The document discusses Yishay Mor's work using design-based research to develop learning activities and tools. It describes projects like WebLabs that used challenges to promote mathematical understanding. Mor analyzed these experiences to extract design patterns and a participatory methodology for sharing knowledge called Participatory Pattern Workshops. The goal is to represent educational design knowledge scientifically through narratives, principles and patterns in order to improve design and build a science of learning design.

1. From Experience to Abstraction through Narratisation and Conversation Yishay Mor http://www.yishaymor.org/

2. From Experience to Abstraction: Yishay Mor, University of Haifa, May 2011 http://www.yishaymor.org

4. “ enca” Epistemic framework From Experience to Abstraction: Yishay Mor, University of Haifa, May 2011

7. Learning vs. Education opportunistic, ubiquitous, continuous, Inherent, Directed towards A defined agenda Education = Designed Learning From Experience to Abstraction: Yishay Mor, University of Haifa, May 2011

9. ToonTalk www.toontalk.com From Experience to Abstraction: Yishay Mor, University of Haifa, May 2011

10. WebReports From Experience to Abstraction: Yishay Mor, University of Haifa, May 2011

11. From Experience to Abstraction: Yishay Mor, University of Haifa, May 2011

14. Challenge From Experience to Abstraction: Yishay Mor, University of Haifa, May 2011

15. Response From Experience to Abstraction: Yishay Mor, University of Haifa, May 2011

16. Rita’s Robot From Experience to Abstraction: Yishay Mor, University of Haifa, May 2011

17. Rita’s Robot From Experience to Abstraction: Yishay Mor, University of Haifa, May 2011

18. Rita’s Robot From Experience to Abstraction: Yishay Mor, University of Haifa, May 2011

19. Rita explains.. From Experience to Abstraction: Yishay Mor, University of Haifa, May 2011 To create my sequence I thought thus: My first term is 2 and each one of the other terms is gotten of the previous one adding 2 and multiplying 4 to the result. I created a box with 4 holes. In the first hole I put the first term (2), in the second hole I put the number that I wanted to add (2), in the third hole I put the number that I wanted to multiply (x4) and in the fourth hole I put a bird. I gave the box to the robot and I went in to the robot thought. In the robot thought, I copied with magic wand the first 2 and gave to the bird, I copied with magic wand the second 2 and put in the first hole, I copied with magic wand x4 and put in the first hole. I Clicked in Esc and I left the robot thought. I cleaned the first number of the robot thought box and I tested my robot... And my sequence born...

20. But a few weeks later… From Experience to Abstraction: Yishay Mor, University of Haifa, May 2011 I can prove that my sequence and your sequence are equal with the process of algebraic representation used by Sofia group. Rita's sequence: A 1 = 2 A n+1 = ( A n+2 ) x 4, but if I using the distributive property of the multiplication relatively to the addition I can write that: A 1 = 2 A n+1 = A n x 4 + 8 that is the algebraic representation of the Cyprus's sequence. then I can prove that two sequences are equal.

22. “ enca” Epistemic framework From Experience to Abstraction: Yishay Mor, University of Haifa, May 2011

23. Read all about it.. From Experience to Abstraction: Yishay Mor, University of Haifa, May 2011 Mor, Y., & Noss, R. (2008). Programming as Mathematical Narrative. International Journal of Continuing Engineering Education and Life-Long Learning (IJCEELL) , 18 , 214-233. Mor, Y., Noss, R., Hoyles, C., Kahn, K., & Simpson, G. (2006). Designing to see and share structure in number sequences. the International Journal for Technology in Mathematics Education , 13 , 65-78. Mor, Y., Tholander, J., & Holmberg, J. (2006). Designing for cross-cultural web-based knowledge building. In T. Koschmann, D. D. Suthers, & T.-W. Chan (Eds.), The 10th Computer Supported Collaborative Learning (CSCL) conference (2005) (pp. 450-459). Matos, J. F., Mor, Y., Noss, R., & Santos, M. (2005). Sustaining Interaction in a Mathematical Community of Practice. Fourth Congress of the European Society for Research in Mathematics Education (CERME-4) . Sant Feliu de Guíxols, Spain. Mor, Y., & Sendova, E. (2003). ToonTalking about Mathematics. In I. Derzhanski, N. Dimitrova, S. Grozdev, & E. Sendova (Eds.), History and Education in Mathematics and Informatics, Attracting Talent to Science; Proceedings of the International Congress MASSEE 2003, september 15-21, Borovets, Bulgaria . Latvia: University of Latvia.

