Difference between revisions of "Proactive Mirror"
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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= [[Yuji Harashima]], [[Tetsuro Kubota]], [[Takashi Iba]] | |contributor= [[Yuji Harashima]], [[Tetsuro Kubota]], [[Takashi Iba]] | ||
|source= Mentioned in Harashima, Kubota & Iba (2014)<ref name="Harashima">Harashima, Y., Kubota, T., & Iba, T. (2014). [http://dl.acm.org/citation.cfm?doid=2721956.2721989 Creative education patterns: designing for learning by creating.] In ''Proceedings of the 19th European Conference on Pattern Languages of Programs (EuroPLoP 2014)'' (p. 7). | |source= Mentioned in Harashima, Kubota & Iba (2014)<ref name="Harashima">Harashima, Y., Kubota, T., & Iba, T. (2014). [http://dl.acm.org/citation.cfm?doid=2721956.2721989 Creative education patterns: designing for learning by creating.] In ''Proceedings of the 19th European Conference on Pattern Languages of Programs (EuroPLoP 2014)'' (p. 7). 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) --> | ||
Latest revision as of 10:30, 6 June 2017
| Proactive Mirror | |
| Contributors | Yuji Harashima, Tetsuro Kubota, Takashi Iba |
|---|---|
| Last modification | June 6, 2017 |
| Source | Mentioned in Harashima, Kubota & Iba (2014)[1] |
| Pattern formats | OPR Alexandrian |
| Usability | |
| Learning domain | |
| Stakeholders | |
When you concentrate on proceeding the project, you often overlook learners’ personal problem. Talk with each learner and draw out more clear and better idea, that makes progress of the project and solve the learners’ problem.[1]
Context
Problem
Forces
Solution
Consequences
Benefits
Liabilities
Evidence
Literature
Discussion
Data
Applied evaluation
Related patterns
Example
References
- ↑ 1.0 1.1 Harashima, Y., Kubota, T., & Iba, T. (2014). Creative education patterns: designing for learning by creating. In Proceedings of the 19th European Conference on Pattern Languages of Programs (EuroPLoP 2014) (p. 7). New York:ACM.