Pedagogical Patterns for tMOOC as a Social Technology of Relationship
Abstract
Information communication technologies, as technologies of human relations (ICRT), are linked with pedagogical patterns. Co‐design, as a dialogic, participatory, and relational process, leads task based Massive Open Online Course (tMOOC) to justify the use of ICRT for lifelong learning. From sociocultural constructivism principles, patterns offer possibilities for participation by collaborating with professionals (teachers, designers, researchers) and students. On this subject, patterns involve everyone in the learning scenario, transferring best practices in the pattern language. Applying triangulation as a methodology, we are focused on two aims: analyzing the documentation of pedagogical patterns as a technology of relation (O.1), and synthesizing the information according to tMOOC (O.2). Eleven documents are worked on, including scientific articles, research reports, and a conference paper. As a result, patterns are explored and described according to their processes, structures, modalities, methods, and resources. Finally, it is concluded that patterns underline collaborative tasks where the methodology based on design (IBL) is beneficial for the digital competence of educators. However, evaluative research directed to platforms in real contexts is necessary, attending to group management, metrics, and modeling.
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Societies2022,12,47.https://doi.org/10.3390/soc12020047www.mdpi.com/journal/societies Review PedagogicalPatternsfortMOOCasaSocialTechnology ofRelationship LucíaAmorós‐Poveda 1 ,JulioCabero‐Almenara 2 andAntonioPalacios‐Rodríguez 2, * 1 DepartmentofTheoryandHistoryofEducation,UniversityofMurcia,30100Murcia,Spain; [email protected] 2 DepartmentofDidacticsandEducationalOrganization,UniversityofSeville,41004Seville,Spain; [email protected] *Correspondence:[email protected] Abstract:Informationcommunicationtechnologies,astechnologiesofhumanrelations(ICRT),are linkedwithpedagogicalpatterns.Co‐design,asadialogic,participatory,andrelationalprocess, leadstaskbasedMassiveOpenOnlineCourse(tMOOC)tojustifytheuseofICRTforlifelonglearning.Fromsocioculturalconstructivismprinciples,patternsofferpossibilitiesforparticipationby collaboratingwithprofessionals(teachers,designers,researchers)andstudents.Onthissubject,patternsinvolveeveryoneinthelearningscenario,transferringbestpracticesinthepatternlanguage. Applyingtriangulationasamethodology,wearefocusedontwoaims:analyzingthedocumentationofpedagogicalpatternsasatechnologyofrelation(O.1),andsynthesizingtheinformationaccordingtotMOOC(O.2).Elevendocumentsareworkedon,includingscientificarticles,research reports,andaconferencepaper.Asaresult,patternsareexploredanddescribedaccordingtotheir processes,structures,modalities,methods,andresources.Finally,itisconcludedthatpatternsunderlinecollaborativetaskswherethemethodologybasedondesign(IBL)isbeneficialforthedigital competenceofeducators.However,evaluativeresearchdirectedtoplatformsinrealcontextsisnecessary,attendingtogroupmanagement,metrics,andmodeling. Keywords:democratizationofculture;digitalization;educationaltechnology;groupbehavior;life skills 1.Introduction Theimportanceofthisstudyconsistsinitsfocusondigitalteachingcompetence[1,2], asthisbecomesachallengethat,undertheframeworkoftheEuropeanUnion[3],stimulatesteachertraininginskillsrelatedtotechnologiesofinformationandcommunication [4].Inadditiontothefactthatyoungpeopleareattractedtonewtechnologies[5],italso