Student Miners
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| Student Miners | |
| Contributors | Christian Köppe, Joost Schalken-Pinkster |
|---|---|
| Last modification | June 6, 2017 |
| Source | Köppe and Schalken-Pinkster (2013)[1]; Köppe, Portier, Bakker & Hoppenbrouwers (in press 2015)[2]; Köppe, Niels, Holwerda, Tijsma, Van Diepen, Van Turnhout, and Bakker (2015)[3] |
| Pattern formats | OPR Alexandrian |
| Usability | |
| Learning domain | |
| Stakeholders | |
Also Known As: Collaborative Knowledge Construction
Introduce the concept through questions that are related to existing knowledge and lead towards the new concept; don’t present the concept yourself directly. Let multiple students provide a variety of answers to these questions and lead the group through follow-up questions towards the new concept. Mine the new concept from all answers together with all students.[1][2]
Context
Problem
Forces
Solution
Consequences
Benefits
Liabilities
Evidence
Literature
Discussion
Data
Applied evaluation
Related patterns
Example
References
- ↑ 1.0 1.1 Pattern published in Köppe, C., & Schalken-Pinkster, J. (2013). Lecture design patterns: improving interactivity. In Proceedings of the 20th Conference on Pattern Languages of Programs (PLoP 2013) (p. 23). The Hillside Group.
- ↑ 2.0 2.1 Patlet mentioned in Köppe, C., Portier, M., Bakker, R., & Hoppenbrouwers, S. (in press 2015). Lecture Design Patterns: More Interactivity Improvement Patterns. In Proceedings of the 22nd Conference on Pattern Languages of Programs (PLoP 2015). New York:ACM.
- ↑ Also mentioned in Köppe, C., Niels, R., Holwerda, R., Tijsma, L., Van Diepen, N., Van Turnhout, K., Bakker, R., (2015). Flipped Classroom Patterns - Designing Valuable In-Class Meetings. In Proceedings of the 20th European Conference on Pattern Languages of Programs (EuroPLoP 2015). New York:ACM.