1. Inductive analysis of learning design patterns Presentation for Current research on IMS Learning Design, Unfold/Prolearn Workshop, 22-23 September 2005 Francis Brouns, Open Universiteit Nederland

2. Why learning design patterns? ­Assist authors in developing effective courses. ­Patterns are proven solutions to recurring problems. ­Can we use IMS LD to express patterns? ­Can an inductive approach be applied to detect patterns in existing courses?

3. IMS Learning Design and patterns ­IMS LD to express patterns ­How do we find them? ­Deductive approach versus inductive approach ­IMS LD provides mechanism to automate pattern detection: machine-readable code ­How do we apply them? ­Repository: descriptions, LD files, templates, instructions

4. Pedagogical patterns ­Patterns are abstractions of proven solutions to recurrent problems. ­Pedagogical patterns applied to education ­Writer’s workshop

5. Examples ­E-LEN Lifelong learning patternsE-LEN Lifelong learning patterns ­Pedagogical patterns projectPedagogical patterns project

6. Deductive approach ­Patterns are described in certain format. ­Based on author experience and knowledge. ­Can remain abstract.

7. Inductive approach ­Based on existing courses. ­Thereby (often) proven to be effective. ­Automated method ­Assumes learning designs coded in machine- interpretable way ­IMS LD ­> 34 LD coded courses

8. How to detect patterns in existing courses? ­Automated methods ­Latent semantic analysis and indexing LSA/LSI ­similarity of concepts ­clustering, classification ­InfomapInfomap ­Educational Text SelectionEducational Text Selection ­XML techniques ­find change in XML tree ­compare XML trees ­transform XML tree

9. Patterns in IMS LD ­Learning design processes laid down in method ­Play, act, role-part ­For small courses the method can be pattern. ­Smallest re-usable part is act.

10. What is greatness? ­What is greatness – partial; http://hdl.handle.net/1820/313 http://hdl.handle.net/1820/313 ­Based on parts of the “What is greatness?” use- case created by James Dalziel of Macquarie University’s E-learning Centre of Excellence ­Play as pattern.

12. 1-* Module learning-objectives authors studyhours copyright Competence information learning-objectives selection assessment Environment course info module info communication learning objects who is who dossier Patterns in competence based modules 1-* learning-activity practice, study

13. Pattern in act

14. Variation on pattern learning-activity192554 support-activity181214 activity-selection21817 environment114711 conditions1028

15. Steps to identify patterns ­Categorise units of learning on the basis of learning objectives – LSA. ­Find patterns in method – XML comparison. ­Resolve references to activities, environments, roles – XML transformation. ­Refine ­type activities, environments, roles: titles, content – LSA ­add conditions – XML; regular expressions

16. Pattern in method

17. Activity structure

18. Type activity

19. Type by content

20. Conditions

21. How to use? ­Create templates based on patterns, consisting of ­IMS LD coded learning design ­instruction ­example ­Add data on usage, efficiency and effectiveness

22. IMS Learning Design and patterns ­Effective course development. ­Use proven solutions. ­Based on learning design rules. ­Promote uptake of IMS LD. ­Help authors map design to IMS LD.