The sciences of the artificial (3rd ed.)
The sciences of the artificial (3rd ed.)
Facilitating Online Learning: Effective Strategies for Moderators
Facilitating Online Learning: Effective Strategies for Moderators
Designing for Virtual Communities in the Service of Learning
Designing for Virtual Communities in the Service of Learning
Internet Environments for Science Education
Internet Environments for Science Education
Adopt & adapt: structuring, sharing and reusing asynchronous collaborative pedagogy
ICLS '06 Proceedings of the 7th international conference on Learning sciences
ICLS '96 Proceedings of the 1996 international conference on Learning sciences
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Design-patterns and design-principles represent two approaches, which elicit design knowledge from successful learning environments and formulate it as design guidelines. The two approaches are fairly similar in their strategies, but differ in their research origins. This study stems from the design-principles approach, and explores how learning is affected by curriculum-materials designed according to two main design-principles: (a) engage learners in peer instruction, and (b) reuse student artifacts as resource for further learning. These principles were employed in three higher-education courses and examined with 385 students. Data analysis was conducted in two trajectories: In the ''bird's eye view'' trajectory we used a ''feature'' unit of analysis to illustrate how learning was supported by features designed according to the two design-principles in each of the courses. In the ''design-based research'' trajectory we focused on one feature, a web-based Jigsaw activity, in a philosophy of education course, and demonstrated how it was refined via three design iterations. Students were required to specialize in one of three philosophical perspectives, share knowledge with peers who specialized in other perspectives, and reuse the shared knowledge in new contexts. Outcomes indicated that the design in the first iteration did not sufficiently support student ability to apply the shared knowledge. Two additional design-principles were employed in the next iterations: (c) provide knowledge representation and organization tools, and (d) employ multiple social-activity structures. The importance of combining several design-principles for designing curricular materials is discussed in terms of Alexander's design-pattern language and his notion of referencing between design-patterns.