Educational design and networked learning: Patterns, pattern languages and design practice

TLDR

Higher education faces a growing demand for effective, time‑efficient ICT use, and pattern‑based approaches from software engineering and participatory design offer a framework for sharing design experience. The study outlines a novel educational‑design approach in networked learning, offering a high‑level view of the design problem space and linking technical design aspects to core educational values. The authors introduce a patterns‑based approach to educational design within the networked learning context. The patterns‑based approach facilitates encoding, sharing, and applying knowledge for educational design and effectively links educational values and vision to the tasks, tools, and resources provided to students.

Abstract

<span>There is a growing demand for advice about effective, time efficient ways of using ICT to support student learning in higher education. This paper uses one such area of activity - networked learning - as a context in which to outline a novel approach to educational design. The paper makes two main contributions. It provides a high level view of the educational design problem space. It then introduces the patterns based approach to educational design. While other professional communities, particularly in software engineering, have been developing patterns based approaches to sharing and re-using design experience, this paper goes back to the original conceptions of participatory design that informed Christopher Alexander's early work on patterns and pattern languages. In particular, it makes connections between the technicalities of design and the central place of values. A patterns based approach can help with encoding, sharing and using knowledge for educational design. But it is also a powerful way of connecting educational values and vision to the details of the tasks, tools and resources we offer our students.</span>