Presentation of the paper at the "Current challenges in learning design and pedagogical patterns research" symposium in the NLC 2010 conference in Aalborg, Denmark

1. UNIVERSITY OF VALLADOLID GSIC/EMIC http://gsic.tel.uva.es Recurrent routines in the classroom madness:pushing patterns past the design phase Luis P. Prieto Sara Villagrá-Sobrino YannisDimitriadis Iván M. Jorrín-Abellán Alejandra Martínez-Monés RocíoAnguita-Martínez Aalborg, May 4th, 2010

2. 2 What is this about? Enactment Design How do teachers go from one to another? What role do LD and pedagogical patterns have? Can we help teachers in going from one to the other? Helping them to design new activities Helping them to enact others’ designs

3. 3 Who are we? Working in LD and patterns, specially in CSCL Collage authoring tool for IMS-LD Collaborative Learning Flow Patterns Focus on (non-expert) teachers Studies in authentic settings (primary, higher education)

4. 4 The experiences Part of a qualitative case study (Stake, 1995) Context: 1ary school, rural setting, abundant tech resources Cigalesschool GroupScribbles (GS)

5. 5 From designs… High-level Recurrent design routines

6. 6 … to enactment We found recurrent routines in… Making the design concrete Improvised parts

7. Taken from (Dillenbourg & Hong, 2008), and modified Can be seen as a variation of task-swimline representation 7 Representing the enactment

8. 8 Discussion pushing patterns past the design phase Limited set of enactment routines can be seen as solutions to recurrent problems (patterns) Possibility of a “routine language” to help teachers improve practice and communicate To guide practice and make practice explicit Routines as a tool (mediating artifact) for enacting CSCL activities Open questions Granularity of these enactment patterns Level of formalization of these patterns Scope of application of the routines: contexts, subject matters, educational levels Technological exploitation of the patterns

9. 9 Conclusions, current & future work Design is important, but enacting it is even more important Can we (tool designers, instructional designers) help in making designs more meaningful for teachers? Usefulness of routines to make practice explicit For teachers, to reflect on practice For researchers, as an analysis tool Usefulness of routines to guide practice (suggestions) Currently, we are eliciting and classifying these enactment routines for primary/face-to-face/GroupScribbles context CReA-TIC initiative, somewhat similar toCloudworks Development of a conceptual framework for enactment So that these routines can be classified and exploited