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Design Patterns have been demonstrated as powerful mediators of theory-praxis conversations (Goodyear et al., 2006) yet widespread adoption by the practitioner community remains a challenge. Over several years, the authors and their colleagues have facilitated many workshops in which participants shared experiences, captured these as design narratives, extracting design patterns and applied them to novel teaching challenges represented as design scenarios (Winters &Mor, 2009; Mor &Winters, 2008). 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Re-using, sharing and communicating designs and design knowledge using scenarios, narratives and patterns", "creators": [ { "creatorType": "author", "firstName": "Yishay", "lastName": "Mor" }, { "creatorType": "editor", "firstName": "Rosemary", "lastName": "Luckin" }, { "creatorType": "editor", "firstName": "Sadhana", "lastName": "Puntambekar" }, { "creatorType": "editor", "firstName": "Peter", "lastName": "Goodyear" }, { "creatorType": "editor", "firstName": "Barbara L.", "lastName": "Grabowski" }, { "creatorType": "editor", "firstName": "Joshua", "lastName": "Underwood" }, { "creatorType": "editor", "firstName": "Niall", "lastName": "Winters" } ], "abstractNote": "In order to enable a culture of critical, informed and reflective design practice we need a linguistic framework for communicating design knowledge: the knowledge of the characteristic features of a domain of practice, the challenges which inhabit it, and the established methods of resolving them. Such an infrastructure must “serve two masters”; on one hand, it should adhere to the requirements of scientific rigor, ensuring that the proposed conditions and challenges are genuine and the solutions effective. On the other hand, it should maintain pragmatic adequacy, ensuring that the insights it encapsulates are readily available for practitioners to implement in real-world situations. Several representations have been proposed to this effect: design narratives (Mor, 2011; Barab et al, 2008; Bell, Hoadley and Linn, 2004; Hoadley, 2002; Linn & Hsi, 2000), design principles (Kali, 2006, 2008; Linn, Bell, & Davis, 2004; Merrill, 2002; Quintana et al., 2004; van den Akker, 1999), and design patterns (Derntl & Motschnig-Pitrik, 2005; Goodyear, 2005; Mor & Winters, 2007; Retalis et al, 2006), to name a few. The aim of this chapter is to characterise two of these forms – design narratives and design patterns, and propose a third form – design scenarios, and suggest how these could be embedded in a cycle of reflective learning design.", "bookTitle": "Handbook of Design in Educational Technology", "series": "", "seriesNumber": "", "volume": "", "numberOfVolumes": "", "edition": "", "date": "2013-03-15", "publisher": "Routledge", "place": "London, UK", "originalDate": "", "originalPublisher": "", "originalPlace": "", "format": "", "pages": "189-200", "ISBN": "978-0-415-80734-0", "DOI": "", "citationKey": "", "url": "http://www.routledge.com/books/details/9780415807340/", "accessDate": "2013-10-09T10:54:52Z", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "oro.open.ac.uk", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [ "ME8VJD4S" ], "relations": {}, "dateAdded": "2013-10-09T10:54:52Z", "dateModified": "2013-10-09T10:54:52Z" } }, { "key": "Q8GQWEWP", "version": 6717, "library": { "type": "group", "id": 12542, "name": "LMLG", "links": { "alternate": { "href": "https://www.zotero.org/groups/lmlg", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/12542/items/Q8GQWEWP", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/lmlg/items/Q8GQWEWP", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/12542/items/UJ2MCVF9", "type": "application/json" } }, "meta": { "createdByUser": { "id": 12950, "username": "KlausR", "name": "Klaus Rummler", "links": { "alternate": { "href": "https://www.zotero.org/klausr", "type": "text/html" } } } }, "data": { "key": "Q8GQWEWP", "version": 6717, "parentItem": "UJ2MCVF9", "itemType": "attachment", "linkMode": "imported_url", "title": "Snapshot", "accessDate": "2013-10-09T10:54:52Z", "url": "http://oro.open.ac.uk/33861/", "note": "", "contentType": "text/html", "charset": "utf-8", "filename": "33861.html", "md5": null, "mtime": null, "tags": [], "relations": {}, "dateAdded": "2013-10-09T10:54:52Z", "dateModified": "2013-10-09T10:54:52Z" } }, { "key": "TH7A5RC2", "version": 6716, "library": { "type": "group", "id": 12542, "name": "LMLG", "links": { "alternate": { "href": "https://www.zotero.org/groups/lmlg", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/12542/items/TH7A5RC2", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/lmlg/items/TH7A5RC2", "type": "text/html" } }, "meta": { "createdByUser": { "id": 12950, "username": "KlausR", "name": "Klaus Rummler", "links": { "alternate": { "href": "https://www.zotero.org/klausr", "type": "text/html" } } }, "creatorSummary": "Mor", "numChildren": 1 }, "data": { "key": "TH7A5RC2", "version": 6716, "itemType": "webpage", "title": "Design Scenarios - 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Scenario-based design of information technology addresses five