Mor / Mellar / Warburton Practical Design Patterns for Teaching and Learning with Technology

1. Auflage 2014
ISBN: 978-94-6209-530-4
Verlag: SensePublishers
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, 338 Seiten

Reihe: Technology Enhanced Learning

These are challenging times in which to be an educator. The constant flow of innovation offers new opportunities to support learners in an environment ofever-shifting demands. Educators work as they have always done: making the most of the resources at hand, and dealing with constraints, to provide experiences which foster growth. This was John Dewey’s ideal of education 80 years ago and it is still relevant today. This view sees education as a practice that achieves its goals through creative processes involving both craft and design. Craft is visible in the resources that educators produce and in their interactions with learners. Design, though, is tacit, and educators are often unaware of their own design practices. The rapid pace of change is shifting the balance from craft to design, requiring that educators’ design work become visible, shareable and malleable. The participatory patterns workshop is a method for doing this through engaging practitioners in collaborative reflection leading to the production of structured representations of design knowledge. The editors have led many such workshops and this book is a record of that endeavour and its outcomes in the form of practical design narratives, patterns and scenarios that can be used to address challenges in teaching and learning with technology.

Autoren/Hrsg.

Mor, Yishay

Mellar, Harvey

Warburton, Steven

Winters, Niall

Inhaltsverzeichnis

1;TABLE OF CONTENTS;6
2;INTRODUCTION: USING DESIGN PATTERNS TO DEVELOP AND SHARE EFFECTIVE PRACTICE;10
2.1;DESIGN FOR LEARNING;10
2.2;HOW TO USE THIS BOOK;11
2.3;THE STRUCTURE OF THE BOOK;11
2.3.1;Learner centred design;12
2.3.2;Learning communities;12
2.3.3;Assessment and feedback;13
2.4;USING THE PATTERNS;14
2.5;A METHODOLOGY FOR DEVELOPING DESIGN PATTERNS;14
2.5.1;Why design patterns?;14
2.5.2;The Participatory Pattern Workshops Methodology;15
2.5.3;Patterns for the Participatory Pattern Workshops methodology;17
2.5.4;Projects;17
2.5.5;Future Directions;18
2.6;REFERENCES;18
2.7;AFFILIATIONS;20
3;1. LEARNER CENTRED DESIGN OVERVIEW;21
3.1;REFERENCES;24
3.2;AFFILIATIONS;24
4;1.1.1 DESIGN NARRATIVE: INTERACTIVE LECTURE MODE OF THE HUMAN-COMPUTER INTERACTION LECTURE;25
4.1;SUMMARY;25
4.2;SITUATION;25
4.3;TASK;25
4.4;ACTIONS;26
4.5;RESULTS;28
4.6;LESSONS LEARNED;28
4.7;REFERENCES;28
4.8;AFFILIATIONS;29
5;1.1.2 DESIGN NARRATIVE: LAB COURSE ON SOFTWARE ARCHITECTURES AND WEB TECHNOLOGIES;30
