Southampton, Oct. 2009

1. Participatory Pattern Workshops: Application to formative e-assessment Southampton, Oct. 2009

2. Problem: The Design Divide the gap between those who have the expertise to develop high-quality tools and resources and those who don’t (Mor & Winters, 2008*)‏ the critical resource is not the capacity to produce, but the knowledge to do it right.

3. Solution...(in architecture)

4. C o n t e x t Problem Solution What is a pattern? • At is simplest, it is a • Generalised solution to a problem • Follows a specific structure Cookbook: ingredients, procedure, expected outcomes What are we trying to achieve / solve? When, Where, Who

5. A burda pattern.. Season: Fall For: Women Garment Type: Dress Style: Classic, Evening Wear, Romantic Material: Taffeta “if I copy a dress, I can only create the same dress. If I have a pattern, I can create many dresses” (Yim Ping LENDEN)

6. As for software

7. Participatory Methodology for Practical Design Patterns • Problem • Acceleration → need for effective protocols for sharing of design knowledge • Context • interdisciplinary communities of practitioners engaged in collaborative reflection on a common theme of their practice. • blended setting: co-located meetings + on-line collaborative authoring system. Son, this was my dad's mobile. I want you to have it.

8. The Participatory Pattern Workshops Methodology

9. Collaborative reflection workshop Facilitate on-going design-level conversation between designers and practitioners involved in diverse aspects of the problem domain. Open, trusting and convivial. And at the same time Critical, focused and output-directed.

10. Collaborative reflection workshop

11. Case Stories Workshop Engender collaborative reflection among practitioners by a structured process of sharing stories of successful practice.

12. Pattern Mining Workshop Shift from anecdotes to transferable design knowledge by identifying commonalities across case stories, and capturing them in a semi-structured form.

13. Future Scenarios Workshop Validate design patterns by applying them to novel real problems in real contexts.

14. the cycle of design research

15. the cycle of design research

16. formative e-assessment: case stories, design patterns, and future scenariosCaroline Daly, Harvey Mellar, YishayMor, Norbert Pachler, Institute of Education, University of London http://feasst.wlecentre.ac.uk/

17. Overview Scoping study commissioned by JISC Short term, small budget, intended to inform future funding frameworks Established a commited user group of higher-education teachers & researchers Adopted and adapted the Planet Project's Participatory Methodology for Practical Design Patterns, and used the Planet platform

18. Methodology Desk research Literature review Comparing frameworks 5 Practical Enquiry Days Combination of collaborative reflection, report back from team, and guest plenaries Launch day, 3 Planet workshops, developers' day

19. What is formative e-assessment? No consistent view in the literature From “anything test before the final” to “synonymous with learning” The use of digital means to support formative assessment Formative features of assessment, which are afforded by specific features of digital media

20. OK, so what is Formative Assessment? “An assessment functions formatively when evidence about student achievement elicited by the assessment is interpreted and used to make decisions about the next steps in instruction that are likely to be better, or better founded, than the decisions that would have been made in the absence of that evidence” (Dylan Wiliam)‏

21. Formative = feedback + moments of contingency "... These create "moments of contingency," in which the direction of the instruction will depend on student responses. Teachers provide feedback that engages students, make time in class for students to work on improvement, and activate students as instructional resources for one another." (Leahy, Lyon, Thompson, and Wiliam 2005)‏

22. Teacher Tasks Tasks Learner Peer Actions Actions Instruction

23. Wiliam's 5 stratagies

24. Conversational Framework (Laurillard)‏

25. Evidence Centred Design (Mislevy)‏ Highly developed Pattern based Oriented to large scale, automated systems Measurement centric Light on theory Less suitable for open activity designs

26. A few cases Creature of the week CoMo Post 16 String Comparison Open Mentor ...

27. Creature of the week (Judy Robertson)‏ Situation large class (138), first and second year computer science students. assignment: create a virtual pet in Second Life. Task Engage and motivate the students show examples of good work which others could learn from show students their work is valued. build a sense of community. http://purl.org/planet/Cases/creatureoftheweek