technical challenges: scenarios evoke reflection in the content of design work, helping developers coordinate design action and reflection. Scenarios are at once concrete and flexible, helping developers manage the fluidity of design situations. Scenarios afford multiple views of an interaction, diverse kinds and amounts of detailing, helping developers manage the many consequences entailed by any given design move. Scenarios can also be abstracted and categorized, helping designers to recognize, capture and reuse generalizations and to address the challenge that technical knowledge often lags the needs of technical design. Finally, scenarios promote work-oriented communication among stakeholders, helping to make design activities more accessible to the great variety of expertise that can contribute to design, and addressing the challenge that external constraints designers and clients face often distract attention from the needs and concerns of the people who will use the technology.", "publicationTitle": "Interacting with Computers", "publisher": "", "place": "", "date": "September 2000", "volume": "13", "issue": "1", "section": "", "partNumber": "", "partTitle": "", "pages": "43-60", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "Interacting with Computers", "DOI": "10.1016/S0953-5438(00)00023-0", "citationKey": "", "url": "http://www.sciencedirect.com/science/article/pii/S0953543800000230", "accessDate": "2013-10-09T10:39:08Z", "PMID": "", "PMCID": "", "ISSN": "0953-5438", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "ScienceDirect", "callNumber": "", "rights": "", "extra": "", "tags": [ { "tag": "Human–computer interaction", "type": 1 }, { "tag": "Scenario-based design", "type": 1 }, { "tag": "Work-oriented communication", "type": 1 } ], "collections": [ "ME8VJD4S" ], "relations": {}, "dateAdded": "2013-10-09T10:39:08Z", "dateModified": "2013-10-09T10:39:08Z" } }, { "key": "XFIJZ6IE", "version": 6722, "library": { "type": "group", "id": 12542, "name": "LMLG", "links": { "alternate": { "href": "https://www.zotero.org/groups/lmlg", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/12542/items/XFIJZ6IE", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/lmlg/items/XFIJZ6IE", "type": "text/html" } }, "meta": { "createdByUser": { "id": 12950, "username": "KlausR", "name": "Klaus Rummler", "links": { "alternate": { "href": "https://www.zotero.org/klausr", "type": "text/html" } } }, "lastModifiedByUser": { "id": 147424, "username": "lisa.adami", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/lisa.adami", "type": "text/html" } } }, "creatorSummary": "Howard et al.", "parsedDate": "2004-04", "numChildren": 1 }, "data": { "key": "XFIJZ6IE", "version": 6722, "itemType": "journalArticle", "title": "Using the case-study methodology to teach ethics to public health students", "creators": [ { "creatorType": "author", "firstName": "Donna E", "lastName": "Howard" }, { "creatorType": "author", "firstName": "Christine", "lastName": "Lothen-Kline" }, { "creatorType": "author", "firstName": "Bradley O", "lastName": "Boekeloo" } ], "abstractNote": "This article uses the case-study methodology as a strategy to facilitate examination of ethical principles that underlie developmental risk research carried out among adolescents. Description of the ethical dilemmas that arose during the implementation of a longitudinal randomized controlled trial is presented along with discussion guidelines. As youth were being enrolled and the trial was being conducted, it was noted that a small but significant number had responded \"yes\" to a question on suicidal ideation. After review by the Institutional Review Boards overseeing the trial, it was decided that confidentiality had to be breached. A revised protocol was implemented explicitly stating that confidentiality would be broken if a youth reported suicidal ideation. The number of youth reporting suicidal ideation after the consent form was amended decreased significantly. 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There has been renewed interest in the role of student activities within course units, as constructivist philosophy and advances in technology impact on educational design and practice. Courses based on these principles have been used successfully across a wide variety of discipline areas. In spite of the growing evidence of the success of authentic learning environments, they are not without their problems. In this paper we discuss patterns of engagement that have emerged from our own research on authentic learning tasks, in particular, the initial reluctance to willingly immerse in learning scenarios that some students experience, and the need for the suspension of disbelief before engaging in the task. The paper proposes ten characteristics of authentic activities, based on educational theory and research, which have been used as criteria for the selection of existing online units or courses for in depth investigation. 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A new approach is introduced and employed to develop a roadmap for technology enhanced professional learning. 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