Design Patterns For Collaborative Learning: From Practice To Theory And Back
Rune Baggetun, InterMedia, University of Bergen, Norway ; Ellen Rusman, Open University of the Netherlands, Netherlands ; Caterina Poggi, Politecnico di Milano, Italy
EdMedia + Innovate Learning, in Lugano, Switzerland ISBN 978-1-880094-53-2 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
We see that the concept of design patterns and the idea of a pattern language (Alexander et al. 1977) can help in capturing and communicating recurrent instructional design problems in e-learning. E-learning, (learning partly or fully supported by ICT and digital resources), is becoming more and more widespread in educational institutions. Knowledge and experience about e-learning are growing as research is conducted and educational institutions acquire more practical experience in developing and running e-learning courses. This knowledge exists in various formats: as both tacit and implicit knowledge inside the heads of practitioners, in written manuals ('best practice' documents, etc.), in research papers and books. The knowledge (tacit, implicit and explicit) comprises know how and research findings about a whole range of issues, from organisational and didactical/pedagogical issues to pure technical knowledge. Another important trait is the multidisciplinary (and multi-profession) characteristics of the people researching and working with e-learning: the creators and owners of e-learning knowledge are from various disciplines such as computer science, psychology, teacher education and social science. They each have their own perspectives on e-learning.
Baggetun, R., Rusman, E. & Poggi, C. (2004). Design Patterns For Collaborative Learning: From Practice To Theory And Back. In L. Cantoni & C. McLoughlin (Eds.), Proceedings of ED-MEDIA 2004--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 2493-2498). Lugano, Switzerland: Association for the Advancement of Computing in Education (AACE).
© 2004 Association for the Advancement of Computing in Education (AACE)
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