Representing practice: practice models, patterns, bundles ...

Isobel Falconer*, Janet Finlay, Sally Fincher

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

15 Citations (Scopus)

Abstract

This article critiques learning design as a representation for sharing and developing practice, based on synthesis of three projects. Starting with the findings of the Mod4L Models of Practice project, it argues that the technical origins of learning design, and the consequent focus on structure and sequence, limit its usefulness for sharing practice between teachers. It compares practice models with two alternative, more flexible, representations, patterns and bundles, based on the outcomes of the Pattern Language Network (Planet) project and of the Centre for Excellence in Teaching and Learning: Active Learning in Computing (CETL ALiC). It concludes that while practice models may be useful in mediating between teachers and technical developers, they cannot encompass the range of practice teachers require to represent. A pattern language is more comprehensive and has the advantage of being generative, but is difficult for teachers to acquire, and bundles may provide a more adoptable representation.

Original languageEnglish
Article number936432756
Pages (from-to)101-127
Number of pages27
JournalLearning media and technology
Volume36
Issue number2
DOIs
Publication statusPublished - 2011

Keywords

  • learning design
  • practice models
  • patterns
  • bundles
  • representations
  • teaching practice

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