5.1;SUMMARY;30
5.2;SITUATION;30
5.3;TASK;30
5.4;ACTIONS;31
5.5;RESULTS;33
5.6;LESSONS LEARNED;34
5.6.1;Insights into learning processes;34
5.6.2;Increased responsibility;35
5.6.3;Increased workload;36
5.6.4;Communicating blogging requirements;36
5.6.5;Motivating bloggers;36
5.7;REFERENCES;36
5.8;AFFILIATION;37
6;1.1.3 DESIGN NARRATIVE: STAR OF THE WEEK;38
6.1;SUMMARY;38
6.2;SITUATION;38
6.3;TASK;38
6.4;ACTIONS;38
6.5;RESULTS;39
6.6;LESSONS LEARNED;39
6.7;AFFILIATION;40
7;1.1.4 DESIGN NARRATIVE: ESTABLISHING A CONSTRUCTIVE ATMOSPHERE IN CLASS IN WHICH CREATIVITY AND COOPERATION ARE WELCOME;41
7.1;SUMMARY;41
7.2;SITUATION;41
7.3;TASK;41
7.3.1;Motivation;41
7.3.2;Expressing personal reactions;42
7.4;ACTIONS;42
7.4.1;Format and process;42
7.4.2;Introducing reaction sheets;42
7.4.3;Reading and feedback;43
7.4.4;Examples;43
7.4.5;Changes occurring without planned action;44
7.5;RESULTS;44
7.5.1;Extended reflective experience by combining written and oral expression;44
7.5.2;Creativity;44
7.5.3;Students tend to feel ‘heard’.;45
7.6;LESSONS LEARNED;45
7.6.1;Transparency valued more than anonymity;45
7.6.2;Need to attend to (some) reactions;45
7.6.3;Don’t justify yourself too much;45
7.6.4;Social interactions need time;45
7.7;AFFILIATION;46
8;1.1.5 DESIGN NARRATIVE: A GENRE-BASED APPROACH TO THE DEVELOPMENT OF ACADEMIC WRITING SKILLS;47
8.1;SUMMARY;47
8.2;INTRODUCTION;47
8.3;SITUATION;47
8.4;TASK;48
8.5;ACTIONS;48
8.6;RESULTS;50
8.7;LESSONS LEARNED;51
8.8;REFERENCES;52
8.9;AFFILIATIONS;53
9;1.1.6 DESIGN NARRATIVE: CONTENT MORPH;54
9.1;SUMMARY;54
9.2;SITUATION;54
9.3;TASK;55
9.4;ACTIONS;55
9.5;RESULTS;57
9.6;LESSONS LEARNED;58
9.7;REFERENCES;58
9.8;AFFILIATION;58
10;1.2.1 PATTERN: INTERACTIVE LECTURE MODE;59
10.1;SUMMARY;59
10.2;PROBLEM;59
10.2.1;Forces;59
10.3;CONTEXT;60
10.4;SOLUTION;60
10.5;SUPPORT;62
10.5.1;Source;62
10.5.2;Supporting Cases;62
10.5.3;Theoretical justification;62
10.6;RELATED PATTERNS;63
10.7;NOTES;63
10.8;REFERENCES;64
10.9;AFFILIATIONS;64
11;1.2.2 PATTERN: SPOTLIGHTING LEARNING PROCESSES;65
11.1;SUMMARY;65
11.2;PROBLEM;65
11.3;CONTEXT;65
11.4;SOLUTION;66
11.5;SUPPORT;68
11.5.1;Source;68
11.5.2;Supporting Cases;68
11.5.3;Theoretical justification;68
11.6;NOTES;69
11.7;REFERENCES;70
11.8;AFFILIATION;70
12;1.2.3 PATTERN: SHOWCASE LEARNING;71
12.1;SUMMARY;71
12.2;PROBLEM;71
12.3;CONTEXT;71
12.3.1;Forces;71
12.4;SOLUTION;72
12.4.1;Recommendations for balancing forces;73
12.4.2;Examples;74
12.5;SUPPORT;74
12.5.1;Source;74
12.5.2;Theoretical justification;74
12.6;REFERENCES;75
12.7;AFFILIATION;75
13;1.2.4 PATTERN: REACTION SHEETS;76
13.1;SUMMARY;76
13.2;PROBLEM;76
13.2.1;Forces;76
13.3;CONTEXT;77
13.4;SOLUTION;77
