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For the purpose of further investigations, one may go into some more detail
of playing the educational pervasive game Invisible Buildings . Finding the
right level of abstraction is known to be essential, but involved [36].
Fig. 2. Storyboard of the Episode “Outdoor Task Searching for Building Remains”
The dotted and the dashed lines in the storyboard of figure 2 above indicate
communications with the game server. When dealing with issues of technology
enhanced learning, one may go far beyond the limits of conventional thoughts
about didactic principles, rules, patterns, and the like as in [12] and [42], e.g.
In e-learning, there may also occur patterns of human-machine communication.
The question for memes is the question for essential ideas that may be reused
directly or that may be subject to modification or even to cross-over.
In the area of pervasive educational games, there do exist some standard ideas
of when and how to deploy the communication between learners/players and the
system. Clearly, the bookkeeping of player positions (see fig. 2) is crucial [31].
One may expect a larger amount of memes resulting from the efforts to manage
cognitive load in technology enhanced learning [33,39,40,43,45,46]. Questions for
motivation [38] and many further issues lead to memes as well. The complexity
is not surprising, if didactics is the science of educational memes.
Work on pedagogy explicitly stressing the idea of having reusable templates
of a somehow uniform appearance such as the so-called pedagogical patterns
project [42] seems particularly relevant for pondering memes of didactics.
For the purpose of the present paper, it is particularly important to find those
meme candidates which are suciently precise to potentially allow for a digital
encapsulation as meme media using established technologies [47,35].
Patterns occur in extremely different variants ranging from [1] through [8] and
[9] to [42], and all of them might be relevant to the present author's endeavor.
However, patterns that are particularly vague are quite dicult to be (re-)used.
“Nobody is Perfect” ([42], p. 81) and ”New Pedagogy for New Paradigms” (ibid.,
p. 151) are extreme examples of uselessly waving around. Other concepts such
as “Built-In Failure” (ibid., p. 25) are thought-provoking. Attempts to clarify
what might be behind the phrase lead to some rather different implementations.
 
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