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The Development of “Teaching Management Patterns” from the
Perspective of IT Infrastructure as a Tool for Consulting
and Further Development in a European University Alliance
Sandra Schön
Graz University of Technology
Austria
sandra.schoen@tugraz.at
Katharina Gasplmayr
Graz University of Technology
Austria
Martin Ebner
Graz University of Technology
Austria
Jesus Alcober
Polytechnic University of Catalonia
Spain
Christian Hoppe
Darmstadt University of Technology
Germany
Markus Koschutnig-Ebner
Graz University of Technology
Austria
Fernando M. de Silva
University of Lisbon
Portugal
Behnam Taraghi
Graz University of Technology
Austria
Abstract: This paper introduces Teaching Management Patterns (TMP) as a descriptive and
communicative framework for addressing challenges and decision-making processes related to IT
infrastructure in the Unite! European university alliance. The aim is to support decision-making and
consultation in utilizing the alliance's IT infrastructure effectively. TMP offer abstract descriptions
for educational scenarios, considering factors such as organizational structures, technical
capabilities, legal frameworks, and didactic requirements. The paper presents the development of
these patterns specifically for the Unite! alliance, highlighting their role in decision support for
using the transversal, alliance-wide learning management system, Metacampus. Three exemplary
cases illustrate the challenges, including continuing education for staff, joint lectures involving
multiple universities, and research contributions. The patterns are categorized based on their
compatibility with Metacampus, providing visual representations. The paper also introduces a
decision tree as a counseling tool for determining the appropriateness of using Metacampus,
considering legal and organizational restrictions. In conclusion, TMP offer a systematic approach
for addressing IT infrastructure complexities in a European university alliance. The presented
patterns and a decision tree serve as valuable consultation tools for decision-making processes
regarding thealliance's IT infrastructure.
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Originally published in: Schön, S.,
Gasplmayr, K., Ebner, M., Alcober, J.,
Hoppe, C., Koschutnig-Ebner, M., da Silva,
F.M. & Taraghi, B. (2024). The
Development of “Teaching Management
Patterns” from the Perspective of IT
Infrastructure as a tool for consulting and
further development in a European
university alliance. In T. Bastiaens (Ed.),
Proceedings of EdMedia + Innovate
Learning (pp. 137-146). Brussels,
Belgium: Association for the Advancement
of Computing in Education (AACE).
Retrieved July 22, 2024 from https://
www.learntechlib.org/primary/p/224515/.
Keywords: Teaching Management Pattern, Teaching Management, Learning Management,
European Alliance, Federated Learning Management, Learning Management System
1. Introduction
In the Unite! alliance, we would like to jointly offer teaching and learning opportunities and create the technical as
well as organizational and legal framework. To this end, for example, a common learning management system
(LMS), named Metacampus, has already been introduced and made available. The architecture of Metacampus aims
not only to provide a common LMS hub for all Unite! alliance, but also to support the interoperability between the
LMS of partner Universities, enabling the share of contents between all partners LMS platforms using the Learning
Tools Interoperability (LTI) standard (IMS, 2014).
There are several good reasons to use a common, specific, LMS, not only to offer a homogeneous platform
across participating Universities, but as well to overcome practical-organizational difficulties. In any case, it is not
immediately clear or easy to communicate when it is more appropriate to use the alliance LMS or the local LMS
platform of each University. This is due to technical aspects on the one hand, but also organizational and legal
aspects, for example.
To better deal with these different conditions and numerous cases of teaching scenarios in a descriptive and
communicative way, we introduce the term “Learning Management Pattern” in this paper: We want to use it to
describe the typical considerations that can play a role in the use of the IT infrastructure of a university or a
university alliance. Then we would like to specifically describe the development of Learning Management Patterns
for the Unite! Alliance and how it has helped us to better and more quickly clarify decision support issues
concerning the use of the Alliance's own infrastructures.
