IO3: Library of Patterns
One of the goals of the INSTALL-ed project is to develop the library of patterns, which would be supporting teachers to understand how to use digital technologies to foster the development of students’ self-regulated learning skills.
The original term design patterns is the generic term used for the framework. A common way of describing design patterns found in related literature is the following: ‘A pattern is a solution to a recurrent problem, in a context’ (Goodyear & Retalis, 2010). In the INSTALL-ed project, we took as a basis the recurring challenges related to self-regulated learning- what are the research-based obstacles that students face in their learning process related to self-regulatory processes.
In our project we have defined four main challenges:
Task understanding - Previous studies have evidenced that often the students’ lack of motivation or poor achievement is due to inaccurate or poor task understanding. Which is why it is very important to support the learner at this stage, so that the teacher knows how to make sure that the students have understood the task.
(see also User Story 2)
Vague goals is another challenge that has been found in the earlier research. Students lack strategies for creating effective learning plan, which hinders the selection of suitable learning strategies.
(see also User Story 1)
Poor strategy use hinders efficient learning experience of the students, but also teachers need to be aware of the variety of the efficient strategies to promote more deeper and meaningful learning experiences.
(see also User Story 8)
Difficulties with self-assessment - research has shown that students often judge their performance inaccurately, but it is important, in reflection, to show the connection between what has been done and what has been achieved.
(see also User Story 9)
In our project, we design and validate solutions for each of these challenges in the form of learning designs. Each of the learning designs includes strategies, which are enriched with the learning technologies. Such solutions are beneficial for the teachers as practitioners who would like to promote students’ SRL skills in their classroom. At the same time solutions might provide insights for the technology providers to develop learning technologies, which support the development of SRL.
Goodyear, P., & Retalis, S. (2010). Learning, technology and design. In P. Goodyear & S. Retalis (Eds.), Technology-enhanced learning: design patterns and pattern languages (pp. 1–28). Sense.
Discover our user stories on #Task_understanding, #Vague_goals , #Poor _trategy_use, #self-assessment