Socio-technical patterns for motivational and affective aspects in technology enhanced learning ECTEL 2016, Lyon, September 13, 2016

1. MATEL 2015:
7th Int. WS on
Motivational
and Affective Aspects
in Technology-
Enhanced Learning
Ingo Dahn, Christine Kunzmann,
Johanna Pirker,
Andreas P. Schmidt, Carmen Wolf
ECTEL2016,Lyon,France

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Engineering socio-technical systems
 Trends towards social-everything
• Social project management, social collaboration, social
business process management, …
 Engineering such solutions has only partly to do with
technical features
 Example: why does one messenger app succeed,
another disappears in oblivion?
 User experience in social systems
• Motivational structures
• Affective reactions

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However…

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Holocher-Ertl, Teresa, Kunzmann, Christine, Müller, Lars, Pelayo, Verónica Rivera, Schmidt, Andreas
Motivational & Affective Aspects in Technology Enhanced Learning: Topics, Results, and Research Route
In: ECTEL 2013

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But how…?

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Idea of patterns
 In complex domains, such as motivational & affective
aspects it is difficult to come up with cookbook recipes
 Pattern-based approaches have proven useful in similar
areas, ranging from architecture via software
engineering („design patterns“) to educational patterns

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What‘s a
pattern?

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What‘s a pattern
 In its essence: Pairs of problems and solutions
• Described in a way that they allow the user of a pattern to
translate into their situation
 Usually enriched structured description with
• Context: contexual condition under which the solution is
known to be a solution to the problem
• Evidence: examples or evaluation results that show that the
solution is a solution to the problem
• Forces: main influencing factors (usually conflicting) that
constitute the deeper core of the problem
• Consequences: How the solution resolves the forces

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Why patterns?
 Patterns provide a structured description of
experiential knowledge on good practices, making
explicit the context of the experiences
 Patterns are especially useful for newcomers to a
domain to gain access to experiential knowledge
 Patterns can evolve into a domain language

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Sample structure
 Name
 Problem
 Context
 Analysis
• Forces
 Known Solution(s)
• Consequences
 References/evidence
 Diagrammatic representation of solution
 Example
 Related patterns

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What‘s difficult about patterns
 It is about decontextualizing experiences
 It is about proven solutions
 It is about making it accessible to others

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Patterns evolve:
Maturing processes of patterns
Kunzmann, Schmidt, Pirker: Pattern-oriented approaches for design-based research in collaborative research
projects: A knowledge maturing perspective, EuroPLoP 2016

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Generator
patterns

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Generator patterns
 To make patterns practical, we have chosen a
collection of patterns from collaborative inquiry
 Generator is a role in collaborative inquiry
• person has an ongoing engine within the self that keeps on
generating curiosity and ideas,
• creates new values that would potentially change peoples’
perspectives
• leads the process of inquiry (not as a result of a formal role,
but by its behavior)
• Interesting also as the transformed role of teachers and closely
related to others forms of facilitation, such as peer coaching
Masafumi Nagai, Taichi Isaku, Yuma Akado, Takashi Iba: Generator
Patterns: A Pattern Language for Collaborative Inquiry, EuroPLoP
2016

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Three Key Characteristics
 Leading the group inquiry.
• involve the people around her into this process of resolving a doubt
and forming a new belief
• nurture communications and a chain of ideas
 Make the inquiry reflect your person
• a Generator often facilitates conversations among participants
• not afraid to provide/present her own ideas, beliefs, and feelings
• honest to her curiosity, and in most cases, she is the one who is
enjoying the inquiry the most
 Awaken the participants’ creativity from within.
• A Generator is never a self-centered person who just pursues her
curiosity by “using” the people and resources around he
• often gains the trust of the people around her and can also satisfy
her creative desires by solving other people’s problems
• Believes that all people can become creative, and interacts with
them so that they can start generating ideas themselves.

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Agenda
 Familiarize with the idea of generator patterns
 Translate them into technology-enhanced learning
 Collect experiences that constitute an augmentation of
the pattern collections, in an ideal case as a route
towards a scientific publication