ppw_feasst_sh

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

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

3. Solution... (in architecture)

4. What is a pattern?

At is simplest, it is a

Generalised solution to a problem

Follows a specific structure

When, Where, Who What are we trying to achieve / solve? Cookbook: ingredients, procedure, expected outcomes C o n t e x t Problem Solution

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. Tell us about...

A specific incident

That happened to you

Where you confronted a challenge / problem

And resolved it successfully

13. Be a STARR

Situation

Describe the context in detail.

Task

What was the problem you were trying to solve?

Action

What did you do to solve it?

Results

What happened? Did you succeed? Did you adjust?

& Reflections

What did you learn?

http://www.slideshare.net/yish/star-case-study-template http://patternlanguagenetwork.myxwiki.org/xwiki/bin/view/Cases/

14. Tell it like it was

You dont know

Would have happened..

Could have happened..

Should have happened..

Will Happen

You DO know, and only YOU know What happened

15. Three hats

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

17. The core template

Context

Where, when, who (all the things you cant change)

Problem (pick one!)

We want to do A under condition B but are constrained by C

Solution

(in any order that

works for you)

When, Where, Who What are we trying to achieve / solve? Cookbook: ingredients, procedure, expected outcomes C o n t e x t Problem Solution

18. Force Mapping

Name the forces

Give them icons

Plot the links and mark + / -

Forces: constraints or factors that influence the problem. The difficulty of solving the problem arises from tensions between competing forces.

19. Forces

A ctors

B eliefs

C onditions

D esires

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

21. the cycle of design research

22. the cycle of design research

23. formative e-assessment: case stories, design patterns, and future scenarios Caroline Daly, Harvey Mellar, Yishay Mor, Norbert Pachler, Institute of Education, University of London http://feasst.wlecentre.ac.uk/

24. 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

25. Methodology

Desk research

Literature review

Comparing frameworks

Five Practical Enquiry Days

Combination of collaborative reflection, report back from team, and guest plenaries

Launch day, three Planet workshops, developers' day

26. What is formative e-assessment?

No consistent view in the literature

From: practice assessment, or serial (or repeated) summative assessment

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

27. OK, so what do we mean by 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)

28. 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)

29. Wiliam's five strategies

30. Conversational Framework (Laurillard)

31. Learners conception as practice = 20% Learners conception = 10% teachers Teachers conception Other learner(s) conceptions Teacher-designed task practice environment Other learner(s) conceptions as practice Offers answers, ideas Questions, offers ideas Feedback on action Action to achieve goal Shares practice attempt Adapts approach to task to current conception Adapt a Task practice environment for learners needs Reflects on feedback in relation to task and action Reflects on alternative practice Reflects on learners practice Hints, comments Present concepts Task goal Revises action This animation represents the full use of the Conversational Framework through a combination of Teaching Methods, such as lecture/book/web resource + tutorial/discussion environment + fieldwork/lab/simulation + collaboration environment Presents conception as product Questions Learners conception = 20% teachers Learners conception = 40% teachers Learners conception as practice = 40% Learners conception = 50% teachers Learners conception as practice = 50% Adapts approach to task to current conception Shares practice attempt Learners conception as practice = 60% Learners conception = 60% teachers It illustrates how the iteration between theory and practice, between teacher and learner, and other learners, is expected to contribute to enable the learner to approach an understanding equivalent to the teachers. Discursive/theoretical level Practice/practical level

32. Evidence Centred Assessment Design (Mislevy)

PRO:

high level of abstraction, so room for implementation flexibility

delivery process was implementation independent

use of design patterns

ANTI

full architecture was beyond our needs

somewhat removed from the more open ended forms of work that we were seeing in practice

too close to implementation detail for where we were at

did not provide a theory of learning, or of formative assessment

33. A few cases

Creature of the week

CoMo

Post 16 String Comparison

Open Mentor

...

34. 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

36. 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

38. 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

39. Solution

A bespoke string (sequence) comparator was designed; uses fine-granularity sequence comparison to compare correct language strings to a users 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.

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

41. A few patterns..

Try Once, Refine Once

Feedback on Feedback

Classroom display

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

43. 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.

44. Context

Class size

Large (30-300)

Content

Skills facts

Mode of instruction

Blended / on-line. Computer tested.

45. Solution

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

47. 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

48. 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.

49. 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.

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

51. Problem

Rewards participation.

Relates to learner's personal experiences.

Window on student conceptions .

Using learner generated content..

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.

52. Context

Class size:

Small / medium (6-60)

Mode of instruction:

Blended (preferable)

Time frame

Continuous, over a period

Pedagogy

Involves construction / media production

53. Solution

54. Augmented domain map

55. 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.

56. 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.

57. 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/yish/ppw_feasst_sh Yishay Mor people.lkl.ac.uk/yishay [email protected] @yishaym Niall Winters www.lkl.ac.uk/naill [email protected] @nwin Harvey Mellar lkl.ac.uk/people/mellar.html [email_address]