13.5;RELATED PATTERNS;79
13.6;SUPPORT;79
13.6.1;Source;79
13.6.2;Supporting Cases;80
13.6.3;Student surveys;80
13.6.4;Starting point for content analysis;82
13.6.5;Input for formative evaluation;82
13.6.6;Theoretical justification;83
13.6.7;Verification;84
13.6.8;Scenarios / solutions which were developed using this pattern;84
13.7;NOTES;84
13.8;REFERENCES;84
13.9;AFFILIATIONS;85
14;1.2.5 PATTERN: GENRE-BASED DEVELOPMENT OF ACADEMIC WRITING SKILLS;86
14.1;SUMMARY;86
14.2;PROBLEM;86
14.2.1;Forces;86
14.3;CONTEXT;86
14.4;SOLUTION;87
14.4.1;Module One: Contextualisation;88
14.4.2;Module Two: Genres of Academic Texts;88
14.4.3;Module Three: Grammar and Sentence Structures;89
14.4.4;Module Four: Writing Practice;89
14.5;EXPLANATION AND EXAMPLE OF HOW TO APPLY THIS PATTERN IN WRITING A USE CASE IN COMPUTER SCIENCE AND OTHER DISCIPLINARY CONTEXTS;89
14.5.1;1). The understanding of social context (Refer to Module 1);89
14.5.2;2). Identify the Textual Structure (Refer to Module 2);90
14.5.3;3). Illustration of language features in the Moggan use case (Refer to Module 3);91
14.5.4;4) Writing practice (Refer to Module 4);91
14.6;SUPPORT;93
14.6.1;Source;93
14.7;RELATED PATTERNS;95
14.8;REFERENCES;95
14.9;AFFILIATIONS;95
15;1.2.6 PATTERN: CONTENT MORPH;96
15.1;SUMMARY;96
15.2;PROBLEM;96
15.3;CONTEXT;96
15.4;SOLUTION;96
15.5;SUPPORT;97
15.5.1;Source;97
15.5.2;Supporting Cases;98
15.5.3;Theoretical justification;98
15.6;RELATED PATTERNS;99
15.7;REFERENCES;99
15.8;AFFILIATION;99
16;1.3.1 SCENARIO: INTERACTIVE LECTURE;100
16.1;SITUATION;100
16.2;TASK;100
16.3;PATTERNS;101
16.4;SOLUTION;101
16.5;AFFILIATIONS;102
17;2. LEARNING COMMUNITIES – OVERVIEW;103
17.1;AFFILIATIONS;106
18;2.1.1 DESIGN NARRATIVE: COLLABORATIVE COURSE DESIGN AND PRESENTATION THROUGH ONLINE SPECIAL INTEREST GROUPS NIGERIA, UK, AND A W;107
18.1;SUMMARY;107
18.2;SITUATION;107
18.3;TASK;109
18.4;ACTIONS;109
18.5;RESULTS;110
18.6;LESSONS LEARNED;110
18.7;LINKS;111
18.8;AFFILIATION;112
19;2.1.2 DESIGN NARRATIVE: ICAMP INTERNATIONAL COLLABORATION;113
19.1;SUMMARY;113
19.2;SITUATION;113
19.3;TASK;114
19.4;ACTIONS;114
19.5;RESULTS;115
19.6;LESSONS LEARNED;117
19.7;OPEN QUESTIONS;118
19.8;AFFILIATIONS;118
20;2.2.1 PATTERN: COURSE DESIGN AS A COLLABORATIVE LEARNING ACTIVITY;119
20.1;SUMMARY;119
20.2;PROBLEM;119
20.2.1;Forces;119
20.3;CONTEXT;119
20.4;SOLUTION;120
20.5;SUPPORT;122
20.5.1;Source;122
20.5.2;Supporting Cases;122
20.5.3;Theoretical justification;123
20.5.4;Verification;123
20.6;RELATED PATTERNS;123
20.7;REFERENCES;123
20.8;AFFILIATION;124
21;2.2.2 PATTERN: CROSS-CULTURAL MEDIATOR;125
21.1;SUMMARY;125
21.2;PROBLEM;125
21.2.1;Forces;125
21.3;CONTEXT;125
21.4;SOLUTION;126
