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Benefit from proven practical knowledge: Each pattern is systematically structured and has gone through a review process.
esign Patterns are simple sketches and annotations that get down to the essence of how a space works. These key ideas break down the complexity of school design as part of a system. Through the use of Patterns we can design and connect successful educational environments and experiences.
Design patterns make hidden knowledge explicit and shareable. They are a tool to communicate practical educational strategies. Our first batch of patterns are solutions we've tried and tested as part of the CLaS project. They cover topics including: creating self-paced modules, teaching design thinking online, object-based learning at scale, running a live Q&A online and scheduling tutorials all in a day. Each pattern includes examples of how they were implemented in a specific context in a unit of study.
A book for Sense Publisher's 'Technology Enhanced Learning' series
Editors: Yishay Mor (London Knowledge Lab), Steven Warburton (King's College London) and Niall Winters (London Knowledge Lab)
Series editors: Richard Noss & Mike Sharples
Designing effective educational technology and technology-based activities is a non-trivial problem. This is often because the two need to co-evolve and thus no designer has a fixed reference point. Ideally, techno-pedagogical design needs to be an interdisciplinary exploration where every agent in the system – the learner, teacher, educational designer, and policy maker – is driven to constantly experiment and redesign their practices. This creates an acute need to find effective ways of sharing design knowledge in education. Yet the current literature, whether academic or professional, does not adequately support such sharing. Two extremes dominate: anecdotal accounts of personal experience on one side, and abstract theory on the other. From the perspective of practitioners aspiring to perfect their craft, both are problematic as they require significant interpretive effort before they can be applied to a new situation. This interpretive gap means that practitioners have difficulty building on the success of others in a cumulative manner. The current literature (in particular academic texts) tends to refer to a specific disciplinary or paradigmatic source. What practitioners need is to be able to access all facets of the educational experience and choose those that work best for their context, be it epistemic, pedagogic, organizational, social, and/or technological.
The University of Oregon's campus planning policies and procedures are laid out in the Campus Plan Fourth Edition 2019, its amendments, and other associated documents.
Rusts type system requires that there only ever is one mutable reference to a value or one or more shared references. What happens when you need multiple references to some value, but also need to mutate through them? We use a trick called interor mutability: to the outside world you act like a value is immutable so multiple references are allowed. But internally the type is actually mutable. All types that provide interior mutability have an UnsafeCell at their core. UnsafeCell is the only primitive that allows multiple mutable pointers to its interior, without violating aliasing rules. The only way to use it safely is to only mutate the wrapped value when there are no other readers. No, the garantee has to be even stronger: we can not mutate it and can not create a mutable reference to the wrapped value while there are shared references to its value. Both the book and the std::cell module give a good alternative explanation of interor mutability. What are some patterns that have been developed to use interior mutability safely? How do multithreaded synchronization primitives that provide interior mutability follow similar principles?
A holistic understanding of modern evolutionary biology suggests that life evolves by a process of diversification and subsequent integration of diversity through collaboration (John Stewart in…