eLearning Design Patterns

The concept of a design patterns was originally recognized and popularized by Christopher Alexander to make sense of the manner in which architects (of buildings) could so easily generate their designs. He identified a design pattern as a construct that:

“describes a problem which occurs over and over again in our environment, and
then describes the core of the solution to that problem, in such a way that you can
use this solution a million times over, without ever doing it the same way twice”

Alexander, C. et al. (1977) A pattern language: towns, buildings, construction, New York: Oxford University Press.

Alexander proposed that designers seldom create designs from scratch. Instead, they recognize that the similarities between their problem and previous problems and the similarities that should be applied in proposed solutions. Alexander’s idea has since been eagerly adopted by software designers.

eLearning Design Patterns

In 2005, the European E-Len Project produced a report on 34 possible applications of design patterns to eLearning. Unfortunately, the underlying project has been closed – possibly because many of their “patterns” turned out be fairly obvious and trivial to any experienced teacher: e.g.,

• Management of on-line
  questionnaires
• “Management of on-line questionnaires”
• “Moderation of asynchronous online groups”
• “Student interaction in groups”

An older, but arguably more interesting, model can be found at The Pedagogical Patterns Project. This links to an effort that seemed to fade in the mid 2000s that produced a set of far more interesting design patterns. Many of these were aimed at classroom teaching, but they illustrate the ability to define a problem and pose a generalizable and believable solution pattern. Consider the following example from a book submission that the authors provide on their website:

SHOT GUN SEMINAR *
This pattern was originated by Alan O’Callaghan

You wish to have a group of learners discuss the results of literature research of diverse topics.

❊❊❊

A typical technique to broaden a group of learners understanding of a field or topic is to have them research the topic and select one learner to report back to the group as a whole via a presentation. Often this results in a good presentation, but poor discussion, as only the presenter is fully motivated to do the research.

[details omitted]

❊❊❊

Therefore, identify a topic for research and encourage everyone in the group to research the topic. Choose the presenter by random ballot at the beginning of the scheduled presentation time. Restrict the timing for the initial delivery.

[details omitted]

❊❊❊

Shotgun Seminar recognizes that learners are typically motivated by the fact that they are presenting rather than by the intrinsic nature of the research topic. By selecting the presenter at the start of the seminar itself, every attendee is equally motivated to do the research, and is equipped to enter the discussion opened by the presenter. The overall benefit of a successful application of the pattern, especially on a regular basis, in a regular time slot, is strongly beneficial to the development of a research culture.

[details omitted]

This “design pattern” is practical and widely applicable, yet devoid of any assumptions about the specific subject matter of the class. It could be applied equally to a course in psychology, engineering or business. This gives it tremendous power and utility.

We have been following this concept for some time. On the face, it seems to promise tremendous time and cost savings. We even tried to write and apply a few design patterns of our own:

• HareAndTortoise – Pattern for situations where expert can do task quickly, but explanations are lengthy. The pattern calls for making two videos: a) one that is the expert at full speed to show how it is done, and b) one that is long and thorough so a learner can understand the implicit logic.
• StoryBehindTheStory – Pattern for situations where a new corporate policy may encounter resistance. The pattern calls for an authoritative figure to record a short (30-45 sec.) war story explaining the issue or threat that caused the policy to be adopted. This video is played as an introduction to motivate interest and compliance.

Despite our efforts, we consistently hit a major roadblock. It doesn’t help if we follow a design pattern and our clients don’t. Unless we can get our clients to recognize, understand and respect the pattern, they will do what clients usually do. They will toss us material and tell us to sort it out. Worse, they may try to apply their own conception of a design pattern and ‘help’ us by delivering raw materials in that form. We are always begging our customers not to help us.

Reluctantly, we have come to the conclusion that design patterns are a fantastic idea that will never catch on – at least until there is broader industry collaboration on the construction and maintenance of these patterns. What if the commercial training and eLearning industry were to embrace eLearning design patterns? What if a group of major vendors and eLearning consumers got together and built a library of these documents? Imagine a world where eLearning buyers and vendors had conversations like these:

• “We need a course that is mostly StoryBehindTheStory, but with a few JustTheFactsMa’am patterns”
• “I think we can deliver what you want using mainly the HareAndTortoise pattern – with a Flash animation Roadmap on the front for guidance.”

Oh well, one can dream.