1. Representing LD and classroomorchestrationthroughatomicpatterns Luis P. Prieto YannisDimitriadis Sara Villagrá-Sobrino ASLD 2011 Workshop – London, 13.10.2011

2. Contents of thepaper There are manyrepresentations, butfewdepicthowthedesignisactuallyenacted/orchestrated (in authenticsettings) Wepropose a new representation, followingmainelements of orchestration Taskswimlane + social levels (ref. Dillenbourg and others) Tools/resourcesused Howthetools and otherelements are used/combined atomicpatterns Wehaveuseditfor (teacherpractice) analysispurposes, nowexploring LD-related uses Making LD and itsenactmentexplicit and shareable Mirroringpropertiesforteachers

3. Feedbackfromreviewers WerelytoomuchonConoleforourargumentsaboutrepresentation Wedidnotjustifyourrepresentationaldecisions, orhowinformantsreceivedit Teachers are ableto use thisapproach? justify Situatebetterthecontribution and potentialbenefits: itwasoriginallytodocumentpractice, nowcouldbeusedtospecify in more detail, orforteacher use Relationshipwithtechnologyimplementations? More worked and commentedexamples of therepresentation in use

4. representing LD forenactment in authentic TEL settings Teachershavetoorchestratedesigns in authentic TEL settings Understandingnotonlythepedagogicalprinciplesbehindthedesign, butalsohowitshould/might/has beenenactedisbecomingincreasinglyimportant

5. representing LD forenactment in authentic TEL settings Thereexistmany LD representationalsystems Fewrepresentationsdepicthowthedesignisactuallyenacted in practice in authenticsettings

6. representing LD forenactment in authentic TEL settings Thereexistmany LD representationalsystems Fewrepresentationsdepicthowthedesignisactuallyenacted in practice in authenticsettings Wepropose a LD representation Intendedforcomputer-supportedcollaborativelearning (CSCL) Initiallyusedbyresearchers, foranalysis... nowexploring uses for LD, mainlybyteachers Mainfocus: includingenactmentelementsin thedesign, through“atomicpatterns” (vs. therepresentationitself)

7. proposedrepresentation (I) Taskswimlane + social levels (variation of representationsused in CSCL) Tools/resourcesused

8. proposedrepresentation (II) But... how are theelementscombined? Enter“atomicpatterns” Elicitedfromobservedteacherpractice

9. (very) preliminaryevidence (I) teacherappropriation of atomicpatterns in design, toenrichtheirLDs Use of atomicpatterns in teacherworkshopto introduce LD and enactment of CSCL

10. (very) preliminaryevidence (I)

11. (very) preliminaryevidence (II) Usefulness of enactment-time atomicpatternsduringdesign-time: Interviews aftertheworkshop

12. conclusion Adding “atomicpatterns” can be a goodcomplementtootherapproaches/representations Mainbenefits: Make LD and itsenactmentexplicit and shareable Goodmirroringproperties (teachersidentifythem and seethem as applicable) Open questions/directions: appropriation of thisrepresentationbypractitionersfor LD ... and manyothers (use bylearners, representation of atomicpatternsthemselves, taxonomies/relationships...)

13. Questions?Discussion? ... maybe, duringthecoffee break...

14. Thanks! for more information, pleasecontactlprisan@gsic.uva.es