April 2012 Volume 15 Number 2 - Educational Technology & Society

paper focuses on the first three stages of the research process framework that are concerned with the process of
pedagogical pattern generation and the preliminary finding of the effect of patterns application.
Figure 2. The framework for our research process
In the following section, we further articulate the corresponding pedagogical patterns engendered by these principles.
We then provide two classroom scenarios in the GS-based Chinese language learning classrooms. These two cases
serve these purposes: It provides a further elucidation for some of the patterns and their interrelationships, and it
helps address the question how these pedagogical patterns can be enacted in authentic classroom good practices by
expert practitioners.
The pedagogical patterns generated by RCKI
Enumerating pedagogical patterns in a sensible way requires the adoption of a pattern language that facilitates the
description of patterns, the creation of new patterns, and the editing and improvement of existing patterns. Goodyear
and his colleagues advance some tentative proposals about an equivalent pattern language for designing networked
learning. But they have realized that forming a pattern language for networked learning involves painstaking,
iterative work (Goodyear, 2004). Thus in building our pedagogical patterns in the context of RCKI-enabled second
language learning, we look for a compatible pattern language which we can adopt or modify.
Towards the task of categorizing pedagogical patterns, Bennedsen and Eriksen (2006) set out a universal pedagogical
pattern categorization based on teaching values and activities, and indicate that it could be more sustainable than
arbitrary categorization implied by pedagogical pattern language themes. Likewise, we delve into building and
organizing pedagogical patterns with respect to RCKI principles. The ultimate goal of any of the proposed principles
could be to solve a core problem as well. Different patterns can serve as a number of building components that can
be creatively combined into new solutions (Prieto, Villagrá-Sobrino, & Dimitriadis, 2011). Building pedagogical
patterns based on the principles can not only depict the characteristics of RCKI-based pedagogies, but also reveal the
hierarchies and the relationships amongst the patterns. Principle-based pedagogical patterns hence can provide a
deeper understanding of pedagogical patterns to be enacted in practice to ensure their success in achieving learning
efficacies.
PATTERN NAME
Problem Description
***
Solution outline, consequences, drawbacks
An example of the pattern which is enacted in practice
Figure3. Sample of pedagogical pattern form
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