Lecture Structuring
| Lecture Structuring | |
| Contributors | |
|---|---|
| Last modification | August 16, 2016 |
| Source | Köppe & Schalken-Pinkster (2015).[1] |
| 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]
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Related patterns
This pattern is a more concrete variation of Seminar Plan[2]. If you have a plan, then you should also consider to Reference the Plan[2]during the lecture. Sometimes some unexpected events might occur, then you should consider to Let the Plan Go[2] 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[3]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.
- ↑ 2.0 2.1 2.2 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.