Learning Patterns: Outcomes

Learning Patterns Video course

The Learning Patterns project is now offering a video course on using Learning Patterns to design and deploy games for mathematical learning. This course is based on a series of workshops we have conducted during 2006. Each section of the course includes a video segment from one of our workshops, along with links to the relevant resources and tools and a list of readings.

This course can be used for group or individual on-line learning, or as a basis for conducting a similar workshop.

Please contact us if you have any further inquiries.

Note: this course is offered as resource of the Kaleidoscope Virtual Doctoral School

Introduction
	A pattern language for mathematical games was presented by Niall Winters & Yishay Mor at the London Knowledge Lab on Thursday 19 October 2006. This presentation outlines the theoretical background of the project and walks through two trails (case studies): the 3 C's and beginning the design process. (90 min)
	The mGBL Workshop: Dave Pratt, a Design Research Primer Dave Pratt presents the paradigm of Design Research, as a theoretical foundation for our work. (13 min)
	mGBL: Niall Winters, Inrtoduction to Learning Patterns Niall Winters presents the Learning Patterns approach. (11 Min)
	mGBL: The GmX trail Trails are designed to provide accesible paths into our resources, tools and methodology. A trail is not a structured resource in itself, but rather a guided tour through a partial set of our outcomes, from which the newcomer can get a sense of our approach, and vernture on to independent explorations. This trail passes through several case studies and their derived patterns. (1 hour)
Case studies
	Fun 'n Games workshop: ChanceMaker case study We demonstrated the project methodology and supporting resources in action by analysing several case studies from our own experiences. For each case study, we begin with a narrative of the game and its development process. We then map it to the typologies in order to establish a common perspective. Finaly, by reference to other examples, we extract some patterns which can be applied in a broader context. (3 parts, 14 + 18 + 18 min)
	Fun 'n Games: Juggler case study The juggler game is a game built on e-slate environment.. This is a a game with no specific rules where users can either play the game or change the parameters of it and see what happens. (2 parts, 16 + 18 min)
	Fun 'n Games: Cases Studies Summary Concluding remarks on the plenary case studies, and on to the group work. (4 min)
Working in cross-discipline groups
	Fun 'n Games: overview of group work After the initial presentations, we broke up into groups. Each group discussed a case study presented by one of the delegates, then mapped it to the typologies and extracted learning patterns from it. (4 min)
	Fun 'n Games: Rådgivarna case study Two of the groups discussed the Rådgivarna (The Advisers) case study, contributed by Carl Heath and Karl Alfredsson. Several patterns emerged from this discussion, such as: A Key Question and Dilemmarama. When these were presented to the workshop assembly, participants identified potential applications in broad range of fields. (2 parts, 16 + 9 minutes)
	Fun 'n Games: The Rabbit Numberline case study One group explored the Rabbit Numberline case study, contributed by Michael Rumbelow. Several patterns emerged from this discussion, such as Encouraged Retrial and After Action Report by Expert. (20 min)
	Fun 'n Games: Accessible Collaborative Learning case study One group explored the Accessible Collaborative Learning case study, contributed by Matthew T. Atkinson. The main pattern we identified here was Abilities based task assignment. Discussing this pattern led us to surprising insights regarding the notion of abilities, and helped us spot gaps in our typologies. (14 Min)
Reflection and summary
	Fun 'n Games: Participant Reflections We asked the workshop participants how their experience would be relevant to their work. (2 parts, 10 + 12 Min)

Learning Patterns Video course

Introduction

Case studies

Working in cross-discipline groups

Reflection and summary