happensthatthedegreeofsatisfactionofteachersintheirtrainingdoesnotpresentvery highvalues[6].Thus,policiesshouldproposesolutions[7,8],especiallywhentheperceptionofMOOCs(massiveonlineopencourses)ispositive[9]. Inthiscontext,thedesign,productionandevaluationoft‐MOOCfortheacquisition byteachersofDigitalTeachingCompetencesproject(DIPROMOOC)originatesand,in ordertofavorinitialandpermanenteducationforteachers,directsitsworktowards tMOOCsinnon‐universitycontexts.AsOsuna‐Acedoetal.,indicates,weareinthepost‐ MOOCera,whichmeansthatmasscoursesassumeadeepsocialburden(sMOOC,social massiveonlineopencourses),wheretMOOCs(ortransferMOOCs)aretheprotagonists [10].Inthissense,participatoryresearch[11],co‐design,andco‐creationbecomedemocratizingsocio‐educationalpractices[12–15].Publicparticipationanditsmobilizationisa livingexampleofculturaldemocracyexemplified[16]. TheeducationalvisionsofMOOCsdeservetobeaddressed[17]becausetMOOCs focusonproblem‐solvingtasksandactivities[18,19],enablingthetransferoflearning, Citation:Amorós‐Poveda,L.; Cabero‐Almenara,J.; Palacios‐Rodríguez,A. PedagogicalPatternsfortMOOCas aSocialTechnologyofRelationship. Societies2022,12,47. https://doi.org/10.3390/soc12020047 AcademicEditors:GregorWolbring andSandroSerpa Received:7January2022 Accepted:8March2022 Published:11March2022 Publisher’sNote:MDPIstaysneutralwithregardtojurisdictional claimsinpublishedmapsandinstitutionalaffiliations. Copyright:©2022bytheauthors.LicenseeMDPI,Basel,Switzerland. Thisarticleisanopenaccessarticle distributedunderthetermsandconditionsoftheCreativeCommonsAttribution(CCBY)license(https://creativecommons.org/licenses/by/4.0/).
Societies2022,12,472of15 transformingpedagogyintoactionandinteractionbetweenprofessionals,andfavoring participationthroughcollaborativepro‐communitywork[10].Inthisway,teachingdigitalcompetenceisstimulated,attendingtosocialresponsibility,inclusion,andcitizenethics,inaccordancewiththemostsignificantcompetenceframeworks[2]. ThetMOOCs,withtheircollaborativetransferapproach,arefocusedontasksencouragingparticipation[20],whichfitswellwiththepossibilitiesofferedbypedagogical patterns(LD)andlearningdesignplatforms(LDS).Whentheareaofrelationshipswith otherhumanandnon‐humanbeingsarecarefullyattendedto,morepossibilitiesareofferedforapolicyofrapprochementbetweendifferences.Things,andrelationshipswith things,arethesubjectofsocialandaffectiveties[21]. ThebehaviorpatternsinMOOCshavebeenanalyzedaccordingtotheimpactofparticipation[22],clicksmade[23],orpermanenceintermsofviews[24].However,thelearningprocesswithinMOOCsisquiteabitmorecomplex.Infact,thestudybyDelPeral indicatesthatthetracingandanalysisofstudentprofiles,consideringtheirtemporaluse, doesnotleadtoahigherperformanceoftheMOOC,ortoahighergrade[19].Gamageet al.,bringmoreinsightsbymakinguseofethnographicresearchtounderstandthebehaviorpatternsthatleadstudentstofinishorabandonacourse[25].Beingawareofthefusion ofresearchmethods,thescopeoftheDIPROMOOCprojectaffectsthedesign,development,andevaluationofthetMOOCwhich,innon‐universityteachertrainingcontexts, acquiresspecialrelevanceduetotheunderlyingsocio‐educationalinvolvement.Theprojectpavesapaththatrequiresstudiesinquantityandquality[26]. 2.PedagogicalPatternsfortMOOC Thetermpedagogicalpattern,alsoknownasdesignpattern[13,15,27,28],comes fromthefieldofarchitecture[27,29],inparticularwiththeworkofAlexanderetal.