Stefanie Panke

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.

What's Educational about Open Educational Resources? Different Theoretical Lenses for Conceptualizing Learning with OER

In the last decade, the concept of Open Educational Resources (OER) has gained an undeniable momentum. However, it is an easy trap to confuse download and registration rates with actual learning and interest in the adoption and reuse of OER. If we focus solely on access, we cannot differentiate between processes of mere information foraging and deep sense-making activities. The article provides an overview of the OER movement, stressing emerging concerns surrounding the educational efficacy of OER and highlighting learning theories which aid our understanding of this growing domain. The authors discuss building-blocks for a theoretical framework that allows us to conceptualize the learners part in open educational practices, also characterizing challenges of open learning and traits of successful open learners.

www.e-teaching.org - Web education portal for staff training

This paper presents the Web educational portal e-teaching.org as the central part of a project to foster the usage of new media in German higher education. By strengthening media competencies of academic teachers the qualification initiative aims to promote new teaching possibilities offered by multimedia and telemedia technologies.

Rezension zu Thillosen (2008): Schreiben im Netz

Rezension zu Anne Thillosen Schreiben im Netz. Neue literale Praktiken im Kontext Hochschule. Munster: Waxmann, 2008. 348 Seiten ISBN 978-3-8309-2061-8