2. Challenge and approach
The challenge is quickly outlined: There is a functioning, easily accessible learning management platform
"Metacampus" in the alliance, based on Moodle and easy to use for all members of the alliance through EduGain
authentication without time-consuming registration. In our work package in the Erasmus+ project of the Unite!
alliance we are dealing with the technical infrastructure of the digital unite! campus. Here we also need a good
overview and consulting support for the support teams at all 9 partner universities, which should support teachers
and staff of the universities to decide if the Metacampus should be used for each specific learning activity, program
or course. This is not only a strategic decision, but also presents very practical technical, organizational and legal
challenges.
To better understand these challenges, consider three use cases:
-The alliance-wide working group on quality assurance in research would like to offer continuing education
for junior staff at all partner universities. It must take place online, with alternating joint Webinars and self-
learning phases. Participants should receive a certificate of participation upon completion.
-Three lecturers from different Unite! universities have developed a joint lecture which they would like to
offer with common grading procedures to students across partner universities. Upon completion each
student will receive a certificate from her/his university. They would also like to admit other students from
the alliance as participants and issue them a certificate of participation.
-One teacher would like to open-up a small series of contributions on a current research topic to other
alliance members and would like to post impulse videos online and discuss them with colleagues and
students. She would like participants to receive a certificate of attendance for this joint activity in the field.
To support the practice in the consultations with relevant LMS stakeholders, we have tried to formulate
“Teaching Management Patterns” from the multitude of cases that are relevant in the perspective of IT use, such that
these can in turn be used to facilitate the discussion of the best learning framework with colleagues at the partner
universities. At the same time, we also see these patterns as a relevant tool to define further development
perspectives of the platform's technical infrastructure in terms of relevant IT solutions. As it turns out, it also clearly
helps to address organizational and legal issues or ambiguities. The two guiding questions for this work and our
project are thus:
-How can different teaching formats and settings in a university alliance be described in such a way that
they can be well described as “teaching management patterns” for implementation of suitable digital tools -
especially when the development is dynamic and open?
-What does counsel for e-learning support teams for all Unite! universities should look like?
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In the following, we will describe what we consider to be “teaching management patterns” and which ones
are currently relevant for the Unite! alliance. We will present a decision tree as well for (current) support request.
With this, we will trace our development steps and (interim) results to open the approach to the academic
community and to foster the exchange of such approach as a tool to develop and discuss IT infrastructure usage in
European alliances and other joint structures in higher education.
3. The idea of “Teaching Management Pattern”
According to our research, the term “teaching management pattern” has not yet been introduced or used in a well-
defined way, but there are some publications in which similar formulations are used. The following sketches some
of these contributions, although none concretely define “teaching management pattern”. For example, Yang (2008)
uses the term to refer to peculiarities of course design in Chinese culture as opposed to “Western” culture’s learning
management pattern. The article refers to the design as a three-year teaching program. Yang (2012) similarly uses
the term to address features of the Chinese approach to language learning. Another example is a paper by Zhao et al.
(2018), who use the term in reference to different modern teaching methods and approaches that should be taken
into consideration for a “diversified teaching model”.
From an instructional technology and IT support perspective, some relevant factors differ from those
considered from a university management perspective. Some contributions that use the term “Teaching Management
Pattern” (also) refer to IT tools.
-Xu & Liu (2016) outline in their paper how computer and web technology should support the management
of teaching in Chinese schools in the future.
-Tahalli & Prasojo (2021) use the term to refer to typical patterns they observed in the design of online
teaching during the Covid-19 pandemic.
-Zhou (2020) outlines a “unified automatic management service platform” which will be used to improve
the “learning management pattern” in higher vocational education in China.
While all these mentioned contributions - all of which find their way to the contributions that a search on
Google Scholar yields - originate from the Asian region, the notion of “pattern” is also named by authors from other
origins and other disciplines. Alexander (1977) understands pattern as an entity that describes a problem “which
occurs over and over again in our environment, and then describes the core of the solution to that problem, in such a
way you can use this solution in a million times over, without ever doing in the same way twice” (p. X). While
Alexander has used this approach in the field of urban development and transportation planning, others have adapted
his idea for teaching as well: Rohse & Anderson (2006), for example, used the idea of “design pattern” as support to
design complex learning settings. Bauer & Baumgartner (2012) also refer to Alexander when they introduce a
“pattern language for working with electronic portfolios in higher education”. For this purpose, the authors have
described a total of 27 different patterns of work with e-portfolios, which they in turn assign to several groups. All
patterns are described about the same categories. The interrelationships between the different patterns are also
described - this should give teachers who are new to e-portfolio work a good overview and introduction.
