Design patterns for complex learning

Abstract

A complex view of learning recognises that learning cannot be
pre-determined by teaching, but is as much defined by circumstances and
context as pre-defined learning objectives. Learning designs that accept
uncertainty help us to envision classrooms and curricula that are open,
dynamic and innovative. Architect Christopher Alexander’s patterns and
pattern language offer a means for researchers, practitioners, learners, and
technologists to capture and share the emergent processes of complex
learning. This paper examines the unique properties of patterns that support
complex design tasks and suggests a design-based research framework for
operationalising its practice. Through the thoughtful explication, mining and
construction of patterns, all participants can contribute to a richer learning
system.