(90 minutes) Slides (PDF)
This talk offers a general introduction to the Learning Patterns project. It reviews the theoretical background, then presents the case studies, typologies and patterns by following two trails: the three C's and Beginning the design process.
The talk was followed by an open floor discussion, facilitated by Richard Noss, about the nature of design research, and the role that design patterns could play in this emerging paradigm.
Yishay Mor and Niall Winters (in press), Design approaches in technology enhanced learning.Interactive Learning Environments, Taylor & Francis. PDF Yishay Mor and Jakob Tholander and Jesper Holmberg (2006). Designing for cross-cultural web-based knowledge building. In Timothy Koschmann and Daniel D. Suthers and Tak-Wai Chan, editor(s), The 10th Computer Supported Collaborative Learning (CSCL) conference (2005), 450 - 459, Lawrence Erlbaum Associates, Taipei, Taiwan. PDF Yishay Mor and Richard Noss and Celia Hoyles and Ken Kahn and Gordon Simpson (2006). Designing to see and share structure in number sequences. the International Journal for Technology in Mathematics Education, (13)2:65-78, PDF
Yishay Mor and Niall Winters (in press), Design approaches in technology enhanced learning.Interactive Learning Environments, Taylor & Francis. PDF
Yishay Mor and Jakob Tholander and Jesper Holmberg (2006). Designing for cross-cultural web-based knowledge building. In Timothy Koschmann and Daniel D. Suthers and Tak-Wai Chan, editor(s), The 10th Computer Supported Collaborative Learning (CSCL) conference (2005), 450 - 459, Lawrence Erlbaum Associates, Taipei, Taiwan. PDF
Yishay Mor and Richard Noss and Celia Hoyles and Ken Kahn and Gordon Simpson (2006). Designing to see and share structure in number sequences. the International Journal for Technology in Mathematics Education, (13)2:65-78, PDF
The last few years have witnessed a growing recognition of the educational potential of computer games. However, it is generally agreed that the process of designing and deploying technology enhanced learning resources generally and games for mathematical learning specifically is a difficult task. The Kaleidoscope project Learning patterns for the design and deployment of mathematical games (http://lp.noe-kaleidoscope.org/outcomes/patterns) aims to investigate this problem. We work from the premise that designing and deploying games for mathematical learning requires the assimilation and integration of deep knowledge from diverse domains of expertise including mathematics, games development, software engineering, learning and teaching. We promote the use of a design patterns approach to address this problem.
Our latest outcome is a draft pattern language, which addresses both the process of designing and deployning games for learning and the structure of such games. Our pattern language is suggested as an enabling tool for good practice, by facilitating pattern-specific communication and knowledge sharing between participants. We provide a set of trails as a 'way-in' to using the learning pattern language.
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