Patterns in networked learning
Patterns are appearing in many areas (see OtherPatterns) of NetworkedLearning. They serve as a means of sharing expertise among practitioners. Since networked learning is a multifaceted field of diverse tools, techniques, methodologies, mediums and purposes, the patterns developed reflect that diversity.
E-learning patterns are different from OOP (object oriented programming) patterns. E-learning patterns concern how technology mediates learning that is based on social interaction. This is completely different from the work of OOP patterns and even HCI patterns, which also are a more narrow interpretation of Alexander's original ideas. In addition, CSCL (computer supported collaborative learning) involves interrelations between the social and the technical. E-learning and CSCL correspond, in our opinion, more closely to Alexander's notion of design patterns than how they have been used in the field of OOP. Design patterns for CSCL must include and take into account both material (including technological) issues and social issues. (This is not a criticism of the DP work in OOP, but just an observation that e-learning design patterns have to take into account more of the aspects and ideas of Alexander.) How students interact and live in and with the material is an important design problem when designing for CSCL; it's not only the technical aspects that matter - it's about social-technical design. As Preece (2000) states: 'In sociotechnical systems design, system refers to the whole network of users, technology and environments in which the system will be used. The design process explicitly acknowledges that the design has a social and political cachet. Design, therefore, cannot be independent of the social system in which it will be implemented'. Taken from: http://dspace.learningnetworks.org/bitstream/1820/302/2/ Design+patterns+for+collaborative+learning_edMedia.pdf
Why does networked learning need a pattern language?
"Pedagogical patterns try to capture expert knowledge of the practice of teaching and learning. The intent is to capture the essence of the practice in a compact form that can be easily communicated to those who need the knowledge. Presenting this information in a coherent and accessible form can mean the difference between every new instructor needing to relearn what is known by senior faculty and easy transference of knowledge of teaching within the community." Taken from: http://www.pedagogicalpatterns.org/
Patterns are a valuable tool for networked learning (NL) practitioners for many reasons:
- NL is a relatively new industry with few experts
- the rate of adoption of NL methodologies and technologies is rapid
- learning is complex
- the complexity of learning design
- high level of complexity in the development of NL resources
- the current need for NL standards
- the rate of industry change, ie. the transformation of the Internet from dispenser of information to place of collaboration and creation (Web 2.0)
The ElenNetwork has identified 3 categories where patterns are applicable in networked learning:
1) pedagogical
2) organizational
3) technical
The e–LEN project community use the following 5 categories to classify elearning design patterns:
1) Access Patterns
2) Learning Patterns
3) Instruction Patterns
4) Information Patterns
5) Administration Patterns
The e-LEN Patterns Repository caters to 4 special interest groups, each of which are moderated by experts:
- SIG 1: Learning resources and LMS
- SIG 2: Lifelong learning
- SIG 3: Collaborative learning
- SIG 4: Adaptive learning
Taken from: http://www2.tisip.no/E-LEN/documents/ELEN-Deliverables/Evaluation_Report_E_LEN.pdf
Where do you see a need for using patterns in your practice? Share your ideas on Joanna's pattern ideas blog.
Goodyear categorizes network learning patterns this way:
1) Learning Tasks
2) Organizational Forms (learner/instructor)
3) Learning Environment (tools and resources)
The future of patterns in networked learning
"The development and dissemination of design patterns and pattern languages is a collaborative activity, usually extending over several years. Online tools (such as wikis) and face-to-face events (such as the EuroPLOP meetings) are becoming part of the infrastructure for pattern development, in a variety of disciplines and areas of design practice. The e-LEN project has made some progress in scoping the problem of expressing design issues in networked learning in terms of a pattern language, but there is much more work to be done." Taken from: Towards a Pattern Language for Networked Learning, Network Learning Conference, 2004.
With the establishment of organizations such as e-LEN and the adoption of pattern design by such a wide variety of disciplines, the future for patterns in networked learning appears promising. What is required now is awareness. By spreading the word on the value of using patterns, it is anticipated that network learning practitioners will be encouraged to contribute to the sharing of expertise through their creation and contribution of patterns. Critical mass will be important in getting the participation of the number of e-learning practitioners required to build a pool of patterns that will enable the creation of a common pattern language for networked learning. The software community has provided a good model for doing this through conferences such as PloP.
Christopher Alexander's take on the future of patterns, from "The Origins of Pattern Theory,the Future of the Theory, And The Generation of a Living World", 1996
When I first constructed the pattern language, it was based on certain generative schemes that exist in traditional cultures. These generative schemes are sets of instructions which, carried out sequentially, will allow a person or a group of people to create a coherent artifact, beautifully and simply. The number of steps vary: there may be as few as a half a dozen steps, or as many as 20 or 50. When the generative scheme is carried out, the results are always different, because the generative scheme, always generates structure that starts with the existing context, and creates things which relate directly and specifically to that context. Thus the beautiful organic variety which was commonplace in traditional society, could exist because these generative schemes were used by thousands of different people, and allowed people to create houses, or rooms, or windows, unique to their circumstances.
When I first hit on the idea of creating, and using, pattern languages, I was inspired by these traditional generative schemes, and thought that I was essentially copying them. However, in the huge effort of creating a believable, new, pattern language, in the 1960’s the effort went entirely onto the individual patterns (their formulation ,verification etc.), and the idea that they were to be used sequentially, one after the other, dropped into the background. In fact, both A Pattern Language and The Timeless Way Of Building say that the pattern language is to be used sequentially. In practice, however, this feature dropped out of site, and was not emphasized in use. As a result the beautiful efficacy of traditional languages and their simple and beautiful sequential nature, disappeared from view.
In our most recent work, that has changed. We are now focusing on pattern languages which are truly generative. That means, they are sequences of instructions which allow a person to make a complete, coherent building, by following the steps of the generative scheme. We have done this for houses, for public buildings, for office furniture layout and so forth. It works. And it is powerful.
Next Steps for e-LEN
e-LEN plans to continue their focus on design patterns for e-learning, which will be placed in the public domain. They are inviting people to participate in critiquing and refining the design patterns. If you are interested in participating in the growth of the e-learning pattern design repository, please visit the e-LEN web site at: http://www2.tisip.no/E-LEN/.
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