Design Pattern: Objects to talk with
| Summary |
When we talk we point at objects. When we talk on-line we should be able to do so too. |
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Status 
| beta | Confidence
| 3 | ||
| details... | Group | Participatory learning | |||
Problem
Natural, face to face, discourse makes extensive use of physical artefacts: we gesture towards objects that mediate the activity to which the discussion refers. This dimension of human interaction is often lost in computerized interfaces.Context
This pattern is relevant to computerized interfaces which allow learners to converse about a common activity.Solution
Learning activities involve the use or construction of artefacts. When providing tools for learners to discuss their experience, either as part of the activity or at a reflective meta-level, allow them to easily include these artefacts in the scope of their discussion. If the activity is mediated by or aims to produce digital artefacts, then the discussion medium should allow embedding of these artefacts. Whatever the nature of the objects, the medium should support a visual (graphical, symbolic, animated or simulated) 1:1 representation of these objects.Related Patterns
list other patterns related to this one, under categories such as component, assisting, conflicting, uses this, etc.
Adapted from: http://lp.noe-kaleidoscope.org/outcomes/patterns/Objects_to_talk_with/Support
Source
Como: mobiles + flickr = co-reflective practiceTriangulation (additional supporting cases)
Rationale (theoretical justification)
Theoretical justification.
In terms of the Conversational Framework (Laurillard 2002) this pattern relates to the learners activities in interaction with one another at the discursive level. In terms of Black and Wiliam's (2009) theory of formative feedback, this is an example of key strategy 4 'Activating students as instructional resources for one another'. Ackermann (2007) in her paper 'Experiences of artifacts' discusses interaction with existing artefacts in terms of Piaget's concepts of assimilation (of the experience of the artefacts into one's own internal mental structures) and accommodation (of internal mental structures in response to the interaction with the artefact). The two processes for Piaget forming part of the adaptation process. Ackerman's discussion relates both to existing artefacts and those that are created by the learner as part of the learning process. This use of the creation of artifacts as part of the learning process is a fundamental aspect of constructionism (Harel and Papert 1991).Verification (Solutions that were derived from this pattern)
Scenarios / solutions which were developed using this pattern.
Notes, Links and References
Liabilities, potential risks, extensions, expected side-effects
Licensing
This work is licenced under a Creative Commons Licence.
on 08/12/2008 at 16:03