[30]. Inthework,“APatternLanguage”,theyworkedwithmorethantwohundredpatterns unitedtoconfigureacity,abuilding,oraconstruction.Eachinitialpatterndescribedsolutionstodifferentspacesandencouragedlocalcenterstoexchangewithnodesofactivity.Alongthesamelines,theyproposeddistributedspaces,suchasclusters,forthepromotionofgroupsofpeoplewithface‐to‐facecontact. Inagenericway,takentothefieldofeducation,patternsareunderstoodassimple routinesusedinlearning[31].Itisamatterofhabits,orofrepeatedhabitswhenitcomes tolearning.Thepedagogicalpatternisaformofrepresentationthatsolvesadesignproblem[32]. Withaprecisestructure,thepatternexplainsenoughtoofferanactionguide,inadditiontobeingflexiblewhenitcomestocreativelyadaptingtootherspecificneeds[33]. Apatternisaguidethatsolvesproblemswhich,havingbeensooftenrepeated,havegeneratedaresponsemodel[27].Scalabilityandflexibilityaretwoofitsmaincharacteristics. Thepatternscanbeextractedfromusefullearningobjectsasareusableanddigitalresource.Inthesameway,learningpatternsallowcontextualizedcontentfromasingle modeltoleadtoadifferentonethatisalsocontextualized. Grosetal.[13]pointsoutthelinkwithconnectivisttheoriesandsocioculturalconstructivism,andGonzalezetal.[27]doessowithconstructivism.Inanotherorder,acall totheusualsocioculturalapproachinthenatureofMOOCsispresentedintheempirical studydedicatedtothelevelofdevelopmentofteachingdigitalcompetencein[4]. 2.1.PatternsasRelationshipTechnologyvs.tMOOCTraits Somecharacteristicsofthepedagogicalpatterns,asfeaturesofthetMOOC,initially allowthefusionofthedoubletechnological–instrumentalperspectiveandpermanent training.Takingthe10T’staxonomyfrom[10],tenpatternqualitiesrelatedtothecharacteristicsofthetMOOCsarecollected(Table1).
Societies2022,12,473of15 Table1.Characteristicsofthepedagogicalpatternvs.featuresofthetMOOC. PatternCharacteristicsTMOOCTraits ContextualizationTransnationalism CollaborationCollaborativework ScalabilityOpenseason ActivityTransmediality IntrospectionfromconversationTRIC(relationship,information,and communicationtechnologies) Involvementfromco‐designPedagogicaltransformation FormativeassessmentAuthentictasks InteractivityfromparticipationIntercreativetalent UnderstandingfromreflectionTransferoflearningtoprofession FlexibilityTolerance Inthissense,whenthepedagogicalpatterniscontextualizedinterritoriallyopen spaces(transnationalism),thecrossingofculturesisfavored.Foritspart,collaboration providesameetingpointforexchangingknowledgeandexperiences.IntMOOCs,people teachandlearnfromeachotherbybecomingactiveagents[27,34].Infact,theco‐design methodologyitselfsupposesanactiveinvolvement,wherethepeopleinvolvedareprotagonistsandagents[8,12],reachingthelevelofcompetenceexplicitlyindicatedinthe mostsignificantframeworksofdigitalteachingcompetence[2]. Alongthesamelines,apatternisacapsulethat,inturn,canbelinkedtoothersto adapttonewlearningcontexts[13,32].Thepossibilityofthescalabilityofapatterndoes notdependontimeintervals,givingspacetothinkaboutwhattodoandhowtodoit withoutpressurefromthesystem.ThisopentemporalityofthetMOOCisindicatedin the10T’staxonomy. Inthesamewaythatthepatternsassumeactivitybasedontransmediacontentand narratives,thetMOOCsnoticemultiformatanddialogicprocessesthatarecharacteristic ofthepatternsevidencedin[14,28].Transmediaresourcesreinforceparticipation,selfsufficiency,andcriticalcapacity. Thepedagogicalpatternsassumeintrospectionfromtheconversation,usuallywhen theyareco‐designed,needingspacesbasedondialogue[15,28,29,35].Inthepatterns,the participationbetweenprofessionals(teachers,designers,researchers)andstudentsfavors involvement,assumingtheimportanceofcoordinationbetweenthoseinvolved[36].With