Identifying design patterns in international

collaborative learning: two contrasting case studies.

Nicole SchadewitzThe Open University

CAL’09, 23-25 March, Brighton: The challenges of the design pattern paradigm

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My Questions

* What is the role of methodology and theory in pattern mining in learning communities?

* Are there universal patterns supporting the design of in international learning communities? If not, how can a pattern capture the success of a solution but also report on limitations across learning contexts?

CAL’09, 23-25 March, Brighton, Nicole Schadewitz, Open University, UK

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Pattern Identification: Case 1 * Long-term, ethnographically informed study: find international patterns

* Collaborative design in HK/Korean, HK/Taiwanese, HK/Austrian teams

CAL’09, 23-25 March, Brighton, Nicole Schadewitz, Open University, UK

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Challenges: Case 1* 11 Patterns > data triangulation: not all internationally valid

CAL’09, 23-25 March, Brighton, Nicole Schadewitz, Open University, UK

(10) GLOBAL RESOLUTION

Local tutors predominantly instruct local teams in this international collaborative design environment. How can you support the global virtual team to coordinate and resolve potentially conflicting local instructions? Let local instructors advice not only local teams but also global virtual teams in video-mediated online tutorials. Due to the strong Hierarchical Authority Orientation of the students, the advice is taken without objection. This resolves possible uncertainties of the students and restores the harmony in Collectivistic Community Orientation cultures. You can use the pattern STRUCTURED CHAT to achieve GLOBAL RESOLUTION.HK/K HK/T HK/A

* 11 Patterns > wiki: evaluation by international community

> theoretical notions, ownership, funding, ...

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Pattern Identification: Case 2 * Study 14 weeks: find international patterns self-directed learning

* Collaborative design in mixed European teams (10 countries)

* Researcher team: f-2-f pattern workshop, synchronous wiki posting

CAL’09, 23-25 March, Brighton, Nicole Schadewitz, Open University, UK

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Challenges: Case 2* 20 Pattern beginnings > at least 3 examples, rating/voting for validation

CAL’09, 23-25 March, Brighton, Nicole Schadewitz, Open University, UK

GROUP LEADER SELECTION

In self-directed international group work, the teams need to work efficiently. There are different tasks, and every member has a different approach to solving the task. Some members are quite, while others are more pushy.The students explicitly or implicitly select a group leader. The leader works closely with all other members. The leader can distribute the tasks amongst the group members.Group 2, 5, 9

* 20 Patterns beginnings > less experienced authors abandon approach

> Return to patterns: power of first insight/idea

SHIFTING WORK MEDIUM

In self-directed learning environments, a medium for collaboration is not prescribed. The teams needs to find the the right tool for the job. The usefulness of one tool decreases, because task is changing. The team feels dissatisfaction with current tool for work requirements and tasks. Work patterns shift from individual to cooperative to collaborative. Shift work medium over time based on changing needs.Group 1, 2, 6

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Comparison* Every international learning environment carries implicit values

- Case 1: design solutions in agreement with all team members

- Case 2: self-directed learning in international teams

* Identifying values is important to design pattern mining

* Context in which patterns are valid: limitation and strength of a pattern

* Pattern mining process: is design process in itself (ill-defined, wicket, value driven, synergetic) > the design pattern is like a designed product / system!

* Misuse > New Context > New design pattern?

* Internationally and generally valid patterns possible?

CAL’09, 23-25 March, Brighton, Nicole Schadewitz, Open University, UK

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