Using Pattern Languages to Mediate Theory-Praxis Conversations in Design for Networked Learning
ARTICLE
Peter Goodyear, Maarten de Laat, Vic Lally
Association for Learning Technology Journal Volume 14, Number 3, ISSN 0968-7769
Abstract
Educational design for networked learning is becoming more complex but also more inclusive, with teachers and learners playing more active roles in the design of tasks and of the learning environment. This paper connects emerging research on the use of design patterns and pattern languages with a conception of educational design as a conversation between theory and praxis. We illustrate the argument by drawing on recent empirical research and literature reviews from the field of networked learning. (Contains 1 table and 2 figures.)
Citation
Goodyear, P., de Laat, M. & Lally, V. (2006). Using Pattern Languages to Mediate Theory-Praxis Conversations in Design for Networked Learning. Association for Learning Technology Journal, 14(3), 211-223. Retrieved March 19, 2024 from https://www.learntechlib.org/p/102684/.
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Keywords
- computer mediated communication
- Computer Software
- Computer Uses in Education
- Cooperative learning
- Discussion (Teaching Technique)
- Group Discussion
- Group Dynamics
- instructional design
- Languages
- Literature Reviews
- Pattern Recognition
- social networks
- Teacher Student Relationship
- teaching methods
- Theory Practice Relationship
Cited By
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Personalised and self regulated learning in the Web 2.0 era: International exemplars of innovative pedagogy using social software
Catherine McLoughlin, Mark Lee & Mark Lee
Australasian Journal of Educational Technology Vol. 26, No. 1 (Jan 01, 2010)
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Polar bears, black gold, and light bulbs: Creating stable futures for tertiary education through instructor training and support in the use of ICTs
Belinda Tynan, University of New England, Australia; Mark J.W. Lee, Charles Sturt University, Australia; Cameron Barnes, University of New England, Australia
EdMedia + Innovate Learning 2008 (Jun 30, 2008) pp. 3557–3564
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