co‐design,everyonewinsinthelearningscenariobytransferringthepracticestothepatternlanguage. Thisdialogicprocessisrelational,which,whenputintopractice,isevidencedin[8] whenusingtechnologiesfocusedonrelationships,information,andcommunication (TRIC)inforeignpopulations.Thepatternsforfamilyeducationexemplifiedin[33]go alongthisline.ThetransformationinthebehaviorofthepatternsisreflectedasadistinctivefeatureinthetMOOCsincee‐participationbasedoncollaborationandjointreflection ensuresgroupswithsharedinterests[20,37].Thereisanewwayofbuildingsocietywhere thegroupsinvolvedendupwell‐rootedandgloballyconnected[10,38]. Furthermore,whenattendingtothefeaturesofthetMOOC,thecomprehensive–reflective–flexiblelineofthepatternsimpactstheformationofthecourse,transferringlearningtotheprofessionfromtolerance[10].Grosetal.,focusingonparticipatorydesign, recognizestheprocessoflabordemocratizationthatco‐creationentails[12].Participatory research,duetoitsnarrative,stimulatesself‐managementandthetranspositionofroles [11],whichisnotaminorelementwhenitcomestoproducingpedagogicalpatternsby anunderlyingdialogicalandinterpersonalcommunicationprocessthatfavorstrustrelationships.
Societies2022,12,474of15 2.2.PedagogicalPatternSystems Alearningdesignsystem,orLDS,isaplatformthatrequestscontent,plansit,and developsit[39].Themoreorlessformaldescriptionofthisscenarioisalsocalledaneducationalscript,orscriptandstoryboard,orstoryboard[8]. ALDSshouldnotbeconfusedwithacontentauthoringtool(CAT)oralearning managementsystem(LMS).However,theconceptofLDSisdiffusewhennoticingassociatedterms,suchasactivitymanagementsystem(LAMS,learningactivitymanagement system),environmentsthatsupportlearningdesigns(LDSE,learningdesignsupportenvironment),instructionalmanagementsystem(IMS),andeducationalmodelinglanguages(EML),tonamejustafew.Inessence,anLDSaddresseslearningobjectivesby respondingtowhodoeswhat,whentheydoit,withwhatresources,andwhatresultsare obtained[40]. Ultimately,alearningdesignbecomesapedagogicalscenariodescribedmoreorless formally.Thisscenarioexplainsaneducationalprocess,thatis,acompletepedagogical experiencethatisusualinthepedagogicalpatterns,aswellasitsowneducationalprocess intheframeworkofthetMOOCs.Therefore,alearningdesigncanfollowaninstructional designthatisgenerallyassociated,butisnotalwaysthecase.Table2showssomelearning designsystems[13]consideringsevencriteria,namely,theorganismtowhichtheLDS belongs,theplaceoforigin,thetypeofplatform,thepatternsystemtowhichitisassociated,themostnotableaction,aswellasthepedagogicalaidsitoffersanditsusesinlearning. Table2.Patternplatforms. CriteriaLdShakeCompendiumLDCollagePPC OrganismPompeuFabra University KMI OpenUniversity Universityof Valladolid London KnowledgeLab, Instituteof Education PlaceSpainUnitedKingdomSpainUnitedKingdom TypeSocialnetworkHypermediaEditorModeling SystemLD*LD*IMS**LDSE*** LAMS**** ActionActivitiesIdeasPatternsModeling HelpCreate collaboratingOrganizethoughtsCreate collaborating Createcollaborating Applications PBLMappingCollaborationRepository SituatedlearningFlexibleinterfacesIntegratein MOODLEModels,interprets Note:*learningdesign,**instructionalmanagementsystem,***learningdesignsupportenvironment,****learningactivitymanagementsystem. ContinuingwithTable2,twosystemswhosecountryoforiginisSpaincanbeseen fromtheUniversitiesPompeuFabra(LdShakesystem)andValladolid(Collagesystem). FromtheUnitedKingdom,theCompendiumLDoftheOpenUniversityandthePPCsystemoftheInstituteofEducationoftheUniversityofLondonareanalyzed.Thenatureof thefourdifferssince,althoughLdShakeisatypeofsocialnetworkandCompendiumLD
