YOU HEAR ME -- SUMMARY -- PROBLEM -- Forces -- CONTEXT -- SOLUTION -- SUPPORT -- RELATED PATTERNS -- NOTES -- AFFILIATION -- 3.2.3 PATTERN: CHOOSING THE RIGHT BLEND -- SUMMARY -- PROBLEM -- CONTEXT -- SOLUTION.

To enhance student-to-student and student-to tutor interaction during the course -- To provide the seeds of a sustainable professional community after the end of the course: -- To provide institutional guidelines for the use of web 2.0 technologies -- SUPPORT -- Source -- Supporting cases -- Some supporting cases are: -- Theoretical justification -- RELATED PATTERNS -- REFERENCES -- AFFILIATIONS -- 3.2.4 PATTERN: WEAR YOUR SKILLS ON YOUR SHIRT -- SUMMARY -- PROBLEM -- Forces -- CONTEXT -- SOLUTION -- SUPPORT -- Source -- Theoretical justification -- SOLUTION -- SUPPORT -- RELATED PATTERNS -- REFERENCES -- AFFILATIONS -- 3.2.5 PATTERN: SET GROUND RULES -- SUMMARY -- PROBLEM -- Forces -- CONTEXT -- SOLUTION -- SUPPORT -- RELATED PATTERNS -- REFERENCES -- AFFILIATION -- 3.2.6 PATTERN: TOUCH POINTS -- SUMMARY -- PROBLEM -- Forces -- CONTEXT -- SOLUTION -- SUPPORT -- Source -- Theoretical justification -- Verification -- RELATED PATTERNS -- REFERENCES -- AFFILIATIONS -- 3.2.7 PATTERN: DO AS I DO -- SUMMARY -- PROBLEM -- Forces -- CONTEXT -- SOLUTION -- SUPPORT -- Source -- Theoretical justification -- RELATED PATTERNS -- REFERENCES -- AFFILIATION -- 3.2.8 PATTERN: NO TELLER WITHOUT LISTENERS -- SUMMARY -- PROBLEM -- Forces -- CONTEXT -- SOLUTION -- SUPPORT -- Source -- RELATED PATTERNS -- REFERENCES -- AFFILIATIONS -- 3.2.9 PATTERN: CONTROL THE FLOW -- SUMMARY -- PROBLEM -- Forces -- CONTEXT -- SOLUTION -- Apply structure to the chat by: -- Exploit the technical affordances of the system: -- Moderate the flow: -- Manage interruptions: -- SUPPORT -- Source -- Supporting cases -- 'Tommy Cooper?' by David White, TALL, Oxford University -- 'Building interactive boxes and word balloons for language learning games and fun!' by Carmela Dell'Aria -- 'I'm here, let me help you!' by Margarita Pérez Garcia -- My first workshop experience in SL' by Marilena Palvelli.

Theoretical justification.