25. Design Patterns From Experience to Abstraction: Yishay Mor, University of Haifa, May 2011 [describe] 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 et al., 1977) ‏

26. Origins theory of architecture From Experience to Abstraction: Yishay Mor, University of Haifa, May 2011

27. From Experience to Abstraction: Yishay Mor, University of Haifa, May 2011 1994 2010

29. Pattern: Guess my X From Experience to Abstraction: Yishay Mor, University of Haifa, May 2011 Use a CHALLENGE EXCHANGE game of BUILD THIS puzzles to combine construction and conversation, promoting an understanding of process-object relationships and leading to meta-cognitive skills such as equivalence classes, proof and argumentation.

30. Guess my X: scheme of solution From Experience to Abstraction: Yishay Mor, University of Haifa, May 2011

31. The Learning Patterns Crop From Experience to Abstraction: Yishay Mor, University of Haifa, May 2011

32. Extracted from case studies From Experience to Abstraction: Yishay Mor, University of Haifa, May 2011

33. Collected at workshops From Experience to Abstraction: Yishay Mor, University of Haifa, May 2011

34. Read all about it.. From Experience to Abstraction: Yishay Mor, University of Haifa, May 2011 Winters, N., Mor, Y., & Pratt, D. (2010). The distributed developmental network - d2n: a social configuration to support design pattern generation. In P. Goodyear & S. Retalis (Eds.), Technology-enhanced learning: Design Patterns and Pattern Languages (pp. 233-254). Rotterdam: Sense Publishers. Winters, Niall, & Mor, Y. (2009). Dealing with abstraction: case study generalisation as a method for eliciting design patterns. Computers in Human Behavior, 25 (5), 1079-1088. Childs, M., & Mor, Y., Winters, N. et al., (2006). Learning Patterns for the design and deployment of Mathematical Games: Literature review. Mor, Y., & Winters, Naill. (2007). Games for learning: a design pattern approach (Workshop). Chais conference . Mor, Y., & Winters, Niall. (2008). Participatory design in open education: a workshop model for developing a pattern language. Journal of Interactive Media . Winters, Niall, & Mor, Y. (2008). IDR: a participatory methodology for interdisciplinary design in technology enhanced learning. Computers and Education , 50 , 579-600. Elsevier.

36. Pattern Language Network (Planet) From Experience to Abstraction: Yishay Mor, University of Haifa, May 2011 JISC (UK) Funded, 15 months, 26 workshops, 6 groups, ~100 case stories, ~30 patterns

38. PPW framework From Experience to Abstraction: Yishay Mor, University of Haifa, May 2011

39. And the outcomes.. From Experience to Abstraction: Yishay Mor, University of Haifa, May 2011 Mor, Y. (2011). Embedding Design Patterns in a Methodology for a Design Science of e-Learning. In C. Kohls & J. Wedekind (Eds.), Problems Investigations of E-Learning Patterns: Context Factors Solutions . Hershey, PA: Information Science Publishing. Mor, Y., Mellar, H., Pachler, N., & Daly, C. (2011). Formative e-Assessment: case stories, design patterns and future scenarios. In C. Kohls & J. Wedekind (Eds.), Problems Investigations of E-Learning Patterns: Context Factors Solutions (pp. 199-219). Hershey, PA: Information Science Publishing. Daly, C., Pachler, N., Mor, Y., & Mellar, H. (2010). Exploring formative e-assessment: Using case stories and design patterns. Assessment & Evaluation in Higher Education , 35 (5), 619-636. Pachler, N., Daly, C., Mor, Y., & Mellar, H. (2010). Formative e-assessment: practitioner cases. Computers and Education , 54 (3), 2010. Mor, Y. (2010). Guess my X and other patterns for teaching and learning mathematics. In T. Schümmer & A. Kelly (Eds.), Proceedings of the 13th European Conference on Pattern Languages of Programs (EuroPLoP 2008)

