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Grounded in participatory design and drawing on Scandinavian collaborative practice, it shows how a structured approach helps teachers identify connections among problems and see how one solution can alleviate others. The resulting patterns document the problems addressed in teaching design solutions, while the pattern language links these to broader goals such as improving communication with students and sharing effective examples with colleagues.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/teachers-collaborative-pattern-language-design/601020/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/teachers-collaborative-pattern-language-design/601020.png","ImageObject",300,407,{"name":92,"@type":93},"mieayamfan","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What problem does the article identify about teachers’ design solutions?","Question",{"text":112,"@type":113},"Design solutions often remain at the level of individual solutions and do not reach the wider teaching community in a visible and inspectable form.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How do design patterns and a pattern language help teachers?",{"text":117,"@type":113},"They provide a structured way to capture, document, and communicate recurrent problems and their invariant solutions, revealing connections between problems and solutions.",{"name":119,"@type":110,"acceptedAnswer":120},"What broader goals are the proposed pattern languages intended to support?",{"text":121,"@type":113},"They link problems and solutions to larger teaching goals, including improving communication with students and sharing good examples between colleagues.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},601020,1792919740,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},962090893677,"https://ap-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","Knutsson, O., and Ramberg, R. (2018). Teachers’Collaborative Pattern Language Design. Designs for Learning, 10(1),1–17, DOI: [https://doi.org/10.16993/dfl.76](https://doi.org/10.16993/dfl.76)  \n\n| RESEARCH\u003Cbr>Teachers’Collaborative Pattern Language Design\u003Cbr>Ola Knutsson* and Robert Ramberg† |\n| --- |\n| Teachers in their practice make choices grounded in their teaching experience resulting in what could be labelled design solutions. An identified problem is that these design solutions stay at the level of individual solutions and do not reach the teaching community. The aim of this article is to study how teachers´ design solutions can be systematically captured, organized, and communicated through design patterns and a pattern language. Building on participatory design we have together with teachers used and adapted the concept of design patterns and pattern languages as a way of capturing, documenting and communicating design problems and solutions to these. This structured approach led to the teachers seeing connections and interrelations between problems, and that a solution to one of these also helped in alleviating other problems. The formulation of design patterns and proposed pattern languages thus gave the teachers an overview of their practice that would otherwise be difficult to obtain. The content of the design patterns show what problems that are dealt with by the teachers through their design solutions. The structure of the final pattern language shows how problems and solutions are connected to larger goals for the teachers, such as improving the communication with students, as well as the importance of sharing good examples between colleagues. |\n| Keywords: Teachers’ design solutions; design pattern; pattern language; participatory design; designs for learning |\n\nIntroduction  \nTechnology of today has penetrated the everyday life of people and promises of the use of these in teaching and learning are being echoed in the research community. Teachers are in their practice and preparation of learning activities engaged in what could be characterized as designing for learning (Selander, 2008) . Teachers make choices grounded in their teaching experience often resulting in what could be labelled design solutions. A design solution here means a solution to a ‘problem’that a teacher has, and includes making choices regarding didactics and the use of artefacts for solving the problem (Jahnke & Kumar, 2014) . In Sweden and the other Scandinavian countries, most pupils have easy access to computers, tablets and the internet (EUN, 2013; Åkerfeldt, 2014), meaning there are a lot of technology available for the teachers that want to use it in their teaching.  \nTo come to good use of technology in teaching could for instance be to initiate a design-based research approach building on the use of reliable design methods, with the aim to conduct interventions with a new better and more adapted technical solution (Wang & Hannafin, 2005) . However, questions pertaining to appropriation and  \n* Stockholm University, SE  \n† DSV – Computer-and Systems Sciences, Stockholm University, SE  \nCorresponding author: Robert Ramberg ([robban@dsv.su.se](robban@dsv.su.se))  \nsustainability of these tools can be formulated, and more specifically if and to what extent these research artefacts are appropriated into everyday practice once a research project has ended, which has been identified as a problem (Cerratto-Pargman & Milrad, 2016; Ramberg, 2013) . Another concern is to which degree design solutions for teaching scale beyond the context of the immediate design project and those participating in it (Halverson & Halverson, 2011) . An additional question that can be raised is how teachers can come to good use of these technologies when many of them are struggling with basic issues of the technical infrastructure (Jahnke, Svendsen, Johansen & Zander, 2014) .  \nTeachers in their practice of course strive towards overcoming difficulties and solv","cbCaiaYGtuuiSTNC","https://ap.wps.com/l/cbCaiaYGtuuiSTNC","pdf",1340323,17,"English","# Introduction\n# The teacher as a designer in participatory design","[{\"question\":\"What problem does the article identify about teachers’ design solutions?\",\"answer\":\"Design solutions often remain at the level of individual solutions and do not reach the wider teaching community in a visible and inspectable form.\"},{\"question\":\"How do design patterns and a pattern language help teachers?\",\"answer\":\"They provide a structured way to capture, document, and communicate recurrent problems and their invariant solutions, revealing connections between problems and solutions.\"},{\"question\":\"What broader goals are the proposed pattern languages intended to support?\",\"answer\":\"They link problems and solutions to larger teaching goals, including improving communication with students and sharing good examples between colleagues.\"}]","Teachers’ Collaborative Pattern Language Design | PDF",1792091820,43]