Assessment, be it formative, summative or diagnostic, is at the heart of all educational endeavour yet many university teachers are not trained in assessment strategies and the underlying principles. Assessment should be fair and relevant for the targeted learning outcomes and engage the learner in a process of reflection that develops increased self-awareness. Patterns as descriptions of tested ways of action can help (university) teachers in achieving these goals, as teachers are not always trained in these specific aspects of education. In this paper we will present six patterns that take the diversity of students into account by offering choice and variety of assessment. The six patterns presented in this paper have been mined by a group of practicing educators during the first EduPLoP workshop held in March 2015 and build upon three earlier pattern sets.

While patterns are valuable tools for building on settled knowledge and thereby reducing the risk of failure, they also limit the freedom of creativity in design. After reflecting on the being behind actual being which highlights the need for an utopian component in design practice, we will reflect on how the spirit of an utopian thinking can be linked with traditional design activities. As a result, we propose a process scaffold that allows practitioners to switch between the two design approaches: rational design and creative and performative design. As a sample domain, we look at HCI patterns. But in general, the ideas presented in this paper should not be limited to this kind of patterns.

Assessment is one of the most important areas in education yet many university teachers are not trained in assessment strategies and the underlying principles. Assessment should be fair and relevant for the targeted learning outcomes. While these are honorable goals, the principles do not state how to achieve them. This is where patterns come to the rescue as they capture tested ways to ensure constructive alignment, a learning outcome oriented course design, and a clearly stated and communicated list of assessment criteria. The patterns presented in this paper have been mined by a group of practicing educators during the first EduPLoP. They are foundational assessment patterns and can be considered as entry point for more specific patterns on different assessment types.

Ausgangslage Literaturrecherche ist zentral fur die Arbeit in Forschung und Studium. Neben konkreten Rechercheergebnissen ist auch der Aufbau eines Verstandnisses fur ein bestimmtes Thema wichtig. Bibliothekare konnen nicht nur gezielt Literatur ermitteln, sondern auch passende weitere Werke empfehlen. Als Wissenskurator bringen sie ihre Erfahrung ein, um Nutzer fur weitere Suchterme zu sensibilisieren. Ebenso spezifizieren Fachzeitschriften Themengebiete, uber die in der Zeitschrift publiziert werden soll. Die einzelnen Artikel spannen einen Wissensraum auf, der innerhalb der Leserschaft das Selbstverstandnis der Zeitschrift und erganzend auch das Selbstverstandnis der Gruppe der Leser definiert. Im Laufe der Zeit konnen thematisch neue Beitrage dieses Verstandnis erweitern und andern. Der Wissensraum ist neu fur Bibliotheken, denn meistens tauschen sie nur Metadaten aus. Herausforderung Bislang wird nur der Wissenskorpus der Bibliotheken oder Verlage berucksichtigt. Das Wissen der Suchenden ist davon isoliert und wird nicht genutzt. Losungsansatz Wir schlagen eine Architektur vor, die das semantische Verstandnis der Suchenden visualisiert, Suchkontexte expliziert und diese fur Bibliotheken und Verlage nutzbar macht. Die Suchkontexte und damit das Verstandnis des Nutzers soll uber Anbietergrenzen hinweg weitergegeben werden. Ein offener Dienst soll diese uber ein offenes Austauschformat (semantisches Suchnetz) zuganglich machen. Durch Suchaktivitaten wachst der Suchkontext an. Bibliotheken und Verlage konnen ihn somit nicht nur zur Verbesserung von Suchergebnissen nutzen, sondern auch ihre Literatur-Metadaten anreichern. Erprobung Der kooperative Ansatz wird von der UB Hagen und dem Open Access Journal eleed in einem Forschungsprojekt erprobt. Wir laden Wissenschaftler, Bibliotheken und Verlage ein, den Dienst zum Aufbau von Suchkontexten/Suchnetzen zu nutzen.

