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Pedagogical Patterns and Didactic Memes for
Memetic Design by Educational Storyboarding
Klaus P. Jantke
Fraunhofer IDMT, Children's Media Department, 99094 Erfurt, Germany
klaus.jantke@idmt.fraunhofer.de
Abstract.
Memetics and meme media technologies deployed for some
purpose of technology enhanced learning need a certain systematization.
Didactic principles, patterns of didactically driven activities, and the like
may be seen as memes. Those memes are encapsulated as meme media
occurring in digital representations of anticipated learning experiences
named storyboards. Digital storyboarding is the preferred technology of
designing anticipated learning experiences based on didactic knowledge.
Encapsulated didactic memes-knowledge, principles, artifices, use cases-
occur in digital storyboards and, through using, changing and re-using,
may be subject to inheritance, mutation, cross-over and natural selection.
Keywords:
memetics, meme media, didactic memes, memetic design,
didactic design, pedagogical patterns, storyboarding.
1 Introduction
The present paper may be seen from different perspectives such as (i) didactics
resp. pedagogy, (ii) patterns and pattern inference, (iii) media storyboarding,
and (iv) memetics and meme media technology. The latter is crucial within
the context of the Webble World Summit 2013 and, hence, will be emphasized
throughout the main part of this paper. The other three aspects will be briefly
considered within the present introduction and may reoccur on demand through-
out the subsequent sections of the paper.
The philosophy, so to speak, underlying meme media technology widespread
by publications such as [47] is derived from Richard Dawkins' seminal book [11].
Susan Blackmore is providing an introduction intentionally aiming at a much
wider audience and, in some sense, explaining Dawkins' philosophy folklike [10].
The description in this paper must be necessarily much shorter and, perhaps,
unsatisfactory such that interested readers are urgently directed to [11] and [10].
Richard Dawkins' fundamental message is that, apparently, there does exist
non-biological evolution. Illustrative examples may be found in architecture and
fashion, for instance.
Interestingly-as far as the author remembers his reading of the two topics-
neither Dawkins nor Blackmore address issues of didactics. This papers is aiming
at filling the gap directed towards innovative solutions in educational technology.
