Difference between revisions of "Context, Problem and Consequences First"
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|source= Köppe (2011)<ref>Patlet | |source= Köppe (2011)<ref>Pattern first published in Köppe, C. (2011). [http://dl.acm.org/citation.cfm?id=2396718 A pattern language for teaching design patterns (part 1)]. In ''Proceedings of the 16th European Conference on Pattern Languages of Programs'' (p. 2). ACM:New York.</ref><ref>Patlet published in Köppe, C. (2011). [http://koeppe.nl/publications/PatternsForPatternTeaching_ACM_Plop11.pdf A pattern language for teaching design patterns (part 2)]. In ''Proceedings of the 18th Conference on Pattern Languages of Programs''. ACM:New York.</ref>; Köppe (2013)<ref name="Koppe2013">Pattern also published in Köppe, C. (2013). [http://link.springer.com/chapter/10.1007/978-3-642-38676-3_2 A Pattern Language for Teaching Design Patterns.] In ''Transactions on Pattern Languages of Programming III'' (pp. 24-54). Springer Berlin Heidelberg.</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 07:08, 30 January 2017
| Context, Problem and Consequences First | |
| Contributors | |
|---|---|
| Last modification | January 30, 2017 |
| Source | Köppe (2011)[1][2]; Köppe (2013)[3] |
| Pattern formats | OPR Alexandrian |
| Usability | |
| Learning domain | |
| Stakeholders | |
Also Known As: First Things First, Focus Beyond the Solution
After an initial introduction to patterns, the students will be required to apply them as well. The application requires the choice for a pattern and the application of its solution. You now want to show students how to start applying patterns in a correct way.
Students who start to learn patterns often go straight to the solution and apply it, hastily skipping the problem, context, forces, and consequences parts of the pattern.
Therefore: Focus first on the problem, context, and forces parts of a pattern. Make sure the students understand the need for a good solution. Then introduce the solution and the consequences of applying the pattern.
We consider this pattern a true invariant, as independent of the domain a specific pattern should only be applied after all relevant information has been gathered and analysed.
References
- ↑ Pattern first published in Köppe, C. (2011). A pattern language for teaching design patterns (part 1). In Proceedings of the 16th European Conference on Pattern Languages of Programs (p. 2). ACM:New York.
- ↑ Patlet published in Köppe, C. (2011). A pattern language for teaching design patterns (part 2). In Proceedings of the 18th Conference on Pattern Languages of Programs. ACM:New York.
- ↑ Pattern also published in Köppe, C. (2013). A Pattern Language for Teaching Design Patterns. In Transactions on Pattern Languages of Programming III (pp. 24-54). Springer Berlin Heidelberg.