Deadline: 11 May
Guest Editor: Professor Steven Warburton, University of Surrey
We are excited to announce a call for papers for a special issue of "eLearning Papers" on design patterns for online teaching and learning.
The rapid rise of massive open online courses (MOOCS) has revived interest in the broader spectrum of open online teaching and learning. This “renaissance” has highlighted the challenges and potentials associated to the design of such educational environments. Arguably, the accelerated expansion of open online education creates risks forpedagogical quality and learner experience. There is an urgent need to articulate, share and critique design knowledge in this field.
We are witnessing a wealth of different approaches to the delivery, pedagogy, functionalities and support mechanisms for Open Online Learning. Some have these have been successful and others not so successful – for an example we can see high variability in the documented retention rates across different MOOC offerings.
Design patterns and pattern languages have been proposed as effective means to facilitate rigorous discourse, bridging theory and practice (Bergin et al, 2012; Conole et al, 2010; Goodyear, 2005; Mor et al, 2012; Mor et al, 2014; Sharp et al, 2003). The Design patterns paradigm was proposed by Christopher Alexander as a form of design language within architecture. A design pattern describes a recurring problem, or design challenge, the characteristics of the context in which it occurs, and a possible method of solution. These patterns were organized into coherent systems called pattern languages where patterns are related to each other.
Some of the key questions within this call are underpinned by a desire to understand the design processes and mechanisms by which we come to create and deliver open online learning at scale and by extension how we can formulate this into sharable design solutions that can be applied by others. Particularly where we are observing differentiation and varying degrees of success in the current landscape as defined by:
● Delivery modes and platform choices;
● Style of open online courses;
● Reported experiences of learners;
● Reported experiences of tutors;
● Assessment and accreditation mechanisms;
● Increasing use of motivational schemes such as badging and micro-certification;
● Retention and progression;
● Increasing use of analytics;
In this issue, we are seeking either pattern papers, pattern review papers or papers which discuss the process of eliciting and using design patterns in the design and delivery of open online education. This may include the following:
1. Papers reviewing existing pattern languages applicable to online learning;
2. Theory and methodology for mining / using patterns in relation to designing for Open Online Courses;
3. Pattern papers, including design narrative(s), design pattern(s) and scenario(s);
4. Application of patterns to design problems in open online learning.
For examples of pattern papers, please see the references below. You might also want to explore http://ilde.upf.edu/moocs/ as an environment for authoring and sharing design narratives, design paterns and design scenarios.
MOOC providers seem to be concerned with completion rates - but are learners happy dipping in and getting the bits they need? What makes an effective MOOC learner? What are the appropriate pedagogies for massive open online vocational training? Who benefits when learners complete a MOOC?
We are running a panel at OER15 to debate the questions above. In the spirit of openness, we invite you to participate in this event by contributing to the online discussion. During the conference, we will conduct a live panel with some of the contributors which will be joining us in person or virtually. Panelists will refer to your contributions online, and we will use social media to facilitate live interaction with the audience outside the room. The event's online space is at:
We invite you to participate in the debate by leaving your comments or video responses on the following 4 discussion spaces:
Certification, completion, and measures of success: while some MOOCs participants and employers see certification as important, others are happy with their own sense of achievement, getting what they want and moving on. MOOC providers seem to be concerned with completion - but are learners happy dipping in and getting the bits they need? Some learners find certification attractive, even if they don't need the formal proof - perhaps as an indicator of the MOOC's quality.
What makes an effective MOOC learner? Is effectiveness in the eyes of the provider identical to effectiveness in the eyes of the learner? What do employers see as effective learning? Are some learners more "qualification effective" and others more "growth effective"? Is lurking sometimes an effective strategy? Do analytics capture effectiveness?
What are the appropriate pedagogies for massive open online vocational learning? How do we support collaborative learning? Project based learning? Game based learning? How do MOOCs fit into our view of life-long learning?
Are we seeing the emergence of new educational ecosystems, and the fracture of old hegemonies? Will employers, civic organisations, and learners have an equal voice? Or, do we need to maintain academic authority? Where do we want to go - and how do we get there?
If you can add a video response that would be great, but if you don’t have the time do that can just post a comment or, alternatively, you can also send the videos to me and I'll embed them in the discussion space.
We have initiated the social media dissemination in twitter since #OER15 is getting closer and we want to make some noise, but we need your contributions to get this debate going! Please do share the links to the discussions and the event page on your social network streams with the tags #OER15 and #webmoocs.
Certification, completion, and measures of success:
What makes an effective MOOC learner?
What are the appropriate pedagogies for massive open online vocational learning?
Are we seeing the emergence of new educational ecosystems, and the fracture of old hegemonies?
We invite you to participate in the discussion leading to #OER15 #webmoocs panel
The Art & Science of Learning Design
Marcelo Maina (University of Catalonia, Barcelona, Spain), Brock Craft (Goldsmiths, University of London, UK) and Yishay Mor (PAU Education, Barcelona, Spain) (Eds.)
We live in an era defined by a wealth of open and readily available information, and the accelerated evolution of social, mobile and creative technologies. The provision of knowledge, once a primary role of educators, is now devolved to an immense web of free and readily accessible sources. Consequently, educators need to redefine their role not just “from sage on the stage to guide on the side” but, as more and more voices insist, as “designers for learning”.
The call for such a repositioning of educators is heard from leaders in the field of technology-enhanced learning (TEL) and resonates well with the growing culture of design-based research in Education. However, it is still struggling to find a foothold in educational practice. We contend that the root causes of this discrepancy are the lack of articulation of design practices and methods, along with a shortage of tools and representations to support such practices, a lack of a culture of teacher-as-designer among practitioners, and insufficient theoretical development.
The Art and Science of Learning Design (ASLD) explores the frameworks, methods, and tools available for teachers, technologists and researchers interested in designing for learning Learning Design theories arising from findings of research are explored, drawing upon research and practitioner experiences. It then surveys current trends in the practices, methods, and methodologies of Learning Design. Highlighting the translation of theory into practice, this book showcases some of the latest tools that support the learning design process itself.
#learningdesign #education #instructionaldesign #designbasedresearh #dbr
- Institute of Education, University of LondonPhD, Educational Technology, 2002 - 2010
- Hebrew University, Computer Science dept.MSc
Interested in the design and use of technology for social and individual empowerment, through opening opportunities for participatory learning, collective action and expression.
Previously projects at the London Knowledge Lab include Pattern Language Network, Como, the Pedagogy Planner, Learning Patterns for the design and deployment of mathematical games and WebLabs. Facilitated, Together with Carey Jewitt, the LKL workshop series on knowledge in social software.
Before that designed and developed web-based network management software for Cisco Systems.
Research interests include Programming as a constructionist tool in mathematics and science education, Open Source and education, Web-based systems to support learning communities and Democratic education.
- Constutant, 2013 - presentlearning; design; technology; research http://www.yishaymor.org
- Institute of Educational Technology, Open University UKSenior Lecturer, 2011 - 2013
- Technologies in Education Unit, University of HaifaTeaching Fellow, 2010 - 2011
- London Knowledge LabResearcher in education and technology, 2002 - 2010
- Cisco systems
- J Shop
The underground ghetto city of Gaza - Opinion Israel News | Haaretz
Having despaired of the world, of the fear, of the blood, the only refuge left to us was the earth. We buried ourselves alive.
Call for facilitators: Learn to be a MOOC facilitator and much more! | H...
Post by Carles Fernandez and Muriel Garretta. The Hands-On ICT (HANDSON, http://handsonict.eu/) project aims at facilitating the integration