IMEJ Article - A Learner-Centered Approach to Multimedia Explanations: Deriving Instructional Design Principles from Cognitive Theory. 10. References Baddeley, A. D. (1986). Working memory. Oxford, England: Oxford University Press. Chandler, P. & Sweller, J. (1992). Mayer, R. Mayer, R. Mayer, R. Mayer, R. Mayer, R.
Moreno, R. & Mayer, R. Moreno, R. & Mayer, R. Mousavi, S.Y., Low, R., & Sweller, J. (1995). Paivio, A. (1986). Scoping a Vision for Formative e-Assessment. Collections of Pedagogical Design Patterns. Design Pattern Collection Design Pattern Collection The original Pedagogical Patterns project The project started in 1996 with the aim of collecting and disseminating experiences of teaching and learning about object technology. We adopted a pattern format early on, although the specific format has evolved over time. In this paper we give an overall view of the project: where it started, how the material we have collected has evolved and matured, and where we need to go from here.
The e-LEN pattern repository The Person-Centered e-Learning Pattern Repository The Kaleidoscope Learning Patterns project The project Learning patterns for the design and deployment of mathematical games was a a Jointly Executed Integrating Research Project of the Kaleidoscope Network of Excellence. The Pattern Language Network The Pedagogical Patterns Collector tinyurl.com/ppcollector3An online tool that has been developed as part of the LDSE project. An Introduction to Using Patterns in Web Design. The biggest challenge for web designers is the unthinkably huge number of possible ways to solve any given problem. We usually don't think of this because we have our habits and traditions to fall back on, but there are literally billions of possible pixel combinations for each page we make.
There is a better way to manage this vast complexity than by making big decisions up front and hoping for the best. To make better sites — sites that are functional, beautiful, and "usable" — we have to break our design problems up into small independent chunks based on the real issues within our requirements. Christopher Alexander, who came up with this stuff, calls these chunks patterns. I'm going to show you how to sidestep your habits and assumptions and use patterns to make better design decisions. A lot of fancy stuff has been written about patterns. To be simple and clear in this introduction, I'll just call them chunks. Step one: List your bits Do this on paper if you're working on your own. Christopher Alexander.
Creative Systems Lab.: Just completed the English edition of Learning Patterns. I have great news to share with you. We've just finished to write the English edition of Learning Patterns ! :) The Learning Patterns is a pattern language for creative learning. Pattern language was originally proposed as a method for sharing knowledge of architectural design, and it applied and became famous in the field of software design. What we've written is an application of the method of pattern languages into a new field, learning design.
In our little book of the Learning Patterns , 40 patterns of practical knowledge for designing creative learning are introduced, focusing on problem finding and problem solving in various learning situations. This book is written and organized, intended to support learners in some ways. The Japanese edition of Learning Patterns were developed by the Learning Patterns Project consisting of undergraduate students and me, an associate professor of creative systems and methodology, at Keio University, Japan, in 2008. Open University Learning Design Initiative. The OU Learning Design Initiative (OULDI) started with institutional strategic funding in 2007 and has been funded by JISC under the Curriculum Design programme since September 2008.
Our work is focused around several key questions: Our aim is to develop and implement a methodology for learning design composed of tools, practice and other innovation that both builds upon, and contributes to, existing academic and practioner research. We have been working across several OU faculties and with 4 other universities to pilot curriculum design activities and relevant supporting tools and to contribute to the broader academic work in the subject. We have produced a range of tools which include: Additional outputs include: Our is underpinned by an ongoing programme of empirical work, aimed at getting a richer understanding of educational design processes. Publication :: Participatory design in open education: a workshop model for developing a pattern language. 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. Publications referenced by this post.