Alexander’s concept attracted great interest in software (Lea, 1994), providing the basis for the formal introduction
of “design patterns” in software development and the identification of several “software patterns”, each one
corresponding to reusable solutions for common programming problems (Gamma, 1994).
In the following, we would like to outline - for lack of suitable preliminary work for our need - what we
understand as “Teaching Management Pattern” in this paper: “Teaching Management Patterns” (TMS) are
understood as a set of abstract descriptions for many or all conceivable scenarios in an educational setting. These
patterns are characterized by relevant factors or conditions. Which factors are relevant generally depends on the
educational sector as well as the specific organizational, technical, legal, and instructional aspects. The objective of
the development of the “Teaching Management Pattern” is to provide a comprehensive regular or intelligible form
of a very large number of variants or cases. The level at which these “patterns” are located - for example, micro
didactics, macro didactics, or more organizational aspects - can vary. We do not claim that the patterns we have
identified fundamentally represent all possible occurrences, but that they provide an approach to abstractly represent
and consider the characteristics of many individual cases.
4. Background: The current IT infrastructure for learning and teaching in the Unite!
university alliance
Unite! is a European university alliance consisting of nine European universities joining forces in their pursuit of
collaborative initiatives and innovative approaches in higher education. As part of their ongoing efforts to foster
closer cooperation and shared development, the consortium has undertaken a comprehensive survey to assess the
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current state and identify the requirements for their collective vision concerning a digital campus for learning and
teaching. As a first step, the Metacampus, a common learning management system, was implemented as a virtual
hub based on the Open-Source system Moodle, enabling seamless access to educational resources and a range of
interactive features for all members at Unite! universities via eduGAIN. Additionally, Open Badges by Mozilla are
implemented. This digital credentialing system allows individuals to earn and showcase recognized achievements,
skills, and knowledge in a portable and verifiable format. The team addressing the Unite! digital campus also further
develops the possibilities around the European Student Card and Erasmus without Papers. Additionally, we are also
planning developments to allow for the exchange of data around teaching. Nevertheless, Metacampus is currently
the platform that can already be used as a common LMS hub and it is essential for the IT-related support of joint
learning and teaching in the alliance. (see Alcober & Mohammadali, 2023; Alcober Segura et al., 2021; Alcober
Segura et al., 2022)
5. Development of Teaching Management Patterns for Unite!
Against this outlined background, it becomes understandable that one of the first questions we asked ourselves in the
digital campus work package was the following: Who can and should use the Unite! Metacampus? How to use it?
Which cases are easy to implement and make sense in terms of the strategic alliance? Which cases cannot be
implemented now? We included not only technical but also organizational and legal aspects.
It proves difficult, for example, if you want to issue a university certificate to students from other
universities. In the case of Graz University of Technology, this is simply not legally possible now. Students who
want to receive a certificate must therefore enroll as a regular student - which in Austria, for example, is also legally
associated with payment of a tuition fee. This regulation applies regardless of whether only one course or an entire
degree program is to be completed. So, experts suggest e.g. therefore to develop “mechanisms for the recognition of
virtual exchange (e.g. badges which can automatically be included in the Diploma Supplement, Europass CV)”
(Helm & O’Dowd, 2020, p. 4). Besides this, many other issues such as different schedules are influencing virtual
exchange courses (Kjellgren, & Serrrano Van der Laan, 2023) or basically multilingualism and multiculturalism
(Kjellgren, Taylor & Serrano van der Laan, 2022).
Another possibility for students from several universities to receive a university certificate for a joint course
is to find instructors at all universities who create the course at their respective universities. The students at the
participating universities can then receive a certificate from their home university, even if it is a joint course.
Conversely, there were already events on the Metacampus that were obviously uncomplicated, namely
trainings for employees of the partner universities that were jointly designed by several universities. Here, simple
certificates of participation were created and handed out.
