Realising the Potential of Design Patterns in Professional Learning

Implications of deep learning for the automation of design patterns organization

Abstract: This paper describes the development of a prototype expert system for the selection of design patterns that are used in object‐oriented software. Design patterns provide one method of software reuse, which supports the goal of improved software development productivity. The prototype system represents an initial step towards providing an automated solution regarding the design pattern application problem, i.e. leading a designer to a suitable design pattern which is applicable to the problem at hand. The feasibility of using expert system technology to aid in the selection problem is demonstrated.

This paper describes work-in-progress in the area of educational design patterns. More specifically, the paper highlights a relatively neglected area in educational design for technology-supported learning – the various ways in which students can be grouped together to work collaboratively on study activities. Thus, it looks at the ‘people’ component of the ‘task, tools and people’ design model. The paper outlines this design model, sketches the ‘people’ component and offers an example design pattern to illustrate how design knowledge can be shared through design patterns and pattern languages. The research has implications for anyone who is concerned about sharing good ideas for technology-supported collaborative learning, whether in small, medium-sized or large groups (from dyads to learning communities).

Software design patterns classification and selection using text categorization approach

In this paper we offer an initial framework for a pattern language of hybrid education. With the term hybrid education, we imply the use of educational design patterns that actively strive to cut across, circumventing or upheave traditional dichotomies within education such as physical-digital, academic-nonacademic, online-offline, formal-informal, learning-teaching and individual-collective. In doing so, hybrid education invites uncertainty, open-endedness, risk-taking, experimentation, critical creativity, disruption, dialogue and democracy (back) into the heart of education. Accordingly we see, within hybrid education, the promise to push against and circumvent current trends of marketization, managerialism and standardization in higher education today. Here, a pattern language for hybrid education presents an alternative way of designing for future higher education in ways that are not focused on teaching to the test, playing it safe, rankings or gaming the system approaches. Rather, hybrid education focuses on open-endedness, risk-taking, relational entanglements, experimentation, exploration and empathy. In this way, designing for hybrid education is in this paper achieved, partly by taking a decidedly value-based and vision-driven approach to learning design patterns based on philosophy in higher education and critical pedagogy, partly by working together in hybrid ways and across disciplines and domains in order to open up both the field of teaching and learning in higher education as well as the field of learning design and design patterns. The result is the almost 80 design patterns for hybrid education. The paper presents the pattern categories for hybrid education, the different design patterns contained in these. Furthermore, the pattern mining ground and workshop process, the outcome of the value workshop and the vision workshop as well as three example scenarios is described in order to show both the underlying value and vision foundation for the pattern language as well as how it plays out in concrete scenarios.

The scope of this workshop is to identify the way of linking design patterns with authentic cases and thus towards a better elicitation process for patterns of various kinds, e.g. system oriented patterns, learning flow design patterns, subject oriented patterns. Design patterns are general repeatable well justified solutions to a commonly-occurring learning design problem. This workshop can be regarded as a live multidisciplinary forum where attendants will exchange their know-how and ideas on how to take benefit of sharing and reusing design experiences and theoretical results in different fields, and how to apply design patterns as a way for creating usable and useful interactive learning Environments more effectively.

“A design pattern describes a problem which occurs over and over again in our environment, and then describes the core of the solution to that problem, in such a way that you can use this solution a million times over, without ever doing it the same way twice” (Alexander et al., 1977). In the field of e-learning, design patterns are frequently advocated as a powerful way of providing structured, teacher-friendly, textual representations of learning designs, or of expressing the design rationale underlying learning objects. The purpose of this chapter is to look at e-learning design patterns from a critical perspective. We provide a historical, multidisciplinary excursus of the notion of design patterns. We propose a taxonomy of e-learning design patterns, providing examples in the various categories. Finally, we discuss both the benefits of design patterns for e-learning professionals (particularly, novice ones) and their drawbacks, and investigate how such pros and cons may affect the role of patterns for learning designs.

