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This proposal arises from our experiences gained through the Pedagogical Patterns Project (PPP) [4, 5]. The PPP started during OOPSLA '95, made its first public appearances at ECOOP '96 and then TOOLS USA '96; we held our first workshop at OOPSLA '96. Our aim was to capture successful experiences of learning and teaching OT, from industry or academia, in a homogeneous, easily-accessible format, and we saw patterns as a suitable vehicle for achieving this.We have held sessions at numerous conferences in America and Europe and have collected in excess of 50 teaching techniques written in pattern format. Approximately 10 of these have been through the 'shepherding' process, have been discussed at a writer's workshop, and have been revised. The PPP, and the proto-patterns themselves, have proved to be useful, and have helped educators to explore and exchange their teaching experiences.
The contributions come from a wide selection of people with varying circumstances and backgrounds, and they vary considerably in focus, from curriculum design to a technique for teaching or learning a specific concept. Initially we did not see this as a problem as we were trying to collect successful reusable experience, and the people attending our workshops encouraged us in our efforts and were enthusiastic about the results. However, as we have learned more about patterns and pattern languages, it has become clear that our initial scope was too wide to reap the full benefits that a pattern language could potentially offer. To produce a targeted pattern language, we need to focus on a specific area of OT pedagogy.
However, other projects also looking to capture reusable experience in Computer Science Education are not using a 'pattern' paradigm. For example, EPCoS uses a notion of 'bundle' and The On-line Computer Science Teaching Centre aims to collect together reusable resources. This has led us (and others [3]) to ask what benefits are gained from capturing experience as 'patterns' rather than as guidelines, templates or simple stories?
The workshop will ask participants to consider the benefits of expressing reusable experience as patterns (as opposed to another homogeneous form). We will also ask them to consider the kinds of shareable experience they have, and they would want from others.
References
[1] Effective Projectwork in Computer Science http://www.cs.ukc.ac.uk/national/EPCOS/
[2] Fincher, S.A. (1999) Analysis of Design: An exploration of Patterns and Pattern Languages for Pedagogy, to appear in Journal of Computers in Maths and Science Teaching, Fall '99.
[3] Manns, Mary Lynn, Helen Sharp, Phil McLaughlin, Maximo Prieto, (1998) 'Capturing successful practices in OT education and training', Journal of Object-Oriented Programming, Vol 11, No 1, March/April.
[4] Sharp, Helen, Mary Lynn Manns, Phil McLaughlin, Maximo Prieto, (1998) 'Patterns for Proficiency', Applications Development Advisor Vol 1, No 4, March/April.
[5] The On-line Computer Science Teaching Centre In Conference Proceedings 6th Annual Conference of the Teaching of Computing and 3rd Annual Conference on Integrating Technology into Computer Science Education, Dublin
| Centre for HCI Design,
School of Informatics, City University
Northampton Square London EC1V 0HB +44 171 477 8481 F +44 171 477 8859 |
Helen Sharp has been designing and teaching courses in OT since 1992. She has also been investigating how experienced software developers can best be supported while they make the shift from the traditional to the object-oriented approach. Within the pedagogical patterns project she has co-led workshops at ECOOP '96, TOOLS USA '96, OOPSLA '96, OT '97 and OT'98. |
| UNC-Asheville
One University Heights Asheville NC 28804 F |
Mary Lynn Manns has been teaching courses in Information Systems, including Object Technology, at the University of North Carolina at Asheville in the U.S. for 18 years. She has published articles on the education of procedure-oriented students and industry developers in the OO paradigm. Her current research, and PhD work, centres on the introduction of patterns into organizations. Within the pedagogical patterns project, she has co-led workshops at ECOOP'96, TOOLS USA '96, OOPSLA'96, OT'97 and OT'98. |
| Objects in Action
Thierschstr. 20 80538 Munich Germany ++49 89 2248 27 F |
Jutta Eckstein is an independent trainer and consultant in the area of object-oriented application development. She has developed object-oriented software since 1990 and since 1991 she has been designing and teaching OT courses in industry. Having completed a course of teacher training and led many 'train the trainer' programmes in industry, her main focus is on techniques which help teach OT. She has presented work in this area at OOPSLA, OT and EuroPLoP. Within the pedagogical patterns project she led a focus group at EuroPLoP '99. |
What benefits does the 'pattern' paradigm for capturing experience give to pedagogy?
What disadvantages does the 'pattern' paradigm bring?
What kind of pedagogical experience is it useful to capture?
Do we have patterns in the material we have collected so far?
The output from the session will include a list of benefits and disadvantages of using the pattern paradigm for pedagogy, a better understanding of the kind of resuable experience educators are looking for, and some awareness of how some of the existing, shepherded pedagogical patterns do or do not shape up to expectations. Although positioned within a framework of 'pedagogy', some of the issues to be raised and discussed will, we believe, impact on other pattern-related endeavours.
| Session: Workshop 170 minutes | Level: intermediate |
| Audience: Participants should ideally be involved directly in
learning and/or teaching OT. They do not need to be experts in OT, as long
as they are able and willing to share their experiences of teaching and
learning OT. Trainers and educators from industrial and academic environments
would be equally welcome.
We would also be pleased to welcome people with a background in educational theory. |
Max about 30 |
Introduction to EPCoS and its approach (10 mins)
Introduction to The On-line Computer Science Teaching Centre and its approach (10 mins)
Group work to find commonalities and differences between the different approaches: what are they each trying to capture? (30 mins)
Structured feedback, and discussion (10 mins)
Group work to apply the radar diagram to shepherded, workshopped pedagogical patterns and thence to critique the radar diagram (1 hour)
Structured feedback, and discussion (15 mins)
Conclusions (5 mins)
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