As a first step, we collected and described such background information and as many cases as possible
around learning and teaching in the alliance. In a second step, we analyzed these cases according to which categories
were relevant for the use of the Metacampus. In our case, we chose the following aspects:
-The university of origin of the teacher(s)
-The university of origin of the learner(s)
-Is a university certificate desired and/or an Open Badge?
-Where are the materials for the course to be used (e.g., on the LMS of a university)?
Concerning the last question, one must note that the design architecture of Metacampus aims to offer the
possibility of sharing contents with the LMS of participating Universities, but so far this feature is not yet fully
tested and production ready. Therefore, we decided that this might be – at least for the current state of IT
implementation – an individual aspect where no simple or clear decision can be made easily, so we excluded it from
the list of “pattern categories” – although it is highly relevant for later counseling.
So, from four categories, we then tried to create pictorial “patterns” so that similar cases could be easily
visually grasped and assigned. We have repeatedly revised this representation and reflected and coordinated it with
colleagues in several phases. We then assigned the different patterns to groups: Namely, the group of patterns that
can already be implemented very well and sensibly with Metacampus, others where this is possible but possibly the
own LMS is the better solution, and so on. We present the result of this work in the following.
Figure 1 provides a summary of the categories ultimately presented and shows the icons used to support the
visualization.
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Figure 1: Key factors for the developed teaching management pattern of relevance for Unite! Metacampus usage.
Figure 2 shows all TMPs that can currently be successfully implemented on the Metacampus. These
patterns are highly compatible with the current possibilities and purpose of the Metacampus.
Figure 2: Group A: Well-fitting teaching management patterns for the Metacampus.
Figure 3 depicts additional patterns that can be implemented with the help of the Metacampus, but whose
implementation is costly due to the legal framework: as we all know, university certificates are typically only
available to (own) regular students. For these patterns in group B, the lecture needs to be an official lecture at each
partner universities. The certificates are handed out through the local course management systems.
Figure 3: Group B. Teaching management pattern fitting for Metacampus but requiring work.
Group C collected teaching management patterns that can be supported by the Metacampus, but for which
we think it would make more sense to use our own infrastructure. This is because usage does not match the idea, that
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Metacampus offerings appeal to students from multiple partners, and that their own infrastructure is typically
familiar.
Figure 4: Group C. Metacampus compatible, but local infrastructure may be better.
The following figure illustrates teaching management patterns, which are Metacampus compatible and
should be considered when the local Learning Management System (LMS) does not support the use of Open
Badges.
Figure 5: Group D. Metacampus compatible Teaching Management Pattern, if local LMS does not provide Open
Badges.
Then, Figure 6 shows some of the patterns that are not compatible with the Metacampus.
Figure 6: Group E. Teaching Management Pattern that are Metacampus incompatible.
Finally, Figure 7 depicts patterns that are legally impossible – at least according to our understanding the
situation and practices at TU Graz (Austria): According to our knowledge, non-regular students cannot get a
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certificate from a university (pattern A-D). In the cases of patten A and B, lecturers from all other universities could
also teach at their own university.
Figure 7: Group F. Legally impossible teaching management patterns.
6. Use of the patterns for counseling and support: comparing the own case with the
described patterns
In a consultation or to clarify whether Metacampus should be used as a central learning management platform in a
specific case, it is first necessary to describe one's own pattern - and then compare it to the existing ones (s. Fig. 8).
Figure 8: Usage of the pattern for individual counseling.
If the use of the Metacampus is deemed appropriate, several other aspects must be clarified or supported in
an advisory capacity:
-Existing materials and its transfer (e.g., from a local LMS)
-Didactic considerations such as target groups, learning/teaching approach (such as peer learning)
-Need of additional tools (video conference systems, collaborative tools, etc.)
