Designing for enactment:Multi-level patterns and routines in

teacher practiceYannis Dimitriadis

Luis P. PrietoSara Villagrá-Sobrino

ASLD 2011 Workshop – London, 13.10.2011

Designing for enactment (orchestrating) in authentic TEL settings

• Complex task with respect to:

– design, deployment, enactment, improvisation

Observing and eliciting patterns of teachers’ practice

• Routines/patterns for:

– Design (e.g. Clues)

– Deployment/Enactment (e.g. Use the digital board to exemplify

Refining, combining, applying multi-level patterns in authentic contexts

• Workshop with primary education teachers

– Design (e.g. Clues)

– Deployment/Enactment (e.g. Use the digital board to exemplify

Refining, combining, applying multi-level patterns (WS in Higher Education-1)

• Routines/patterns for:

– Design (e.g. Clues)

– Deployment/Enactment (e.g. Use the digital board to exemplify

Refining, combining, applying multi-level patterns (WS in Higher Education-2)

• Routines/patterns for:

– Design (e.g. Clues)

– Deployment/Enactment (e.g. Use the digital board to exemplify

Highlights

• Different levels (multi-level approach) of routines/patterns in TEL classroom orchestration

• Special emphasis on deployment/enactment/improvisation patterns, to be considered during design – evidence from workshops of benefits from such awareness

• Use these multi-level patterns to support orchestration

• 4-step approach/lifecycle: elicit, refine, combine, apply

• Open issues regarding:– Conceptualization, categorization, representation, technol

ogical support, workshop format, evidence