Difference between revisions of "Lecture Structuring"
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|image= <!-- Provide the filename of the image to be displayed (e.g., Design_pattern.png) --> | |image= <!-- Provide the filename of the image to be displayed (e.g., Design_pattern.png) --> | ||
|contributor= <!-- List of contributors separated by a " , "comma. This is optional so you can remove this field if there are no contributors --> | |contributor= <!-- List of contributors separated by a " , "comma. This is optional so you can remove this field if there are no contributors --> | ||
|source= Köppe & Schalken-Pinkster (2015) | |source= Köppe & Schalken-Pinkster (2015)<ref name="Köppe2015">Köppe, C., & Schalken-Pinkster, J. (2015). [http://dl.acm.org/citation.cfm?id=2739015 Lecture design patterns: laying the foundation]. In Proceedings of the 18th European Conference on Pattern Languages of Program, EuroPLoP 2013 (p. 4). New York:ACM.</ref>; Köppe et al. (2016)<ref> Patlet also published in Köppe, C., Niels, R., Bakker, R., & Hoppenbreuwers, S. (2016). [http://www.ralphniels.nl/pubs/koppe-vikingplop16.pdf Flipped Classroom Patterns-Controlling the Pace]. In ''Proceedings of the 10th Travelling Conference on Pattern Languages of Programs (VikingPLoP 2016)''. New York:ACM.</ref> | ||
|dataanalysis= <!-- If applicable, list of data analyses used for mining the pattern separated by a " , "comma --> | |dataanalysis= <!-- If applicable, list of data analyses used for mining the pattern separated by a " , "comma --> | ||
|domain= <!-- Learning domain the design pattern belongs to (e.g., General, Math, Algebra) --> | |domain= <!-- Learning domain the design pattern belongs to (e.g., General, Math, Algebra) --> | ||
Revision as of 11:47, 31 January 2017
| Lecture Structuring | |
| Contributors | |
|---|---|
| Last modification | January 31, 2017 |
| Source | Köppe & Schalken-Pinkster (2015)[1]; Köppe et al. (2016)[2] |
| Pattern formats | OPR Alexandrian |
| Usability | |
| Learning domain | |
| Stakeholders | |
Investigate and design the optimal flow of the contents and delivery forms of a lecture. Structure the content of a lecture so that it optimally supports students’ learning and that all dependencies of content parts are taken into account.[1]
Context
Problem
Forces
Solution
Consequences
Benefits
Liabilities
Evidence
Literature
Discussion
Data
Applied evaluation
Related patterns
This pattern is a more concrete variation of Seminar Plan[3]. If you have a plan, then you should also consider to Reference the Plan[3]during the lecture. Sometimes some unexpected events might occur, then you should consider to Let the Plan Go[3] if that is better for students’ learning.
Probably the most important thing regarding lecture structuring is the splitting of the lecture content into Digestible Packets[4]The goal of this splitting is to increase the learning effect of a lecture and to ensure an appropriate handling of attention loss.
Example
References
- ↑ 1.0 1.1 Köppe, C., & Schalken-Pinkster, J. (2015). Lecture design patterns: laying the foundation. In Proceedings of the 18th European Conference on Pattern Languages of Program, EuroPLoP 2013 (p. 4). New York:ACM.
- ↑ Patlet also published in Köppe, C., Niels, R., Bakker, R., & Hoppenbreuwers, S. (2016). Flipped Classroom Patterns-Controlling the Pace. In Proceedings of the 10th Travelling Conference on Pattern Languages of Programs (VikingPLoP 2016). New York:ACM.
- ↑ 3.0 3.1 3.2 Fricke, A., & Völter, M. (2000). SEMINARS: A Pedagogical Pattern Language about teaching seminars effectively. In Proceedings of the 5th European Conference on Pattern Languages of Programs, EuroPLoP 2000 (pp. 87-128). New York:ACM.
- ↑ Bergin, J., Eckstein, J., Völter, M., Sipos, M., Wallingford, E., Marquardt, K., Chandler, J., Sharp, H., and Manns, M.L. (2012). Pedagogical patterns: advice for educators. Joseph Bergin Software Tools.