A first exploration of an inductive analysis approach for detecting learning design patterns
DOI:
https://doi.org/10.5334/2005-3Keywords:
learning design patterns, e-learning development, learning design, pedagogical patterns, pattern detection, inductive analysis, innovation, educational technology,Abstract
Commentary on: Chapter 1: An Introduction to Learning Design. (Koper, 2005)
Abstract: One way to develop effective online courses is the use of learning design patterns, since patterns capture successful solutions. Pedagogical patterns are commonly created by human cognitive processing in "writer's workshops". We explore two ideas; first whether IMS Learning Design is suitable for detecting patterns in existing courses and secondly whether the use of inductive analyses is a suitable approach. We expect patterns to occur in the method section of a learning design, because here the process of teaching and learning is defined. We provide some suggestions for inductive techniques that could be applied to existing learning designs in order to detect patterns and discuss how the patterns could be used to create new learning designs. None of the suggested approaches are validated yet, but are intended as input for the ongoing discussion on patterns.
Editors: Colin Tattersall and Rob Koper.
Published
Issue
Section
License
Copyright (c) 2005 The Author(s)
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with this journal agree to the following terms (if a submission is rejected or withdrawn prior to publication, all rights return to the author(s)):
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
Submitting to the journal implicitly confirms that all named authors and rights holders have agreed to the above terms of publication. It is the submitting author's responsibility to ensure all authors and relevant institutional bodies have given their agreement at the point of submission.
Note: some institutions require authors to seek written approval in relation to the terms of publication. Should this be required, authors can request a separate licence agreement document from the editorial team (e.g. authors who are Crown employees).
Except where otherwise noted, content on this site is licensed under a Creative Commons Attribution 4.0 License