Learning Patterns
While Learning Types provided a consistent language to conceptualize learning, they didn't provide the detail required to build a course. Many design processes rely on templates to create structure, but templates force consistency without regard for intention, discipline, or the unique sequence of each learning experience. Rather than supporting intentional design, templates can strip away what makes a course distinctive. We needed a more flexible approach.
Pattern Language
The concept of Pattern Language comes from architect Christopher Alexander, who developed it to help clients articulate the features and functions they wanted in a space. Alexander identified common 'patterns', reusable solutions to recurring design problems.
This concept applies across design disciplines – architecture, graphics, web design, and learning design. Pattern languages makes design accessible by enabling dialogue and co-creation between designers and users.
Learning Patterns
We developed specific Learning Patterns aligned to each Learning Type to provide flexibility in designing bespoke experiences while offering structured options to guide choice. Each Learning Pattern was aligned to a specific Learning Type and outlined what kind of activity it represented, along with scaffolding to support its implementation.
For example, the Assimilative Learning Type might include patterns such as:
- Explanation - A clear articulation of the meaning, reason or justification for a statement
- Demonstration - A practical exhibition and explanation of how something works or is performed
- Worked Example - An instructional device that provides an expert's solution to a given problem for a learner to study
The Investigative type could include:
- Annotate - Learners actively comment on the resource in-situ, analysing the resource and its structure
- Question - Learners answer questions to aid their comprehension of the resource
- Summarise - In their own words, learners explain, interpret and provide a short outline of the concepts covered in an external resource
In combination, the Learning Types and Patterns allowed educators to openly engage in conversations with designers, developers, and learners to create engaging learning experiences. A lesson could be quickly assembled from different patterns, rapidly outlining the intended experience. This supported the adoption of more iterative approaches to design and development, allowing structure and experience to be developed first, with details and content added in later passes.
Using Learning Patterns
Smart Storyboard Construction
Learning Patterns were used during the initial construction of the course in Smart Storyboard. Once the basic structure of modules and lessons had been established, Course Authors and Learning Designers could map out a lesson using the blocks in Smart Storyboard and assigning them a pattern. Basic instructions could be included within the content, and quite quickly a lesson could come together. This enabled design through dialogue, where the course could take shape through natural conversation.
Flexibility and Iteration
The modularity of Learning Patterns meant they could function like Lego pieces, allowing complex learning sequences to come together rapidly. Pieces could be swapped and replaced quickly too, providing development teams with flexibility to change and adapt the structure as required.
Course-Wide Planning
This process allowed for an entire course to be planned out early in the development cycle, which enabled collaborators to understand the course structure and confidently take on authoring roles. This provided a safety net, ensuring that there were no missing parts of the course and additional resources could be applied to meet deadlines.
By combining Learning Types and Learning Patterns in our design process, we created a flexible, dialogue-driven approach to course development. This framework enabled rapid prototyping, iterative refinement, and meaningful collaboration—transforming how we design and build learning experiences.