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Using Pattern Languages to Mediate Theory-Praxis Conversations in Design for Networked Learning
ARTICLE

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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 November 12, 2019 from .

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