Societies2022,12,475of15 isahypermediathroughcartography,CollageandPPCdevelopsoftware.Ontheone hand,Collageisagenericcontenteditorand,ontheotherhand,PPCspecializesinmodelingfromtheinterpretationofpatterns. ThelearningdesignofLdShakeandCompendiumLD,initstechnological–instrumentalperspective,becomespermanenteducationinthepedagogicalscenariothatitsupposes.Ontheotherhand,however,CollageandPPC,althoughtheyimplypermanent educationspaces,fromtheirtechnological–instrumentalsensearesystemsbydefinition, thefirstofinstructionalmanagementandthesecondofactivitymanagementassuminga supportroleforLD. Theaction,help,andusecriteriaspecifyeachsettinginitseducationalperspective. LdShakeworksbysharingthedesignoflearningactivities,CompendiumLDarticulates ideas,Collagecollectsexistingpatterns,andPPCmodelspatternsfromadialogicprocess favoringthecommunity.ThegrantsofferedbyLdShake,Collage,andPPChavetodo withcollaborativecreation(co‐creationin[12]).Foritspart,thehelpprovidedbyCompendiumLDservestheorganizationofideas.ThepedagogicalusethatCompendiumLD entailsstandsoutbecauseitusesmappingthatfavorsinterestinglocationsandlinksin theconstructionofconcepts,anddoessothroughaveryflexiblevisualinterface.Forits part,LdShakeworkswiththeproblem‐basedlearningmethodfromsituatedlearning, withthesocioculturalcontextgainingoutstandingimportanceasakeyfactorintheacquisitionofcompetences[34,40,41].ThenatureofCollageassumesthecollaborativelearningdesignanditsscalability,whichallowsittobeintegratedintoMOODLE.Finally,the PPCinterpretspatternsundermodelingandabstractionprocesses,beingarepositoryof pedagogicalpatternsinitself. 3.MaterialsandMethods Underthegeneralobjectiveofinquiringaboutthedifficultiesoforganizingatraining action,thesignificancethatrelationship/interactiontoolshaveinnon‐universitycontexts andthatislinkedtopatternsisstudied.Forthis,documentsonpedagogicalpatternsare analyzed(SpecificObjective1,O.1)andtheinformationfromtheuseoftMOOC(Specific Objective2,O.2)issynthesized.Forthis,adatatriangulationmethodologyisused[42– 45],assumingthecomplexityoftheprocess[46]. Thisisanexploratory,inductive,anddescriptivestudyframedinthestateoftheart. Following[47],thecollectionofinformationismergedwiththeanalysisatthebeginning oftheprocess,obtainingdocumentscomoresultadodeuna(asaresultofa)descriptive bibliographicreview[48,49],alongthelinesexposedby[50].Theselectionoftextsiscarriedoutbyinterest.Selectionbyinterestisacharacteristicofdescriptiveornarrativeliteraturereviewsbecauseitdetectsresearchgaps[49].For[51],theliteraturereviewinvolvesinformationscanning,butalsoadescriptionofthestudytopic,anexam,oradiscussionofwhathasbeenaccomplishedpreviously. 3.1.InformationCollectionStrategies Fortriangulation,threestrategiesareapplied,namely,thenarrativeliteraturereview [48,49]itself,thesummaries,andthedissemination. Anarrativeliteraturereviewcomprisesthreesteps:theselectivewanderingoftargetedinformationfromDIPROMOOCandautomatednotificationsfromResearchGate andAcademia.edu;thetrackingofprimarysourcesandmultimediadocumentswithnonexclusivecriteriaoftheauthor’sscientificmaturity(obtainedthroughGoogleandDialnet analytics),thecurrentnessofthesources(yearofpublication),andthepopularityofthe citedauthor(verifiedwithGoogleandDialnetanalytics);theidentificationofkeywords inSpanishand/orEnglishinWoSandGoogleSearch,finallyusingthepatternwords “MOOC”,“learningdesign”—“LD”and“LDS”—and“co‐design”.ThereliabilityandvalidityofthesourceshasbeenbasedonthesolidityofWoSandDialnetdatabases,the prestigeofscientificevents,andthequalityofscientificjournals.
