Problem Orientation
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| Problem Orientation | |
| Contributors | Astrid Fricke, Markus Völter |
|---|---|
| Last modification | May 16, 2017 |
| Source | Fricke and Völter (2000)[1] |
| Pattern formats | OPR Alexandrian |
| Usability | |
| Learning domain | |
| Stakeholders | |
Introduce a new topic by showing a problem it solves, that way the students know where you will lead them. While using a problem as motivator for the content is certainly advisable, there are also some arguments for not combining this with a top-down approach as this might not fit well with varying learning styles of the students. A mix of both approaches (top-down and bottom-up) often seems to work good[1].
Context
Problem
Forces
Solution
Consequences
Benefits
Liabilities
Evidence
Literature
Discussion
Data
Applied evaluation
Related patterns
Example
References
- ↑ 1.0 1.1 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.