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Participatory design in open education: a workshop model for developing a pattern language

Mor, Yishay and Winters, Niall (2008). Participatory design in open education: a workshop model for developing a pattern language. Journal of Interactive Media in Education(13)

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Abstract

Technologically enhanced learning environments raise complex challenges for their designers, developers and users. Design patterns and pattern languages have recently emerged as a potential framework for addressing some of these challenges. However, the uptake of design patterns has been slow outside of the computer science community. We argue that this is largely a consequence of a weak positioning of pattern languages, as a form of delivering expert knowledge to layperson, and suggest an alternative view: the development of a pattern language as a community endeavour. In terms of open education, the workshop model can be viewed as an open production process for developing educational resources, in our case design patterns. We propose a model of pattern elicitation workshops, in which collaborative development of a pattern language provides a framework for sharing design knowledge within interdisciplinary communities. This model was iteratively developed at five international conferences. It was then postulated as a design pattern itself, encompassing a series of practices and a set of supporting tools. We believe this model could be applied in a broad range of communities concerned with the development of open digital educational resources.

Item Type: Journal Article
Copyright Holders: 2008 The Authors
ISSN: 1365-893X
Keywords: design patterns; pattern languages; open learning; case studies; methodology; IDR; games; mathematics learning
Academic Unit/Department: Institute of Educational Technology
Interdisciplinary Research Centre: Centre for Research in Education and Educational Technology (CREET)
Related URLs:
Item ID: 30318
Depositing User: Yishay Mor
Date Deposited: 20 Jan 2012 16:17
Last Modified: 04 Feb 2014 11:58
URI: http://oro.open.ac.uk/id/eprint/30318
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