40. Yes, but is it science?* From Experience to Abstraction: Yishay Mor, University of Haifa, May 2011 *Apologies to Kelly, A. (Eamonn). (2004). Design Research in Education: Yes, but is it Methodological? Journal of the Learning Sciences , 13 , 115-128. Those among our theories which turn out to be highly resistant to criticism, and which appear to us at a certain moment of time to be better approximations to truth than other known theories, may be described, together with the reports of their tests, as “the science” of that time. Since none of them can be positively justified, it is essentially their critical and progressive character—the fact that we can argue about their claim to solve our problems better than their competitors—which constitutes the rationality of science. Popper, K. R. (1963). Conjectures and Refutations: The Growth of Scientific Knowledge . Routledge. pp. xii

41. Learning vs. Education opportunistic, ubiquitous, continuous, Inherent, Directed towards A defined agenda Education = Designed Learning From Experience to Abstraction: Yishay Mor, University of Haifa, May 2011

43. Theory Practice Design Science Yishay Mor – Alpine Rendez Vous 2011

44. The design experiment cycle (McKenney et al, 2006; Gravemeijer and Cobb, 2006; Cobb and Gravemeijer, 2008; Gorard, Roberts and Taylor, 2004; Cobb et al, 2003; Bannan-Ritland, 2003)

45. Embedded in a meta-cycle From Experience to Abstraction: Yishay Mor, University of Haifa, May 2011 (Middleton et al., 2008; Gravemeijer and Cobb, 2006; Pratt, 1988)

46. Wanted: scientific representation of design knowledge From Experience to Abstraction: Yishay Mor, University of Haifa, May 2011

47. Representations of Design Knowledge in Education From Experience to Abstraction: Yishay Mor, University of Haifa, May 2011 Design Narratives (Barab et al, 2008; Bell, Hoadley and Linn, 2004) Design Principles (Fuhrmann, Kali and Hoadley, 2008; Kali, 2006; 2009; Bell, Hoadley & Linn, 2004) Design Patterns (Retalis et al, 2006; Haberman, 2006; Derntl & Motschnig-Pitrik, 2005; Goodyear et al. 2004) Activity Sequences (Dalziel 2006) EML / IMS-LD (Koper & Tattersall, 2005; Koper & Olivier, 2004) Scripts (Miao et al., 2005; Kobbe et at., 2007)

48. Representations of Design Knowledge in Education From Experience to Abstraction: Yishay Mor, University of Haifa, May 2011 Design Narratives (Barab et al, 2008; Bell, Hoadley and Linn, 2004) Design Principles (Fuhrmann, Kali and Hoadley, 2008; Kali, 2006; 2009; Bell, Hoadley & Linn, 2004) Design Patterns (Retalis et al, 2006; Haberman, 2006; Derntl & Motschnig-Pitrik, 2005; Goodyear et al. 2004) Activity Sequences (Dalziel 2006) EML / IMS-LD (Koper & Tattersall, 2005; Koper & Olivier, 2004) Scripts (Miao et al., 2005; Kobbe et at., 2007)

50. Formalising Design Narratives From Experience to Abstraction: Yishay Mor, Technion, Feb 2011 Taxonomy Structure Collation Criteria Template Designer Narrative Criteria Method & Organisation Researcher Narrative Learner Narrative Teacher Narrative Participant Narrative Future Scenarios

51. Beyond Narratives From Experience to Abstraction: Yishay Mor, Technion, Feb 2011

52. From Experience to Abstraction: Yishay Mor, University of Haifa, May 2011

53. From Experience to Abstraction: Yishay Mor, University of Haifa, May 2011 Data Collection Methods Qualities of Design Narratives Methods for Aggregating Design Narratives Design Narrative Template Methods for Extracting Patterns from Narratives Qualities of Design Patterns Design Pattern Template Types of Design Narratives

54. The Patterns From Experience to Abstraction: Yishay Mor, University of Haifa, May 2011

55. From Narratives to Patterns From Experience to Abstraction: Yishay Mor, University of Haifa, May 2011

57. From Experience to Abstraction: Yishay Mor, University of Haifa, May 2011

60. From Experience to Abstraction: Yishay Mor, University of Haifa, May 2011

61. From Experience to Abstraction: Yishay Mor, University of Haifa, May 2011

62. From Experience to Abstraction: Yishay Mor, University of Haifa, May 2011

63. From Experience to Abstraction: Yishay Mor, University of Haifa, May 2011 STELLAR noe theme team, 8 EU partners, 1 year, started April 2011 (I am the team leader)

66. Thank you http://www.yishaymor.org