21.5;SUPPORT;128
21.5.1;Source;128
21.5.2;Supporting Cases;128
21.5.3;Theoretical justification;128
21.5.4;Verification;128
21.6;RELATED PATTERNS;129
21.7;LINKS;129
21.8;REFERENCES;129
21.9;AFFILIATION;129
22;2.2.3 PATTERN: GROUP HOME RE-LOCATION;130
22.1;SUMMARY;130
22.2;PROBLEM;130
22.2.1;Forces;130
22.3;CONTEXT;131
22.4;SOLUTION;131
22.5;SUPPORT;132
22.5.1;Source;132
22.5.2;Theoretical justification;132
22.6;RELATED PATTERNS:;133
22.7;REFERENCES;133
22.8;AFFILIATION;133
23;2.2.4 PATTERN: LOCAL COMMUNITY MEETING;134
23.1;SUMMARY;134
23.2;PROBLEM;134
23.3;FORCES;134
23.4;CONTEXT;135
23.5;SOLUTION;135
23.6;SUPPORT;136
23.6.1;Source;136
23.6.2;Theoretical justification;137
23.7;RELATED PATTERNS;137
23.8;REFERENCES;137
23.9;AFFILIATION;137
24;2.2.5 PATTERN: GROUP LEADER EMERGENCE;138
24.1;SUMMARY;138
24.2;PROBLEM;138
24.2.1;Forces;138
24.3;CONTEXT;139
24.4;SOLUTION;139
24.5;SUPPORT;139
24.5.1;Source;139
24.6;RELATED PATTERNS;139
24.7;AFFILIATION;139
25;2.2.6 PATTERN: WATCH ACTIVE MEMBERS;140
25.1;SUMMARY;140
25.2;PROBLEM;140
25.2.1;Forces;140
25.3;CONTEXT;141
25.4;SOLUTION;141
25.5;SUPPORT;142
25.5.1;Source;142
25.5.2;Theoretical justification;143
25.6;RELATED PATTERNS;143
25.7;REFERENCES;143
25.8;AFFILIATION;144
26;2.3.1 SCENARIO: LEARNING COMMUNITIES;145
26.1;SITUATION;145
26.2;TASK;145
26.3;PATTERNS;146
26.4;SOLUTION;147
26.5;DISCUSSION;148
26.6;CONCLUSION;149
26.7;AFFILIATIONS;150
27;3 . SOCIAL MEDIA AND LEARNER INTERACTION IN SOCIAL SPACES OVERVIEW;151
27.1;INTRODUCTION;151
27.2;PATTERNS IN THIS SECTION;154
27.3;FRAMEWORK;154
27.3.1;Design;154
27.3.2;Scaffold;155
27.3.3;Communicate;156
27.4;CONCLUSION;156
27.5;REFERENCES;157
27.6;AFFILIATION;158
28;3.1.1 DESIGN NARRATIVE: DEVELOPING AND EVALUATING A DESIGN FOR AN ONLINE FORUM;159
28.1;SUMMARY;159
28.2;SITUATION;159
28.3;TASK;160
28.4;ACTIONS;161
28.5;RESULTS;166
28.6;REFERENCES;169
28.7;AFFILIATION;169
29;3.1.2 DESIGN NARRATIVE: ONLINE TEACHER TRAINING IN A WEB 2.0 SETTING;170
29.1;SUMMARY;170
29.2;SITUATION;170
29.3;TASK;170
29.4;ACTIONS;170
29.5;RESULTS;172
29.6;LESSONS LEARNED;173
29.7;AFFILIATION;174
30;3.1.3 DESIGN NARRATIVE: WEB 2.0 INTEGRATION DISRUPTIVE OR BENEFICIAL?;175
30.1;SUMMARY;175
30.2;SITUATION;175
30.3;TASKS;176
30.4;ACTIONS;176
30.5;RESULTS;177
30.6;LESSONS LEARNT;178
30.7;REFERENCES;179
30.8;AFFILIATIONS;179
31;3.1.4 DESIGN NARRATIVE: FACEBOOK FOR DESIGN LEARNERS;180
31.1;SUMMARY;180
31.2;SITUATION;180
31.3;TASK;180
31.4;ACTIONS;181
31.5;RESULTS;181
31.6;LESSONS LEARNED;183
31.7;REFERENCES;184
31.8;AFFILIATION;184
32;3.2.1 PATTERN: ONLINE FORUM FOR E-LEARNING;185
32.1;SUMMARY;185
32.2;PROBLEM;185
32.3;CONTEXT;185
32.4;SOLUTION;186
