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ERIC Number: EJ921786
Record Type: Journal
Publication Date: 2011
Pages: 27
Abstractor: As Provided
Reference Count: 55
ISSN: ISSN-1743-9884
Representing Practice: Practice Models, Patterns, Bundles
Falconer, Isobel; Finlay, Janet; Fincher, Sally
Learning, Media and Technology, v36 n2 p101-127 2011
This article critiques learning design as a representation for sharing and developing practice, based on synthesis of three projects. Starting with the findings of the Mod4L Models of Practice project, it argues that the technical origins of learning design, and the consequent focus on structure and sequence, limit its usefulness for sharing practice between teachers. It compares practice models with two alternative, more flexible, representations, patterns and bundles, based on the outcomes of the Pattern Language Network (Planet) project and of the Centre for Excellence in Teaching and Learning: Active Learning in Computing (CETL ALiC). It concludes that while practice models may be useful in mediating between teachers and technical developers, they cannot encompass the range of practice teachers require to represent. A pattern language is more comprehensive and has the advantage of being generative, but is difficult for teachers to acquire, and bundles may provide a more adoptable representation. (Contains 2 figures, 1 table and 1 note.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Adult Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom