”Design patterns” were originally proposed in architecture and later in software engineering as a methodology to sketch and share solutions to recurrent design problems. In recent years ”pedagogical design patterns” have been introduced as a way to sketch and share good practices in teaching and learning, specifically in the context of technology enhanced learning (”e-learning patterns”). In a competence development project for teachers across our university, the negotiation of design patterns sketched by teachers themselves was used as a means to enhance communities of practice around the sharing of ideas and experiences with teaching and learning. Rather than a formal pattern language aimed at a database of design patterns, the real potency of the methodology arises from the very process of negotiating suggested patterns and the resulting elaboration of teachers’ conceptions about problems, solutions, resources and activities involved in their own teaching.
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