Participatory Pattern Workshops: Application to formative e-assessment An LKL seminar at Southampton University, Oct. 2009

1. Southampton, Oct. 2009 Participatory Pattern Workshops: Application to formative e-assessment

2. the critical resource is not the capacity to produce, but the knowledge to do it right. Problem: The Design Divide the gap between those who have the expertise to develop high-quality tools and resources and those who don’t (Mor & Winters, 2008*)‏

3. Solution... (in architecture)

5. A burda pattern.. Season: Fall For: Women Garment Type: Dress Style: Classic, Evening Wear, Romantic Material: Taffeta “ if I copy a dress, I can only create the same dress. If I have a pattern, I can create many dresses” (Yim Ping LENDEN)

6. As for software

8. The Participatory Pattern Workshops Methodology

9. Collaborative reflection workshop Facilitate on-going design-level conversation between designers and practitioners involved in diverse aspects of the problem domain. Open, trusting and convivial. And at the same time Critical, focused and output-directed.

10. Collaborative reflection workshop

11. Case Stories Workshop Engender collaborative reflection among practitioners by a structured process of sharing stories of successful practice.

15. Three hats

16. Pattern Mining Workshop Shift from anecdotes to transferable design knowledge by identifying commonalities across case stories, and capturing them in a semi-structured form.

20. Future Scenarios Workshop Validate design patterns by applying them to novel real problems in real contexts.

21. the cycle of design research

22. the cycle of design research

23. formative e-assessment: case stories, design patterns, and future scenarios Caroline Daly, Harvey Mellar, Yishay Mor, Norbert Pachler, Institute of Education, University of London http://feasst.wlecentre.ac.uk/

29. Wiliam's five strategies

30. Conversational Framework (Laurillard) ‏

31. Learner’s conception as practice = 20% Learner’s conception = 10% teacher’s Teacher’s conception Other learner’(s) conceptions Teacher-designed task practice environment Other learner’(s) conceptions as practice Offers answers, ideas Questions, offers ideas Feedback on action Action to achieve goal Shares practice attempt Adapts approach to task to current conception Adapt a Task practice environment for learners’ needs Reflects on feedback in relation to task and action Reflects on alternative practice Reflects on learners’ practice Hints, comments Present concepts Task goal Revises action This animation represents the full use of the Conversational Framework through a combination of Teaching Methods, such as lecture/book/web resource + tutorial/discussion environment + fieldwork/lab/simulation + collaboration environment Presents conception as product Questions Learner’s conception = 20% teacher’s Learner’s conception = 40% teacher’s Learner’s conception as practice = 40% Learner’s conception = 50% teacher’s Learner’s conception as practice = 50% Adapts approach to task to current conception Shares practice attempt Learner’s conception as practice = 60% Learner’s conception = 60% teacher’s It illustrates how the iteration between theory and practice, between teacher and learner, and other learners, is expected to contribute to enable the learner to approach an understanding equivalent to the teacher’s. Discursive/theoretical level Practice/practical level

40. Open mentor (Denise Whitelock)‏ http://purl.org/planet/Cases/OpenMentor

42. Try Once, Refine Once (Aliy Fowler)‏ http://pul.org/planet/Patterns/TryOnceRefineOnce

43. Problem Lack of immediate feedback for students leads to fossilisation of errors and misconceptions providing immediate feedback in an iterative fashion can also hinder effective learning since students are able to "grope their way" step-by-step to a correct solution without necessarily having to think about each answer as a whole.

45. Solution

46. Feedback on Feedback (Linda McGuigan)‏ http://purl.org/planet/Patterns/FeedbackonFeedback

50. Classroom Display http://purl.org/planet/Patterns/Classroomdisplay

53. Solution

54. Augmented domain map

57. Thank you The pattern language network project: http://patternlanguagenetwork.org The learning patterns project: http://lp.noe-kaleidoscope.org/ The formative e-assessment project: http://feasst.wlecentre.ac.uk/ This presentation: http://www.slideshare.net/yish/ppwfeasstsh Yishay Mor people.lkl.ac.uk/yishay yishaym@gmail.com @yishaym Niall Winters www.lkl.ac.uk/naill n.winters@ioe.ac.uk @nwin Harvey Mellar lkl.ac.uk/people/mellar.html [email_address]