32.4.1;The high level process of using the ‘baseline’ online forum;186
32.4.2;Teaching Strategies;191
32.5;SUPPORT;193
32.6;AFFILIATION;193
33;3.2.2 PATTERN: CAN YOU HEAR ME;194
33.1;SUMMARY;194
33.2;PROBLEM;194
33.2.1;Forces;194
33.3;CONTEXT;194
33.4;SOLUTION;195
33.5;SUPPORT;195
33.6;RELATED PATTERNS;195
33.7;NOTES;196
33.8;AFFILIATION;196
34;3.2.3 PATTERN: CHOOSING THE RIGHT BLEND;197
34.1;SUMMARY;197
34.2;PROBLEM;197
34.3;CONTEXT;198
34.4;SOLUTION;198
34.4.1;To enhance student-to-student and student-to tutor interaction during the course;198
34.4.2;To provide the seeds of a sustainable professional community after the end of the course:;199
34.4.3;To provide institutional guidelines for the use of web 2.0 technologies;199
34.5;SUPPORT;199
34.5.1;Source;199
34.5.2;Supporting cases;200
34.5.3;Some supporting cases are:;200
34.5.4;Theoretical justification;200
34.6;RELATED PATTERNS;201
34.7;REFERENCES;201
34.8;AFFILIATIONS;201
35;3.2.4 PATTERN: WEAR YOUR SKILLS ON YOUR SHIRT;202
35.1;SUMMARY;202
35.2;PROBLEM;202
35.2.1;Forces;202
35.3;CONTEXT;202
35.4;SOLUTION;203
35.5;SUPPORT;203
35.5.1;Source;203
35.5.2;Theoretical justification;203
35.6;SOLUTION;203
35.7;SUPPORT;203
35.8;RELATED PATTERNS;204
35.9;REFERENCES;204
35.10;AFFILATIONS;204
36;3.2.5 PATTERN: SET GROUND RULES;205
36.1;SUMMARY;205
36.2;PROBLEM;205
36.2.1;Forces;205
36.3;CONTEXT;205
36.4;SOLUTION;206
36.5;SUPPORT;206
36.6;RELATED PATTERNS;207
36.7;REFERENCES;207
36.8;AFFILIATION;208
37;3.2.6 PATTERN: TOUCH POINTS;209
37.1;SUMMARY;209
37.2;PROBLEM;209
37.2.1;Forces;209
37.3;CONTEXT;210
37.4;SOLUTION;210
37.5;SUPPORT;210
37.5.1;Source;210
37.5.2;Theoretical justification;211
37.5.3;Verification;211
37.6;RELATED PATTERNS;211
37.7;REFERENCES;211
37.8;AFFILIATIONS;212
38;3.2.7 PATTERN: DO AS I DO;213
38.1;SUMMARY;213
38.2;PROBLEM;213
38.2.1;Forces;213
38.3;CONTEXT;213
38.4;SOLUTION;213
38.5;SUPPORT;214
38.5.1;Source;214
38.5.2;Theoretical justification;214
38.6;RELATED PATTERNS;214
38.7;REFERENCES;214
38.8;AFFILIATION;215
39;3.2.8 PATTERN: NO TELLER WITHOUT LISTENERS;216
39.1;SUMMARY;216
39.2;PROBLEM;216
39.2.1;Forces;216
39.3;CONTEXT;216
39.4;SOLUTION;217
39.5;SUPPORT;217
39.5.1;Source;217
39.6;RELATED PATTERNS;218
39.7;REFERENCES;218
39.8;AFFILIATIONS;219
40;3.2.9 PATTERN: CONTROL THE FLOW;220
40.1;SUMMARY;220
40.2;PROBLEM;220
40.2.1;Forces;220
40.3;CONTEXT;220
40.4;SOLUTION;221
40.4.1;Apply structure to the chat by:;221
40.4.2;Exploit the technical affordances of the system:;221
40.4.3;Moderate the flow:;221
40.4.4;Manage interruptions:;222
40.5;SUPPORT;222
40.5.1;Source;222
40.5.2;Supporting cases;222
40.5.3;‘Tommy Cooper?’ by David White, TALL, Oxford University;222
