%0 Journal Article %1 rohse2006design %A Rohse, Shanta %A Anderson, Terry %D 2006 %J Journal of Learning Design %K design heutagogy hybrid learning patterns self-determined self-regulated %N 3 %P 82-91 %T Design patterns for complex learning %V 1 %X A complex view of learning recognises that learning cannot be pre-determined by teaching, but is as much defined by circumstances and context as pre-defined learning objectives. Learning designs that accept uncertainty help us to envision classrooms and curricula that are open, dynamic and innovative. Architect Christopher Alexander's patterns and pattern language offer a means for researchers, practitioners, learners, and technologists to capture and share the emergent processes of complex learning. This paper examines the unique properties of patterns that support complex design tasks and suggests a design-based research framework for operationalising its practice. Through the thoughtful explication, mining and construction of patterns, all participants can contribute to a richer learning system. The discipline of learning design is struggling to cope with complexity. The literature is replete with recognition that our knowledge-based society demands a different attitude towards learning and its provision, one that spans a lifetime and is integrated into work and other contexts; that our notions of learning must extend beyond the psychological processes of an individual to one that recognises it is a property of complex systems; and that digital technologies offer a means for realising complex pedagogies that free formal education from some of the constraints of the past. These insights have influenced recent learning design theory and discourse: constructivist design theories for problem solving (Jonassen, 1999; Reigeluth, 1999; Schwarz, Lin, Brophy, & Bransford, 1999); calls for new directions on technology-based design (Kozma, 2000); design methodologies for acquiring complex skills (van Merriënboer, 1997); and a 'first principles of instruction' approach to instructional design (Merrill, 2002). Yet there is a sense that this potential to realise complex pedagogies is mostly unmet. Teachers' practices often fall short of their espoused goals (Prosser & Trigwell, 1997). The factors that influence their practices are complex, contextually dependent on the constraints of the teaching environment such as their perceptions of student capabilities and assessment practices, and subject to individual variation (Bright, 2002). Learners are increasingly encouraged to be independent, autonomous and self-directed in their study (Candy, 2004). Responding to the ubiquity of digital technologies, the rapid pace of change and the need for continuing learning, students rarely pursue strategies as unsituated or unemergent as pre-defined curricula.

@article{rohse2006design, abstract = {A complex view of learning recognises that learning cannot be pre-determined by teaching, but is as much defined by circumstances and context as pre-defined learning objectives. Learning designs that accept uncertainty help us to envision classrooms and curricula that are open, dynamic and innovative. Architect Christopher Alexander's patterns and pattern language offer a means for researchers, practitioners, learners, and technologists to capture and share the emergent processes of complex learning. This paper examines the unique properties of patterns that support complex design tasks and suggests a design-based research framework for operationalising its practice. Through the thoughtful explication, mining and construction of patterns, all participants can contribute to a richer learning system. The discipline of learning design is struggling to cope with complexity. The literature is replete with recognition that our knowledge-based society demands a different attitude towards learning and its provision, one that spans a lifetime and is integrated into work and other contexts; that our notions of learning must extend beyond the psychological processes of an individual to one that recognises it is a property of complex systems; and that digital technologies offer a means for realising complex pedagogies that free formal education from some of the constraints of the past. These insights have influenced recent learning design theory and discourse: constructivist design theories for problem solving (Jonassen, 1999; Reigeluth, 1999; Schwarz, Lin, Brophy, & Bransford, 1999); calls for new directions on technology-based design (Kozma, 2000); design methodologies for acquiring complex skills (van Merriënboer, 1997); and a 'first principles of instruction' approach to instructional design (Merrill, 2002). Yet there is a sense that this potential to realise complex pedagogies is mostly unmet. Teachers' practices often fall short of their espoused goals (Prosser & Trigwell, 1997). The factors that influence their practices are complex, contextually dependent on the constraints of the teaching environment such as their perceptions of student capabilities and assessment practices, and subject to individual variation (Bright, 2002). Learners are increasingly encouraged to be independent, autonomous and self-directed in their study (Candy, 2004). Responding to the ubiquity of digital technologies, the rapid pace of change and the need for continuing learning, students rarely pursue strategies as unsituated or unemergent as pre-defined curricula.}, added-at = {2019-10-06T14:42:37.000+0200}, author = {Rohse, Shanta and Anderson, Terry}, biburl = {https://www.bibsonomy.org/bibtex/28494eb08fb605936eba86fa964194d93/yish}, interhash = {58bfb4303488b6c79fc9ee921d26b7a2}, intrahash = {8494eb08fb605936eba86fa964194d93}, journal = {Journal of Learning Design}, keywords = {design heutagogy hybrid learning patterns self-determined self-regulated}, number = 3, pages = {82-91}, timestamp = {2019-10-06T14:42:37.000+0200}, title = {Design patterns for complex learning}, volume = 1, year = 2006 }