This study aims to analyze the effect of (1) principal supervision, (2) teacher professional competence and (3) learning design on education quality. The research method used is a causal survey with a correlational design and path analysis (Path Analysis). Correlational design is used to determine the relationship and the magnitude of the influence between two or more variables. The variables used in this study are the supervision of the principal (X_1), teacher professional competence (X_2), learning design (X_3), and quality of education (Y1). The population in this study were 182 public elementary school teachers in Cluster 2, Tangerang District. Validity test is calculated using the Product Moment formula and reliability is calculated using the Alpha Cronbach formula. The data were analyzed using descriptive statistics, to test the hypothesis, the correlation test, regression test and determination test were used which were calculated using SPSS version 25 software. The results showed that the supervision of school principals, teacher professional competence and learning design had an influence on the quality of education partially or simultaneously. Based on the results of the research, it can be implied that the supervision of the principal, teacher professional competence and learning design for teachers at SD Negeri Gugus 2 Tangerang District is good and this needs to be improved through teacher competency test activities, making good learning designs and optimizing the role of school principals so that quality the quality of education is getting better.

This paper describes and compares two categories of pedagogical design patterns that have emerged from CS education practice: lecture-based design patterns and active learning design patterns. Pedagogical design patterns provide faculty with combinations of generalized descriptions of problems and solutions that occur in teaching and learning. The benefit of forming design patterns is the codification of successful practice that can be reused in multiple scenarios and draw on the creativity of the instructor for defining the details relevant to the course and the students. Design patterns have been represented in many formats since Alexander’s initial design pattern model highlighting different aspects of what is important in each domain in which the patterns are created and used. This paper analyzes design patterns emerging from recent developments in lecture-based pedagogy and active learning in CS education. Traditional lectures in computer science, engineering, and other STEM disciplines are being reconsidered due to research that shows that students are less likely to learn while listening and more likely to learn while actively engaged. Design patterns that address problems and provide potential solutions to traditional lectures in computer science education have been published that provide solutions to engage students during the lecture. The pedagogy of flipped classrooms and active learning have recently been adopted by many faculty in Computer Science leading to emerging design patterns for active learning. We compare how previously published lecture-based patterns and our active learning patterns address similar problems with different solutions to engaging students. We show how an object-based structure for pedagogical design patterns can provide additional information about the problems and the solutions addressed by the patterns that are more easily indexed and combined.

In recent years there have been works on developing generic and reusable frameworks, or design patterns and pattern language to facilitate learning designs. No doubt such works have contributed tremendously to the reusing and sharing of useful learning designs and improve their transferability to other similar contexts. However, even though such high or medium-level descriptions of learning designs provide useful guidelines and models for practitioners to source and reapply into their unique contexts, decisions of which designs to employ, for what kinds of learner, and in which educational contexts remain complex design decisions to make for practitioners everyday. The appearance of learning technologists in many higher education institutions with the aim to assist the teaching staff in learning design may ease some of the contextualisation and localisation issues, especially for a fully online course, but in blended-learning environments, the face-to-face classroom contexts are inaccessible to anyone but the teaching staff themselves. Thus there is a need to explore and document the common considerations made by such practitioners teaching in a blended mode and the design constraints for them. The paper intends to documents the experiential knowledge of design by the practitioner at such ground level.

The purpose of this paper is to present a specific case of CALL task design adopting the patterns-based learning design approach. The approach provides a common framework/vocabulary for educational designers, particularly teachers, to systematically capture, articulate, make explicit, share and reuse expert knowledge of teaching and good design. Over the past 10–15 years, considerable advances have been made in both learning design (LD) and learning analytics (LA) research in terms of research outputs. However, the anticipated impact and benefits, e.g. the patterns-based approach, to the everyday practice of teachers and learners have been invisible or mostly unrealized. Research to explore CALL task design with reference to LD and LA is underrepresented in the literature. The aim of this paper is to explain the challenges faced by CALL designers/teachers in task design and reflect on them methodologically with relation to the patterns-based approach. It firstly provides an overview of the CALL task design literature to highlight the gaps and weaknesses in the research and practice, followed by an introduction of the concept of design patterns. This paper then examines three CALL tasks from two current online language learning beginners courses in a New Zealand university, and develops them into design patterns. Explanation of how they were developed and discussion of the possible added value of design pattern to the design of CALL tasks are provided.