40.5.4;‘Building interactive boxes and word balloons for language learning games and fun!’ by Carmela Dell’Aria;223
40.5.5;‘I’m here, let me help you!’ by Margarita Pérez Garcia;223
40.5.6;My first workshop experience in SL’ by Marilena Palvelli;223
40.5.7;Theoretical justification;224
40.6;RELATED PATTERNS;224
40.7;REFERENCES;224
40.8;AFFILIATIONS;224
41;3.3.1 SCENARIO: VISUALISING SKILLS FOR COLLABORATION IN VIRTUAL WORLDS;225
41.1;INTRODUCTION;225
41.2;SITUATION;225
41.3;TASK;226
41.4;PROBLEM;226
41.5;PATTERN;226
41.6;SOLUTION;226
41.7;REFERENCES;228
41.8;AFFILIATION;228
42;4. A SSESSMENT AND FEEDBACK – OVERVIEW;229
42.1;INTRODUCTION;229
42.2;PATTERNS IN THIS STUDY;231
42.2.1;Framework;231
42.2.2;TEACHER – Engineering effective discussions, tasks and activities that elicit evidence of learning;231
42.2.3;TEACHER – Providing feedback that moves learners forward;232
42.2.4;PEER – Activating students as learning resources for one another;233
42.2.5;LEARNER – Activating students as owners of their own learning;233
42.3;CONCLUSION;233
42.4;REFERENCES;234
42.5;AFFILIATIONS;234
43;4.1.1 DESIGN NARRATIVE: WEB ENGINEERING;235
43.1;SUMMARY;235
43.2;SITUATION;235
43.3;TASK;235
43.4;ACTIONS;235
43.5;RESULTS;237
43.6;LESSONS LEARNED;238
43.7;REFERENCES;239
43.8;AFFILIATIONS;239
44;4.1.2 DESIGN NARRATIVE: ADDING A TWIST TO THE MULTIPLE CHOICE TEST;240
44.1;SUMMARY;240
44.2;SITUATION;240
44.3;TASK;240
44.4;ACTIONS;241
44.5;RESULTS;242
44.6;LESSONS LEARNED;242
44.7;REFERENCES;243
44.8;AFFILIATION;243
45;4.1.3 DESIGN NARRATIVE: ASSESSMENT OF GEOGRAPHICAL SKILLS USING INTERACTIVE MAPS IN AN E-QUESTIONNAIRE;244
45.1;SUMMARY;244
45.2;TASK;244
45.3;ACTIONS;245
45.4;RESULTS;248
45.5;LESSONS LEARNED;249
45.6;REFERENCES;249
45.7;AFFILIATIONS;250
46;4.1.4 DESIGN NARRATIVE: OPEN MENTOR;251
46.1;SUMMARY;251
46.2;SITUATION;251
46.3;TASK;252
46.4;ACTIONS;253
46.5;RESULTS;254
46.6;LESSONS LEARNED;255
46.7;REFERENCES;255
46.8;AFFILIATION;256
47;4.1.5 DESIGN NARRATIVE: A TUTOR’S JOURNEY;257
47.1;SUMMARY;257
47.2;SITUATION;257
47.3;TASK;258
47.4;ACTIONS;258
47.5;EXAMPLES OF COMMENTS ON FEEDBACK;259
47.5.1;Monitor 1;259
47.5.2;Monitor 2;260
47.5.3;Comments from Staff Tutor;260
47.6;RESULTS;260
47.7;LESSONS LEARNED;261
47.8;AFFILIATION;261
48;4.1.6 DESIGN NARRATIVE: READING ACADEMIC PAPERS;262
48.1;SUMMARY;262
48.2;SITUATION;262
48.3;TASK;262
48.4;ACTIONS;262
48.5;RESULTS;264
48.6;LESSONS LEARNED;264
48.7;AFFILIATION;265
49;4.1.7 DESIGN NARRATIVE: STRING COMPARISON IN LANGUAGE LEARNING;266
49.1;SUMMARY;266
49.2;SITUATION;266
49.3;TASK;266
49.4;ACTIONS;267
49.5;RESULTS;269
49.6;LESSONS LEARNED;270
49.7;NOTES;271
49.8;REFERENCES;271
49.9;AFFILIATIONS;271