Societies2022,12,476of15 Fortriangulation,theabstractsarecollectedongridsfortheirversatility.Matrices facilitatethecreationoftypologies[48]andgiveconsistencytothedatacollectionand analysis[52].Matrices,whenhandlingrepeatedinformation,providecoherencesince whentheinformationisrepeateditisbecauseitislinkedinsomeway[48].Summaries arealsoused.Inbothcases,theyaredepositedwithinanalyticalreports.Takenfromthe progressandresultsreports,thedocumentsaresummarizedby“Author/Year.Location”, the“Description”oftheanalyzedworkandtheprocedurefollowed,“Modality”(face‐to‐ face,virtualorboth),the“Model/Method”usedinthedesignofpatterns,and“Resource”, indicatingthematerialproduced. InTables3–5,availableinthenextsection,ananalysisiscarriedoutconsideringthe location,expandingthesummariesonthebasisofpreviousannotations.Thenewgrids deepentheinitialdescriptionsandstandardizethedescriptiveelements,makingiteasier toobtainresults.Inaddition,thecriterionof“Author/Year.Location”isreplacedby“Author(Year).Country”.Thechangeisduetothefactthatthenewreadings,togetherwith thepastones,indicatetheuniversityinstitutionforwhichtheywork,makingitmorecoherenttousethecountryofsaidinstitution.Finally,theword“model”iseliminatedfrom thecriterion“Model/Method”,asitislessrepresentativeintheselectedresearch. Table3.GridofworksonpedagogicalpatternsinSpain. Author(Year). CountryDescriptionModalityMethodResource González (2012). Spain Patternlanguage Constructivism Universitycontext Face‐to‐face‐ VirtualAlexanderSubjectpattern Gros,Escofet, andMarimón‐ Martí(2016). Spain Co‐design Narrativeframework Iterativeanalysis 4‐phasepattern Universitycontext Face‐to‐face‐ Virtual IBL* DBR** Co‐designprocess Patternstructure Note:*IBL—inquiry‐basedlearning,**DBR—design‐basedresearch. Table4.GridofpedagogicalpatternsintheUnitedKingdom. Author(Year). CountryDescriptionModalityMethodResource Pachleretal., (2009a,2009b). UK Co‐design Conversation Follow‐up Structure Storiesandothers Notuniversity Face‐to‐face VirtualECD* Patterns Formativeelectronic assessment Pachleretal., (2010).UK Participation Collaboration Complexity Co‐designCollaboration Conversation Follow‐up Lotsoftools Iterativeprocess Commitment Analysis Face‐to‐face VirtualIBL** Patterns Formativeelectronic assessment Audiofiles Customsoftware design
Societies2022,12,477of15 Modeling Practicedomain Simplestructure Notuniversity Mor,Warburton andWinters(2012). UK SimplestructureFace‐to‐face VirtualIBL**Patternsforworkshops Moretal.,(2014). UKCo‐designFace‐to‐face VirtualIBL**NarrativeDesigns Patterns Warburtonand Mor(2015).UK MOOCdevelopment Iterativedesign Tieredapproach 3‐stepdesign Notcollege? VirtualSNaP!*** enPPW**** 25narratives 20patterns 5scenarios Note:*ECD—evidence‐focuseddesign;**IBL—inquiry‐basedlearning;***SNaP!