Deriving Process-driven Collaborative Editing Pattern from Collaborative Learning Flow Patterns
University of Sydney, Sydney, NSW 2006, Australia, email@example.com
LORIA-INRIA, 615, Rue du Jardin Botanique, Villers-lès-Nancy, 54600, France, firstname.lastname@example.org
LORIA-INRIA, 615, Rue du Jardin Botanique, Villers-lès-Nancy, 54600, France, email@example.com
LORIA-INRIA, 615, Rue du Jardin Botanique, Villers-lès-Nancy, 54600, France, firstname.lastname@example.org
ABSTRACT: Collaborative Learning Flow Patterns (CLFPs) have recently emerged as a new method to formulate best practices in structuring the flow of activities within various collaborative learning scenarios. The term “learning flow” is used to describe coordination and sequencing of learning tasks. This paper adopts the existing concept of CLFP and argues that many of these patterns are already using, or could use, collaborative editing activities that need to be process-driven. Consequently, the paper proposes a Process-Driven Collaborative Editing Pattern (PDCEP). The paper also describes how this new pattern relates to the existing examples of CLFPs and IMS-LD best-practices. The proposed pattern incorporates temporal and deontic constraints, used to specify the process of collaborative editing. The approach is demonstrated by an example of the electronic debate learning activity and its corresponding CLFP.
Keywords: Learning Designs, Collaborative Learning Flow Patterns, Coordination, Collaborative editing