-Multilingual issues
7. A next step: A decision tree for quick counseling
By describing the different cases based on perceived significant factors, presenting them in patterns and assigning
them to different groups, the question arose as to whether there was a simpler way of presenting the different
information. Particularly in medicine, decision trees are frequently used to help physicians arrive at accurate
diagnoses as quickly and with as few questions as possible. There are numerous algorithm-based methods and
approaches for the development of decision trees. For the decision tree created here, it seemed essential to also
present the “ action options”, i.e. how the legal and organizational restrictions could be reacted to.
Fig. 9 depicts the decision tree that forms the basis of consultation for the e-learning facilities of the
alliance partners or the central Metacampus team. Building upon this tree, we implemented as well a “check-up” as
quiz in our online course about the Metacampus.
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Figure 9: A decision tree for a first quick feedback and decision if Metacampus is the right platform.
8. Summary, discussion and outlook
In this paper, we explore the concept of “Teaching Management Patterns" to address the challenges and
complexities associated with the existing IT infrastructure within the Unite! alliance. We have identified a variety of
cases and scenarios in which the LMS poses both technical and organizational dilemmas. To address these issues,
we have developed “Teaching Management Patterns”, a descriptive and communicative decision-making framework
for the current alliance's IT infrastructure. Our work has focused on understanding different teaching formats and
environments within the university alliance and describing them as Teaching Management Patterns that can be
implemented using digital tools. In addition, we have analyzed the support needs of e-learning teams at all Unite!
universities. By developing these patterns, we aim to facilitate consultations and provide decision support to
colleagues at partner universities, while also contributing to the platform's ongoing technical infrastructure
development.
The concept of Teaching Management Patterns is not extensively explored in existing literature, but we
have drawn inspiration from related fields such as urban development, transportation planning, and e-portfolio work
in higher education. In our context, Teaching Management Patterns are abstract descriptions that encompass the
same relevant factors and conditions for similar educational scenarios. These patterns help provide a comprehensive
overview of various cases and facilitate decision-making processes at different levels, from micro didactics to
organizational aspects.
Within the Unite! alliance, the Metacampus serves as a central learning management platform, supporting
seamless access and a range of interactive features. However, the implementation of Teaching Management Patterns
has revealed challenges, particularly regarding legal constraints and the issuance of university certificates to students
from other universities. We have categorized the patterns into different groups based on their compatibility and
suitability for the Metacampus, as well as the potential preference for utilizing local infrastructures. To support
consultations and decision-making, we have developed visual representations of the Teaching Management Patterns,
including an overview of key factors, groupings of compatible patterns, and identification of patterns that are
incompatible or legally impossible. Additionally, we have derived a decision tree to provide quick guidance for
determining whether the Metacampus is the appropriate platform for specific cases, considering both the relevant
factors and potential options for action.
From our perspective, we have gained more clarity with the outlined designs of pattern; however, we see
opportunities for change and improvement:
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-We are uncertain as to whether the visualization used is the best possible. We can imagine that through
cooperation and communication with the partners, further adaptations can still take place here, such as to
the selected colors.
-Then we expect adaptations and changes of the patterns through the already planned technical
developments of the Unite! digital campus infrastructure, e.g. the connection of MOOC platforms to the
Metacampus is being considered (Ebner et al., 2023). This may necessitate a reorganization, or the addition
of an additional essential element (such as status as student or employee; chosen language).
-Additionally, some of the presented patterns are based on assumptions. For example, we do not know if
being a regular student is a requirement for all partners to obtain a university certificate.
In the use of the patterns, we already noted that we as well implemented the decision tree as a quick “check-up” if
Metacampus is fitting as a quiz in our course about the Metacampus at the Metacampus. We do not see if the
decision tree or the quiz works better so far and use them both.
The Teaching Management Patterns and decision tree presented in this paper offer valuable insights and a
foundation for future discussions and collaborations within the Unite! alliance and other European higher education
structures. By fostering the exchange of approaches and perspectives on IT infrastructure usage, we can collectively
shape and enhance the digital learning and teaching experiences across universities and European university
alliances.
Acknowledgement
Our development was co-founded by the European Commission within the Erasmus+ project for the European
university alliance Unite! (2022-2026), see https://www.unite-university.eu/. Thanks to all members from
Community 2 “Digital Campus” who gave feedback and supported the described developments!
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