29. CoMo (Niall Winters, Yishay Mor)‏ Situation Royal Vet College. Hospital rotations as part of their training. Task Allow students to capture critical incidents in text and image. Support sharing of clinical experiences and co-reflection. http://purl.org/planet/Cases/CoMo

31. Post 16 string comparison (Aliy Fowler)‏ Situation Grammar school been piloting the ‘string comparison’ approach to language teaching at post-16 for AS and A2 level students. Sixth Form level, grammatical consolidation and whole-sentence translation. Task Allow students to practise written language independently and receive feedback on errors in order to improve their language skills. http://purl.org/planet/Cases/Post16stringcomparison

32. Solution A bespoke string (sequence) comparator was designed; uses fine-granularity sequence comparison to compare correct language strings to a user’s answer. Students answer questions and the comparator marks up errors in their input using colour coding (and font style) to highlight the different types of error. If an answer contains errors the student is given a second attempt in which to correct the submission based on the feedback received.

33. Open mentor (Denise Whitelock)‏ http://purl.org/planet/Cases/OpenMentor

34. A few patterns.. Try Once, Refine Once Feedback on Feedback Classroom display

35. Try Once, Refine Once(Aliy Fowler)‏ http://pul.org/planet/Patterns/TryOnceRefineOnce

36. Problem Lack of immediate feedback for students leads to fossilisation of errors and misconceptions providing immediate feedback in an iterative fashion can also hinder effective learning since students are able to "grope their way" step-by-step to a correct solution without necessarily having to think about each answer as a whole.

37. Context Class size Large (30-300)‏ Content Skills \ facts Mode of instruction Blended / on-line. Computer tested.

38. Solution

39. Feedback on Feedback(Linda McGuigan)‏ http://purl.org/planet/Patterns/FeedbackonFeedback

40. Problem • Good feedback should - • Alert learners to their weaknesses. • Diagnose the causes and dynamics of these. • Include operational suggestions to improve the learning experience. • Address socio-emotive factors. Tutors know this, but are pressed for time. Or not aware of their feedback strategies Large teaching organisations are not equipped to provide tutors with personal feedback on their teaching

41. Context Large scale, technology supported, graded courses many tutors instructing many students. Feedback is mediated by technology that allows it to be captured and processed in real time Topic of study is subject to both grading and formative feedback.

42. Solution Embed a mechanism in the learning and teaching system that regularly captures tutor feedback, analyses it, and presents them with graphical representation of the types of feedback they have given. Ideally, this should also include constructive advice as to how to shift from less to more effective forms. In computer supported environments (e.g. VLEs), this mechanism could be integrated into the system, providing tutors with immediate analysis of their feedback, as well as long-term aggregates.

43. Classroom Display http://purl.org/planet/Patterns/Classroomdisplay

44. Problem Using learner generated content.. • Rewards participation. • Relates to learner's personal experiences. • Window on student conceptions. • Needs to collate works in a single easy to access location. • Learners uncomfortable about presenting their work in public • Legal or other restrictions on sharing work.

45. Context • Class size: • Small / medium (6-60)‏ • Mode of instruction: • Blended (preferable)‏ • Time frame • Continuous, over a period • Pedagogy • Involves construction / media production

46. Solution

47. Augmented domain map

48. Example scenario When using Try Once Refine Once, there is a risk that high-achievers do not receive feedback. So - Use Showcase Learning to celebrate students’ work and provoke feedback from peers and tutors. Use Feedback on Feedback to alert tutors to the problem.

49. Conclusions Tip of the iceberg Practitioners (educational / software) acknowledge the value of patterns, when served with side dishes of cases + scenarios Collaborative elicitation of patterns from cases could be a potent form of professional development.

50. Thank you The pattern language network project: http://patternlanguagenetwork.org The learning patterns project: http://lp.noe-kaleidoscope.org/ The formative e-assessment project: http://feasst.wlecentre.ac.uk/ This presentation: http://www.slideshare.net/..?