The presentation will introduce the Pedagogical Patterns Collector, a research prototype for enabling teachers and lecturers to share their best teaching ideas and their discoveries about which pedagogical approaches work effectively.
If this digital design tool is to succeed in supporting teachers in pedagogical innovation, then it must have some of the properties akin to the way that researchers share ideas, i.e. it must enable teachers to (i) capture a pedagogical pattern in a way that articulates what makes it work well; (ii) adopt and adapt others' good ieas for patterns; (iii) elicit student evaluation of their pattern design; (iv) improve their own design; and (v) generalise and publish their best pedagogical patterns to their teaching community.
The tool is based on an ontology for learning and teaching developed from the Conversational Framework*, with functionality for the teacher to articulate and analyse their learning design.
But: is the approach viable? That is what it would be interesting to test.
* See Diana Laurillard (2012). Teaching as a Design Science: Building Pedagogical Patterns for Learning and Technology, Routledge, New York.
<p>Diana Laurillard is Professor of Learning with Digital Technologies at the London Knowledge Lab, Institute of Education, leading externally-funded research projects on developing a learning design support environment for teachers and trainers, and on developing software interventions for adult learners with low numeracy and dyscalculia. She is also Assistant Director for Open Mode learning, and was previously Head of the e-Learning Strategy Unit at the Department for Education and Skills, and Pro-Vice-Chancellor for learning technologies and teaching at The Open University. She is on the Boards of the e-Learning Foundation, Supervisory Council for Fern Universität in Germany, and the UNESCO Institute for IT in Education.</p>