MATEL 2015:
7th Int. WS on
Motivational
and Affective Aspects
in Technology-
Enhanced Learning
Ingo Dahn, Christine Kunzma...
2
2
Engineering socio-technical systems
 Trends towards social-everything
• Social project management, social collaborati...
3
3
However…
4
4
5
5
Holocher-Ertl, Teresa, Kunzmann, Christine, Müller, Lars, Pelayo, Verónica Rivera, Schmidt, Andreas
Motivational & Aff...
6
6
But how…?
7
7
Idea of patterns
 In complex domains, such as motivational & affective
aspects it is difficult to come up with cookbo...
8
8
What‘s a
pattern?
9
9
What‘s a pattern
 In its essence: Pairs of problems and solutions
• Described in a way that they allow the user of a ...
10
10
Why patterns?
 Patterns provide a structured description of
experiential knowledge on good practices, making
explic...
11
11
Sample structure
 Name
 Problem
 Context
 Analysis
• Forces
 Known Solution(s)
• Consequences
 References/evid...
12
12
What‘s difficult about patterns
 It is about decontextualizing experiences
 It is about proven solutions
 It is a...
13
13
Patterns evolve:
Maturing processes of patterns
Kunzmann, Schmidt, Pirker: Pattern-oriented approaches for design-ba...
14
14
Generator
patterns
15
15
Generator patterns
 To make patterns practical, we have chosen a
collection of patterns from collaborative inquiry
...
16
16
Three Key Characteristics
 Leading the group inquiry.
• involve the people around her into this process of resolvin...
17
17
18
18
Agenda
 Familiarize with the idea of generator patterns
 Translate them into technology-enhanced learning
 Collec...
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7th International Workshop on Motivational and Affective Aspects - Keynote

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

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7th International Workshop on Motivational and Affective Aspects - Keynote

  1. 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
  2. 2. 2 2 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
  3. 3. 3 3 However…
  4. 4. 4 4
  5. 5. 5 5 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
  6. 6. 6 6 But how…?
  7. 7. 7 7 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
  8. 8. 8 8 What‘s a pattern?
  9. 9. 9 9 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
  10. 10. 10 10 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
  11. 11. 11 11 Sample structure  Name  Problem  Context  Analysis • Forces  Known Solution(s) • Consequences  References/evidence  Diagrammatic representation of solution  Example  Related patterns
  12. 12. 12 12 What‘s difficult about patterns  It is about decontextualizing experiences  It is about proven solutions  It is about making it accessible to others
  13. 13. 13 13 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
  14. 14. 14 14 Generator patterns
  15. 15. 15 15 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
  16. 16. 16 16 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.
  17. 17. 17 17
  18. 18. 18 18 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

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