Christian Kohls

Investigations of E-Learning Patterns: Context Factors, Problems and Solutions

Design Patterns have become popular in the domains of architecture, software design, human computer interaction, Web 2.0, organizational structures, and pedagogy as a way to communicate successful practical knowledge. Patterns capture proven solutions for recurrent problems with respect to fitting contexts. Investigations of E-Learning Patterns: Context Factors, Problems and Solutions poses the question: Will e-learning Patterns be equally successful as their pendant in software development or is the remake doomed to failure? This comprehensive publication addresses both e-learning practitioners and researchers, using an accessible language to communicate sophisticated knowledge and important research methods and results. It is a valuable addition to any research collection.

Lessons learnt in mining and writing design patterns for educational interactive graphics

Design patterns capture the invariant parts of proven designs as solutions to a problem in a specific context. While e-learning patterns have become popular in academic discussion, a large-scale use of these patterns or pattern languages in general cannot yet be observed in the field. One problem is that there are no agreed standards to define, analyze, organize, and evaluate such patterns. Another challenge is to find the right patterns and describe them at an appropriate level of abstraction, granularity, and detail. In this paper, we present a case study on the mining, writing and application of patterns for interactive educational graphics. It focuses on pattern mining and describes how to derive patterns from experience and analysis. Based on schema theory, a method is proposed to find patterns that are shared by other individuals. To improve the quality of written patterns, we consider established methods of pattern writing. The aim is to document patterns that are understandable, well-structured, and that capture the experts intrinsic knowledge about real patterns as precisely as possible. Finally, the benefits and applicability of patterns are discussed.

Assessment-driven course design foundational patterns

Assessment is one of the most important areas in education yet many university teachers are not trained in assessment strategies and the underlying principles. Assessment should be fair and relevant for the targeted learning outcomes. While these are honorable goals, the principles do not state how to achieve them. This is where patterns come to the rescue as they capture tested ways to ensure constructive alignment, a learning outcome oriented course design, and a clearly stated and communicated list of assessment criteria. The patterns presented in this paper have been mined by a group of practicing educators during the first EduPLoP. They are foundational assessment patterns and can be considered as entry point for more specific patterns on different assessment types.

Is that true...?: thoughts on the epistemology of patterns

This paper presents a theoretical perspective on patterns derived from epistemology and theory of science. We argue that patterns are specific kinds of theories and that the process of pattern mining is similar to scientific discovery. Exploring the concepts of induction, deduction and abduction with respect to patterns, we reflect upon common methods of pattern mining in the pattern community. This allows for a critical discussion of the level of confidence and corroboration of patterns. We suggest new research questions on the mining and evaluation of patterns. For the scientific scholar the paper offers arguments that pattern mining is a research process with outcomes as reliable and sound as other scientific procedures. This justification is needed to establish the pattern approach as a scientific methodology beyond the scope of the pattern community. For the pragmatic pattern practitioner, e.g. users and authors of patterns, this paper encourages the critical reflection on the pattern concept. Patterns are not tried-and-true per se, just like theories they have to be subjected to empirical tests. Understanding the epistemological nature of patterns is crucial to derive criteria for pattern quality, e.g. the degrees of corroboration, and the limits of objectivism -- especially since patterns are not only descriptive documentation but normative instructions, designed to have an impact on shaping our environments.

The relation between design patterns and schema theory

Patterns capture the design knowledge of experts. But how is this expertise represented by the expert? When we mine for patterns, what is the ground in which we seek? Are there patterns in our head? And if so, how do the patterns in our head relate to the design patterns in the real world and the patterns we document? This paper tries to give some answers by referring to the principles of psychological schema theory. Schemas are some sort of patterns in our heads. A special type of schema, the problem schema, has many features in common with design patterns. The paper will discuss how schemata are organized in memory, how they are activated and constructed. At the end, we will discuss implications for the mining of patterns.

Where to go and what to show: more patterns for a pattern language of interactive information graphics

Interactive graphics is a useful communication tool, and new software tools make it easier than ever. However, few people know how to use interactive graphics properly, and the new tools just allow them to build bad programs more quickly. This paper describes the start of a pattern language for using interactive graphics to communicate complex topics. It is based on our experience in education, but should also be helpful for modelling news sites, or museum kiosks. The paper describes the structure of the pattern language, lists the 99 patterns that have been found so far, gives brief descriptions of 16 patterns and detailed descriptions of 3.

The magic 5 of innovation: judgement patterns

Creative thinking is a key skill in almost every domain. Creativity is required to innovate, develop new ideas, get deeper insights, address challenges and resolve conflicts. This paper presents patterns for judging which ideas are the most promising and provides an outlook to patterns that can make these ideas happen. The patterns are part of a larger language for creative thinking and innovation.

Student's choice of assessment

Assessment, be it formative, summative or diagnostic, is at the heart of all educational endeavour yet many university teachers are not trained in assessment strategies and the underlying principles. Assessment should be fair and relevant for the targeted learning outcomes and engage the learner in a process of reflection that develops increased self-awareness. Patterns as descriptions of tested ways of action can help (university) teachers in achieving these goals, as teachers are not always trained in these specific aspects of education. In this paper we will present six patterns that take the diversity of students into account by offering choice and variety of assessment. The six patterns presented in this paper have been mined by a group of practicing educators during the first EduPLoP workshop held in March 2015 and build upon three earlier pattern sets.

Patterns for creative thinking: idea generation

Creativity is an important skill in many domains. It is required to innovate, develop new ideas, get deeper insights, address challenges and resolve conflicts. In this context we understand creativity as the process of creating and developing new and original ideas as one step in the innovation process. This paper contains five patterns for ideation, based on a wide range of existing creativity methods. It captures the essence of similar methods and provides five-step instructions to apply the pattern to your own every-day challenges. Moreover, each pattern presents digital tools that can support the process.

Patterns for cross-device communication in a blended space for innovation

Blended spaces are spaces that mix different spaces (e.g. physical and digital, social and conceptual) into one coherent whole. The blend is more than the sum of its part because new properties emerge. In a blended space, physical and digital activities overlap. A blended space consists of several physical devices that connect to the digital world (e.g. digital whiteboards, interactive tablets, smartphones, game arcades etc.). It is important to connect the digital devices between each other in order to create one holistic experience of the space.