Exploring the User's View on Design Patterns
for Technology-Enhanced Learning
Michael Derntl, Renate Motschnig-Pitrik
Research Lab for Educational Technologies, University of Vienna, Austria
michael.derntl@univie.ac.at, renate.motschnig@univie.ac.at
Abstract
The use of design patterns for creating technology-enhanced learning
(TEL) environments has gained significant momentum in recent years. In
the TEL community the concept of patterns was introduced and spread by
various pattern initiatives and projects. Patterns are meanwhile a widely
familiar concept for both researchers and practitioners. Essentially,
a pattern gives a description of a reusable solution to a common design
problem in some context. In the context of TEL and in pedagogy, patterns
are typically used to describe effective teaching methods, situations
or teaching/learning activities. Even with a significant number of e-learning
and TEL design patterns available today, there is still only little evidence
of actual usage and usability of that knowledge base in the TEL domain.
The past focus has been on introducing patterns to the field and creating
patterns from existing design and application experience. But any innovation
needs to show its qualities and benefits to the users if it is intended
to succeed; patterns without users working with them are, literally, useless
artefacts.
Therefore, in this paper, we aim to provide a thorough exploration of
the user’s view on design patterns for TEL. We intend to investigate
qualities and features of patterns and pattern collections which we consider
essential for raising the usability of patterns. Thereby we consulted
several sources on pattern qualities, requirements, life cycle and use
cases as found in the original pattern work by Alexander as well as in
more recent literature. On the other hand, we draw from own experience
and research during several years of finding, writing and applying patterns
in higher-education TEL settings.
To enable continuing research and improvement based on findings, insights
and lessons learned during TEL pattern application, we propose a cyclic
model of the pattern application process; we investigate the application
of design patterns along the five phases of Action Research: diagnosing,
action planning, action taking, evaluating, and specifying learning. This
cyclic phase arrangement seems particularly suited for pattern application,
as we believe that the quality of patterns and the success of their application
heavily rely on the user’s ability to integrate lessons learned
and experiences drawn into future application cycles. In the core part
of the paper we use the cyclic process of design pattern application for
definition and analysis of critical factors of the user’s perspective
for each phase as well as input and output elements of each phase. In
a nutshell, the phases of the application cycle and their relation to
pattern features from the user’s viewpoint are characterized as
follows.
The diagnosing phase includes understanding the application context,
finding appropriate patterns and understanding the patterns. This is supported
by building a pattern repository upon some clearly expressed value base
or philosophy. Also, patterns need to be structured to guide users in
finding and selecting appropriate patterns for their design problems.
To be understandable, patterns need to convey their advice in an efficient,
generative way. For action planning and action taking patterns should,
particularly in the TEL domain, include details on required technology
support, essential actions and critical success factors to be considered,
as well as pitfalls known from previous applications. To be amenable to
evaluation, patterns need to clearly express their intent and expected
effects, and include evidence on their effectiveness; to collect evidence
each pattern can, for instance, provide guidance on collecting empirical
data. The pattern user also has a responsible role in pattern evolution
through feeding back his/her insights and experience during pattern application.
We should strive to exploit network effects by sharing advice, feedback,
and experience through design patterns.
In the paper, we ‘walk through’ the phases of the proposed
application cycle based on an example case in the context of involving
students in the evaluation of their learning at the end of a concrete
course. We conclude that continuous information flow and cooperation between
pattern designers and users are essential in equipping patterns with the
features needed to facilitate their finding, selection, application, organization
and evolution.
Full Paper - .pdf
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