50;4.1.8 DESIGN NARRATIVE: A LEARNING TOOL FOR MATHEMATICAL PROOFS WITH ON-DEMAND HINTS;272
50.1;SUMMARY;272
50.2;SITUATION;272
50.3;TASK;272
50.4;ACTIONS;273
50.5;RESULTS;276
50.6;LESSONS LEARNED;277
50.7;NOTES, LINKS AND REFERENCES;277
50.8;AFFILIATIONS;278
51;4.2.1 PATTERN: BLENDED EVALUATION;279
51.1;SUMMARY;279
51.2;PROBLEM;279
51.3;CONTEXT;279
51.4;SOLUTION;279
51.4.1;A typical course;281
51.4.2;Self evaluation;281
51.4.3;Peer evaluation;281
51.4.4;Instructor evaluation;282
51.5;SUPPORT;284
51.5.1;Source;284
51.5.2;Theoretical justification;284
51.6;REFERENCES;285
51.7;AFFILIATION;285
52;4.2.2 PATTERN: CHAOTIC MULTIPLE CHOICE TEST;286
52.1;SUMMARY;286
52.2;PROBLEM;286
52.3;FORCES;286
52.4;CONTEXT;287
52.5;SOLUTION;287
52.5.1;Preparations;287
52.5.2;Making the test;288
52.6;SUPPORT;288
52.6.1;Source;288
52.6.2;Theoretical justification;288
52.7;REFERENCES;289
52.8;AFFILIATION;289
53;4.2.3 PATTERN: E-GEO-ASSESSMENT;290
53.1;SUMMARY;290
53.2;PROBLEM;290
53.3;CONTEXT;290
53.4;SOLUTION;291
53.5;SUPPORT;293
53.5.1;Source;293
53.5.2;Supporting Cases;293
53.5.3;Theoretical justification;293
53.5.4;Verification;294
53.6;REFERENCES;295
53.7;AFFILIATION;295
54;4.2.4 PATTERN: FEEDBACK ON FEEDBACK;296
54.1;SUMMARY;296
54.2;PROBLEM;296
54.3;CONTEXT;296
54.4;SOLUTION;297
54.5;SUPPORT;297
54.5.1;Source;297
54.5.2;Supporting Cases;297
54.5.3;Theoretical justification;297
54.6;REFERENCES;297
54.7;AFFILIATION;298
55;4.2.5 PATTERN: FORMATIVE EXCEPTION CLOSING THE LOOP FOR EXCELLENT STUDENTS;299
55.1;SUMMARY;299
55.2;PROBLEM;299
55.2.1;Forces;299
55.3;CONTEXT;299
55.4;SOLUTION;300
55.5;SUPPORT;301
55.5.1;Source;301
55.6;RELATED PATTERNS;301
55.7;REFERENCES;301
55.8;AFFILIATION;302
56;4.2.6 PATTERN: GENERATE & USE AGREED STRATEGIES;303
56.1;SUMMARY;303
56.2;PROBLEM;303
56.3;CONTEXT;303
56.4;SOLUTION;303
56.5;SUPPORT;304
56.5.1;Source;304
56.5.2;Theoretical justification;304
56.6;RELATED PATTERNS;305
56.7;REFERENCES;305
56.8;AFFILIATION;305
57;4.2.7 PATTERN: TRY ONCE, REFINE ONCE;306
57.1;SUMMARY;306
57.2;PROBLEM;306
57.2.1;Forces;306
57.3;CONTEXT;306
57.4;SOLUTION;307
57.5;SUPPORT;308
57.5.1;Source;308
57.5.2;Supporting case;308
57.5.3;Theoretical justification;308
57.6;RELATED PATTERNS;310
57.7;REFERENCES;310
57.8;AFFILIATIONS;310
58;4.2.8 PATTERN: HI NT ON DEMAND;311
58.1;SUMMARY;311
58.2;PROBLEM;311
58.2.1;Forces;312
58.3;CONTEXT;313
58.4;SOLUTION;313
58.5;SUPPORT;314
58.5.1;Source;314
58.5.2;Supporting Cases;314
58.5.3;Verification;315
58.6;RELATED PATTERNS;315
58.7;REFERENCES;316
58.8;AFFILIATIONS;317
59;4.3.1 SCENARIO: AS SESSMENT AND FEEDBACK;318
59.1;INTRODUCTION;318
59.2;SITUATION;318
59.3;TASK;318
59.4;PATTERNS;318
59.5;SOLUTION;319
59.6;REFERENCES;319
59.7;AFFILIATION;319