[[!meta title="Choose Your Own (Technology-Enhanced Learning) Adventure"]]
[[!meta copyright="Copyright © 2021 Greta Goetz"]]
[[!inline pages="internal(2021/info/pattern-nav)" raw="yes"]]
<!-- You can manually edit this file to update the abstract, add links, etc. --->
# Emacs as Design Pattern Learning
Greta Goetz
[[!inline pages="internal(2021/info/pattern-schedule)" raw="yes"]]
How do we manage today? This presentation is for people interested in thinking about Emacs as a tool sophisticated enough to cater to the complex assemblage of tasks, people, activities/outcomes, tools (Markauskaite & Goodyear). Some software oversimplifies. Emacs both helps users implement design pattern learning that can cope with complexity while also modeling design pattern learning. By championing the opportunity for users to also be co-creators (cf. Beaty et al.), the free software design at the core and center of Emacs teaches us a way of "being" (Alexander, Gabriel) that can be extended to both the Emacs community and beyond, in a knowledge of how to live (Stiegler, Illich).
1. Definition of design patterns and relation to Emacs
2. Why this approach matters
3. Managing complexity: Emacs as mind map
4. Emacs as design pattern framework
5. Personal customization
6. Implementing Emacs as a model for learning
7. Emacs as accommodating complex social, community assemblages
# References
- Andler, D. & Guerry, B. (Eds.). *Apprendre demain: Sciences cognitives et éducation à l’ère numérique*, 137-154. Paris: Hatier.
- Alexander, C. (1977). *A pattern language*. New York: Oxford University Press.
- Alexander, C. (1979). *The timeless way of building*. New York: Oxford University Press.
- Alexander, C. (1993). *A foreshadowing of 21st century art: The color and geometry of very early Turkish carpets*. New York: Oxford University Press.
- Beaty, L., Cousin, G., & Hodgson, V. (2010). Revisiting the e-quality in networked learning manifesto. In L. Dirckinck-Holmfeld, V. Hodgson, C. Jones, M. de Laat, D. McConnell, & T. Ryberg (Eds.), *Proceedings of the 7th International Conference on Networked Learning* (pp. 585–592). Aalborg: Lancaster University. http://www.lancs.ac.uk/fss/organisations/netlc/past/nlc2010/abstracts/PDFs/Beaty.pdf. Accessed 30 October 2021.
- Chua, S. (2021). Completing sketches. https://sachachua.com/dotemacs/#org092e0d5. Accessed 29 October 2021.
- Crichton, M. (1983). *Electronic life*. New York: Knopf.
- Gabriel, R. (1996). *Patterns of software*. New York, Oxford: Oxford University Press.
- Goodyear, P. & Retalis, S. (2010). Learning, technology and design. In Goodyear, P. & Retalis, S. (Eds.). *Technology-enhanced learning: Design patterns and pattern languages*, 1-27. Rotterdam, Boston: Sense Publishers.
- Guo, P. (2018). Students, systems, and interactions: Synthesizing the first
four years of Learning@Scale and charting the future. L@S 2018, June 26–28, 2018, London, United Kingdom. DOI: https://doi.org/10.1145/3231644.3231662. <https://pg.ucsd.edu/pubs.htm>. Accessed 25 October 2021.
- Guo, P., Kim, J. & Rubin, R. (2014). How video production affects student engagement: An empirical study of MOOC videos. ACM Conference on Learning at Scale. <https://pg.ucsd.edu/pubs.htm>. Accessed 25 October 2021.
- Illich, I. (1973). *Tools of conviviality*. New York: Harper & Row.
- Kim, J., Guo, P., Seaton, D., Mitros, P., Gajos, K. & Miller, R. (2014). Understanding in-video dropouts and interaction peaks in online lecture videos. ACM Conference on Learning at Scale. <https://pg.ucsd.edu/pubs.htm>. Accessed 25 October 2021.
- Markauskaite, L. & Goodyear, P. (2017). *Epistemic fluency and professional education: innovation, knowledgeable action and actionable knowledge*. Dordrecht: Springer.
- Markel, J. & Guo, P. (2020). Designing the future of experiential learning environments for a post-COVID world: A preliminary case study. NFW ’20 (Symposium on the New Future of Work), August 3–5, 2020, Virtual Event. <https://pg.ucsd.edu/pubs.htm>. Accessed 25 October 2021.
- Morin, E. ([2004] 2008). *La Méthode - tome 6: Éthique*. Éditions du Seuil: Paris.
- Planet Emacs Life. <https://planet.emacslife.com/>. Accessed 25 October 2021
- Stallman, R. (2002). My Lisp experiences and the development of GNU Emacs. https://www.gnu.org/gnu/rms-lisp.en.html. Accessed 29 October 2021.
- Stiegler, B. (2018). *The neganthropocene*. Open Humanities Press.
- Trocmé-Fabre, H. (1999). *Réinventer le métier d’apprendre*. Paris: Éditions d’organisation.
# Availability and preferred Q&A approach
Due to the pandemic situation, my teaching schedule fluctuates so I
will not know my availability until much closer to the
date. Therefore, I can only guarantee delayed answer response
(whatever you request), but if available, will join live.
May I please note that I will be pre-recording my video if this submission is accepted.
# Speaker release
By submitting this proposal, I agree that my presentation at
EmacsConf 2021 is subject to the following terms and conditions:
The EmacsConf organizers may capture audio and video (a "Recording")
of my presentation and any associated materials, which may include
slides, notes, transcripts, and prerecording(s) of my presentation
that I provide to the EmacsConf organizers.
I authorize the EmacsConf organizers to distribute, reproduce,
publicly display, and prepare derivative works of the Recording and
any derivative works of the Recording (the "Licensed Materials")
under the terms of the Creative Commons Attribution-ShareAlike 4.0
International (CC BY-SA 4.0) license.
I grant to the EmacsConf organizers permission to use my name,
likeness, and biographic information in association with their use
of the Licensed Materials under the above license.
I represent that I have the authority to grant the above license to
the EmacsConf organizers. If my presentation incorporates any
material owned by third parties, I represent that the material is
sublicensable to the EmacsConf organizers or that my use of them is
fair use.
[[!inline pages="internal(2021/info/pattern-nav)" raw="yes"]]