Verkehrsraumplanung ist vor dem Hintergrund eines erhohten gesellschaftlichen Bewusstseins fur nachhaltiges Mobilitatsverhalten ein wichtiger Teil der Empfehlungen fur Verkehrserziehung. In diesem Beitrag stellen wir einen didaktischen Ansatz zur partizipativen Verkehrsraumplanung in der Primarstufe vor und zeigen, wie dieser Ansatz durch mobile Technologien unterstutzt werden kann. Erste Erfahrungen mit dem Ansatz konnten in 6 Grundschulen in Venedig gewonnen werden und geben Hinweise, dass auch Grundschulerinnen und -schuler mit der richtigen Unterstutzung durch mobile Technologie ein Bewusstsein fur nachhaltige Verkehrsplanung entwickeln konnen.

During the last decades, the pattern movement has been dominated by patterns describing the design of technology or matter, especially when it focused on the design of software or buildings. Positioned in the physical world, patterns are technical, full of formal instructions, and often building on a rational understanding of the world they act on. We argue that technical and formal pattern structures support the rational line of thought very well but also limit creativity of people applying the patterns. In contrast to this, a creative and performative account to design does at least not prevent the emergence of new structures not yet formalized in design patterns. In order to start a discussion about this distinction in the pattern community, this paper proposes eight theses that may serve as a research agenda towards a better understanding of the role of patterns for creative and performative design.

Experts and novices typically show different competencies in learning by abstraction. While novices typically consider the concrete example, experts often abstract from an example towards the underlying principles. This article presents a process and a computer-supported learning environment for learning through abstraction. An evaluation of the learning environment shows that pilot students were able to construct an abstract model from experience reports using the learning environment. The fewer common surface features the examples had, the easier was the abstraction. We also found that learners reflect on their learning process and adjusted the process to their specific learning preferences by following a modified process for learning through abstraction.

Summary An important factor for individual and organizational learning is the identification and the sharing of practical experience. This article presents PATONGO-Storm, a process and an e-Learning tool for supporting workshops that initiate cross-organizational exchange of practical knowledge. The tool collects and relates experiences and challenges. Practitioners with related contributions are then brought into a discourse where they develop solutions for relevant challenges. The approach was validated in the Evangelical Church in Germany (EKD) where it showed first positive effects.

Das Lernen aus den Erfahrungen Anderer, also der Austausch von Praxiswissen und die Weitergabe von Erfahrungen zur Problemlösung, ist ein wichtiger Bestandteil der individuellen und organisationalen Kompetenzentwicklung. In diesem Beitrag stellen wir ein Werkzeug zur Unterstützung von Workshops und einen Prozess zur Interaktion in diesen Workshops vor, die dazu beitragen, dass Praktiker über Organisationsgrenzen hinweg in einen Praxisaustausch kommen. Herausforderungen und Lösungsideen werden rechnergestützt gesammelt und mittels semantischer Technologie vernetzt. Erfahrungen beim Einsatz des Prozesses in konkreten Workshops lassen auf eine positive Wirkung des Ansatzes schließen.

Meetings are an important form of interaction in business settings. However, meetings are often not held in a way that makes all participants feel engaged. Meeting support systems try to overcome this obstacle by helping meeting participants in the meeting workflow. This paper takes a complementary approach by distinguishing between different perspectives of good meetings: the peopleware perspective, the generic groupware perspective, and the roomware perspective. It is argued that all these perspectives have to be considered simultaneously when heading toward an ideal meeting system design. The paper presents excerpts of a pattern language that empowers users to improve their meeting. Besides this, the pattern language can be considered as a tool for the designer. After showing, how both groups made use of the patterns, the paper finally presents LivingAgendas, a meeting support system that can accompany the meeting participant through the meeting life cycle.

The paper presents a collaboration platform with model-based configurable services. It is a part of a more general approach developed by the EU project MAPPER that enables distributed collaboration over adaptive knowledge-intensive engineering processes. In a model-configured infrastructure, active knowledge models (AKMs) of products and processes become the basis for user-composed services, tools and methodologies available to users in customisable workplaces. A multi-layered architecture that offers a powerful means for configuration of services for particular application areas has been described. The presented approach and the collaboration platform have been experimented with in a collaborative engineering use case in electronic industry that integrated two dispersed SMEs. Experiences learned are summarized.