—scenarios, narratives,andpatterns;****PPW—participatorypatternsworkshops. Table5.GridofpedagogicalpatternsinAustralia,Japan,andCostaRica. Author(Year). CountryDescriptionModalityMethodResource Goodyear (2004).Australia Activemethods Structure Fluiddesign ConversationIterative Process Academic VirtualAlexander Discussiongroup pattern Patternlanguagefor thetask“Debate” IsakuandIba (2016).Japan Patternlanguage Groupwork Familyeducation Face‐to‐faceAlexanderPatternsfor (co‐)cooking Acuña‐Sosaand García‐González (2019).Costa Rica Co‐designinstages Participation Collaboration Symmetricrelationship PEA** Iterativeprocess Storyanalysis Recordings Observation HighEducation VirtualIBD*Co‐designanalysis Note:*IBD,design‐basedresearch;**PEA,openteachingpractices. DuetothenatureoftheDIPROMOOCproject,thedisseminationofprocessesand resultsisusedasaninformationgatheringstrategyforseveralreasons.Boththereception ofmessagesrelatedtoscientificeventsandinvitationstopublishhavebeensourcesto presenttheprogressofthestudy.Coupledwiththis,newsourcesofinformationare known.
Societies2022,12,478of15 3.2.ResearchTechniques Expertjudgments[2]andinformationtriangulation[53]havebeenusedtooffera reliableandvalidresearchmethod.Forthefirst,blindpairassessmentisused,andforthe second,report‐basedtriangulation.ForCorujo‐Vélezetal.,thetriangulationofdataallowsforcontrastingandcomparing,inthiscase,threeanalyticalreports[54]. 3.3.ResearchTools Eightresearchtoolsareapplied(Figure1),andfromthemwemustdistinguishfive thathavebeenusedatalltimesandanotherthreethathavebeenusedataspecificmoment.Inthefirstresearchphase,automaticnotificationsfromResearchGateandAcademia.edu,andtheWoS,GoogleSearch,andDialnetdatabases,areused.Inthesecond phase,thememorandumisusedpunctuallyasaresponsetotheexpertevaluation.Reports(3),thedigitalrepository(3),grids,e‐mail,andwebpagesareusedthroughoutthe process.Thethreeanalyticalreportsaretheprogressreport,theresultsreport,andthe finalreport.Withthegrids,typologiesareelaboratedalongthelinesofMoretal.[55].The e‐mailguaranteestheentryandexitofcurrentinformationandthewebpagesusedareof scientificdissemination. Figure1.SNaPmethod!(scenarios,narratives,andpatterns)intheformatofparticipatorypatterns workshops(PPW). 4.Results Next,theresultsofthespecificobjectivesarecollected,namely,toanalyzedocumentationonpedagogicalpatterns(OE1)andtosynthesizetheinformationfromtheuseof tMOOC(OE2). 4.1.DocumentAnalysisonPatterns Elevendocumentsareworkedon,includingscientificarticles,researchreports,and aconferencepaper.Attendingtouniversityentitiesthatformit,therearetwoworkslocatedinSpain(UniversityofAlcaládeHenares,UniversityofBarcelona,Universityof
Societies2022,12,479of15 Vic‐CentralUniversityofCatalonia,andOpenUniversityofCatalonia),sixintheUnited Kingdom(UniversityofLondon,TheOpenUniversity,andUniversityofSurrey),one fromJapan(KeioUniversity),onelocatedinAustralia(UniversityofSydney),andanother inCostaRica(UNEDCostaRica).Fourworkscorrespondtonon‐universitytrainingcontexts,namely,vocationaltraining[14,15]andfamilyeducation[33].Oneofthemoffersa patterndesignappliedtoMOOCsinparticular[28]. Consideringtheface‐to‐faceorvirtualcontext,theanalysisidentifiessevenworkson pedagogicalpatternsinbothmodalities,threeinavirtualmodalityonly,andoneface‐to‐ face.Regardingthemethodormodelused,thedesignofpatternsfromthoseofAlexander,inquiry‐basedlearning(IBL),evidence‐centereddesign(ECD),andthemethodofscenarios,narratives,andpatterns(SNaP!). InTable3,theworkcarriedoutbyGonzálezetal.,addressesthepatternlanguagein face‐to‐face–virtualuniversityeducation,assumingtheconstructivistparadigm[27].Alexander’sdesignpatternsappliedtoasubjectareused.InGrosetal.,apatternisbuiltin fourphases,inauniversitycontextandthroughco‐designmethodology,underaniterativeprocessassuminganarrativeframework[13].Thephasesarediscussion–abstraction– formalization–validation.Thestructureofthepatternfollowsthecriteriaofcontext–problem–Solution.Adesign‐basedinvestigation(DBR)isapplied,assumingtheIBL,obtaining apatternstructureandanX‐rayoftheco‐designprocess. ThegridinTable4delvesintotheselectedUKjobs.LedbyPachleretal.[15],the methodologybasedonpatternsfromtheevidence‐centereddesign(ECD)addressesthe electronicmonitoringoflearning(formativeelectronicassessmentore‐assessment).The diversityofmethodstomaketheevaluationmoredynamic,assumingaconversational framework,ishighlighted.Thepatternstructurefollowstheseriesresume–problem–context–solution‐relatedpatterns–support–justification(theoretical).Itworkswithstories thatwillbetoldtoothersandincludesdirected,serial,andopenactivities,wheretheuse oftechnologyisjustonemoretool. Asaresource,Pachleretal.[14]offeralistofformativeelectronicassessmentpatterns workinginnon‐university(over16years)anduniversitycontexts. InPachleretal.[14],participationandcollaborationingroupsisemphasized,assumingtheiterativeprocess.Acontextofengagement,analysis,andmodelingisfavored.In thedesignofpedagogicalpatterns,weworkwithcasehistories,discussedamongpeers andcollectedonthewikiunderatemplatepreparedbytheteamtostandardizethe speechesandfacilitatetheanalysis.Social,cognitive,andtechnicallycomplexinteractions arelinked,generatingmasteryofthepractice.IBL,orinquiry‐basedlearning,applies.The structureofpatternsissimplifiedunderthecontext–problem–solutioncriterion.Itworks withteachers(inpairs)andapprentices(individually).Ofthefivecasesanalyzed(universityundergraduateincase1ormorethan16yearsincase5),non‐universitycontextsare assumed,obtainingaudiofiles(withtheuseofAudacityandadigitalaudiorecorderon aDictaphone)andacustomsoftwaredesign. FollowingTable4,Moretal.[56]coincideswithPachleretal.[14]byofferingasimplifiedpatternstructurefromthecontext–problem–solutioncriterion.Themodalityis face‐to‐face–virtualwiththeIBLmethod.Asresources,workshoppatternsareobtained. In[57],themethodologybasedonpedagogicalpatternsisused,inface‐to‐face–virtual modeandwiththeIBLmethod.Asresources,theyprovidenarrativedesignsandpedagogicalpatterns. TheworkofWarburtonetal.[28]representsgreatrelevanceforseveralreasons.The firstisthattheycreateaMOOC.Inaddition,simplecyclepatternsareintegrated(iterative design).Theyuseatieredapproachtodevelop,refine,andtestpatterns. Thestudyattendstothepermanentformationreasonforwhyitworksinnon‐uni‐ versitycontexts.Thefifthreasonisthattheydistinguish,inthreesteps,thedesignactivity ofapedagogicalpattern:1st,narrativepatternswiththecriterionsituation–task–actions–