Recovering design pattern usage in source code is a very difficult task. Several tools are described in the literature for this purpose, but there is little work invested in evaluating them. The main reason for this is the lack of an approved benchmark for these tools. In this paper we present work in progress towards creating a benchmark, called DEEBEE (design pattern evaluation benchmark environment), for evaluating and comparing design pattern miner tools. It is programming language, tool, pattern and software independent, and it is open to the community and freely available. Currently, the benchmark database contains the results of three tools: Columbus (C++), Maisa (C++), and design pattern detection tool (Java). The tools were evaluated on reference implementations of patterns and on open source software (Mozilla, NotePad++, JHotDraw, JRefactory and JUnit). Additionally, instances recovered by researchers are added from NotePad++ as well. Some recovered patterns are already verified by experienced developers. This work is the first step in building a large reference database of design pattern usage in open source software and we expect that researchers will join us in this effort.

Extensive research has been carried out for the development of learning design tools; nevertheless, their adoption by HE lecturers remains low. Sharing, guidance, and various forms of representation are the main pillars of learning design tools. However, these features do not seem to be sufficient reasons to convince lecturers to adopt these tools in daily learning design practices in HE. This is attached to the gap between learning design tools and actual learning design practice of university lecturers. Sociomateriality provides an analytical lens for unpacking complex practices for identifying the design space of digital tools for learning design without predetermined boundaries. This paper is a first step in exploring how we can follow sociomaterialty in un-packing complex learning design practices in HE to inform the development of software for learning design. It conducts a survey with one hundred ten university lecturers on their learning design practices. It analyses data through sociomaterial theory and derives a sociomaterial evaluation framework. This is used as an instrument for the analysis of seven available learning design tools. A misalignment between tools and HE lecturers’ learning design practice is revealed. Points of misalignment extend the space for what it means to design digital tools that support-learning design practices in HE, and they could be used to highlight areas for improvement to inform and strengthen further the way we design support tools for learning design.

An access control model describes at a high level of abstraction a mechanism for governing access to shared resources. In this paper, we view an access control model as a design pattern providing a general solution for ensuring confidentiality, integrity and availability of information resources. We present three widely used access control models, DAC, MAC and RBAC as design patterns using the POSA template. We use an extension of the UML to represent the structure and behavior of the patterns. The extension enables capturing variations of pattern instances. We also attempt to give more details on the problem domain of the patterns to help pattern selection.

Software requirement artifacts such as manuals request for proposals, and software requirements specification (SRS) are commonly focused on functional requirements. In most SRS files, nonfunctional requirements do not formally encoded or encoded as a whole, not for an individual design problem. Moreover, these nonfunctional requirements are intermingled with functional requirements. Therefore, these nonfunctional requirements need special attention to understand for successful project development. These nonfunctional requirements have an impact on each other and optimal tradeoff is required for balanced nonfunctional requirements set. NFRs have a negative and positive tradeoff with each other such as increase confidentiality, decrease the availability, and enhance authenticity. So, an optimum tradeoff among these design problem within a module is required to have better design decisions. Instead of considering all nonfunctional requirements, the NFRs that have mutual tradeoff is considered. In this paper, we devised a novel document annotation scheme for SRS and extracted nonfunctional requirements from these annotated artifacts. In the next step, we classified NFRs into two classes security triad and performance triad, and the cost is assumed constant for each NFR. From the design problem, the tradeoff ratio is calculated among NFRs associated with it. Then, the production possibility graph is plotted to estimate the optimum tradeoff ratio within the module. For estimation economic optimum from a set of NFR, iso-cost graphs by assuming the constant cost. Some hypothetical variations in cost are also examined using 3D iso-cost graph. The reason to measure these tradeoff is to make design decision more empirical and helpful for the selection of design patterns, especially secure design patterns.