Et it-didaktisk rammeværk for udvikling af didaktiske designmønstre

The thesis seeks to develop an IT-pedagogical framework where users, through a design process, generate didactic knowledge, whilst at the same time, they develop didactic design patterns for Computational Thinking activities.
The motivation for the thesis came out of an interest in how teachers could benefit from developing, sharing and reusing other teacher’s designed pedagogica activities.
The methodology of the thesis was grounded in Design-based research methodology (Wang & Hannafin, 2005). Through inventions, iterative processes, design collaboratories (Nørgård & Bülow, 2019) and user-based studies, the product was created. The user-based studies were carried out in cooperation with students who were attending a Master course at MIL (Master in information and communication technology and learning). In this context, the students attended a module in Computational Thinking: Design and participatory practices. At the module's end, the students had developed 10 didactical design patterns for Computational Thinking activities. These can be seen in the developed product . This process resulted in a website that led users through a design
process, where both the didactic dimension and the design dimension was considered and at the same time the user can develop a didactical design pattern.
The development of the website was guided by a processmodel, which followed the four steps in a design process (Design Council, 2019), Denmark shut down in the middle of the process, thereby the last 2 steps repeated 3 times. Through the 3 times of testing and feedback which has been received through interviews, video observations and questionnaires. The findings found was that the website should be more didactical to help and guide the end user. The analysis of these has concluded that the website needs some corrections to be better suited to the end users needs.
The overall conclusion of the thesis´s process and findings and the answer to the thesis purpose was that through a guided Design-based research where users generate didactic knowledge, at the same time developing didactics design patterns could occur throughout a website. Still the website developed in this process could benefit from more iterations.