Ray Jones

Learning Object Patterns for Programming

This aim of this paper is to show how existing learning objects, that have previously proved to be successful, can be used to derive patterns that could be reused in the design of new learning objects. This is demonstrated in the context of learning objects that were designed to aid the mastery of computer programming by learners who had had no previous experience in the subject. Learning computer programming presents significant challenges to newcomers to computing so the reuse of successful learning object design has the potential for real pedagogical benefits. Patterns are a well-known design technique in the fields of architecture and software engineering. In a similar way to their use in object-oriented software design, patterns for the design of learning objects can be derived from successful existing learning resources; these patterns can then be reused in the design of new ones. This paper describes the learning objects that were designed to aid new computer programmers and how patterns were extracted from those learning objects. This results in a small learning object pattern catalogue that has the potential for reuse in the construction of new learning objects.

Learning patterns and learner profiles in learning object design

The questions that Andy Heath has posed are challenging and need more time for reflection than is possible here. The questions posed will inform the research as it develops further. However, in the interests of debate we would like to give our initial replies. We agree in general with Andy Heath’s assessment of the limitations of the approach we are adopting. We recognise that this approach uses a very limited response to AccessForAll principles: our Transformation Augmentation and Substitution Service (TASS) is localised, not global, and relies on a limited set of learning patterns matched against a small subset of the potentially infinite set of learner profiles. Our intention is certainly not to reproduce the considerable efforts of the IMS AccessForAll or Dublin Core Adaptability working groups, but to interpret their potential impact on the thinking of courseware designers, tutors and students. DOI: 10.1080/09687760600668651