Difference between revisions of "Additional Resources"
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Sfrancisco (talk | contribs) (Created patlet for pattern) |
Sfrancisco (talk | contribs) (Edited source) |
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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= <!-- List of contributors separated by a " , "comma. This is optional so you can remove this field if there are no contributors --> | |contributor= <!-- List of contributors separated by a " , "comma. This is optional so you can remove this field if there are no contributors --> | ||
|source= Köppe et al. (under development)<ref name="Koppe"> | |source= Köppe et al. (under development)<ref name="Koppe">Patlet first mentioned in Köppe, C., Niels, R., Holwerda, R., Tijsma, L., van Diepen, N., van Turnhout, K., Bakker, R., (2015). [http://dl.acm.org/citation.cfm?id=2855348 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.</ref>; Köppe et al. (2016)<ref> Pattern first published in Köppe, C., Niels, R., Bakker, R., & Hoppenbreuwers, S. (2016). [http://www.ralphniels.nl/pubs/koppe-vikingplop16.pdf Flipped Classroom Patterns-Controlling the Pace]. In ''Proceedings of the 10th Travelling Conference on Pattern Languages of Programs (VikingPLoP 2016)''. 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) --> | ||
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Offer additional resources such as websites, articles, or extra exercises, to support students that have difficulties with acquiring the concepts with the standard material only.<ref name="Koppe"/> | Offer additional resources such as websites, articles, or extra exercises, to support students that have difficulties with acquiring the concepts with the standard material only.<ref name="Koppe"/> | ||
==Context== | ==Context== | ||
Revision as of 13:18, 30 January 2017
| Additional Resources | |
| Contributors | |
|---|---|
| Last modification | January 30, 2017 |
| Source | Köppe et al. (under development)[1]; Köppe et al. (2016)[2] |
| Pattern formats | OPR Alexandrian |
| Usability | |
| Learning domain | |
| Stakeholders | |
Offer additional resources such as websites, articles, or extra exercises, to support students that have difficulties with acquiring the concepts with the standard material only.[1]
Context
Problem
Forces
Solution
Consequences
Benefits
Liabilities
Evidence
Literature
Discussion
Data
Applied evaluation
Related patterns
Example
References
- ↑ 1.0 1.1 Patlet first 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.
- ↑ Pattern first published in Köppe, C., Niels, R., Bakker, R., & Hoppenbreuwers, S. (2016). Flipped Classroom Patterns-Controlling the Pace. In Proceedings of the 10th Travelling Conference on Pattern Languages of Programs (VikingPLoP 2016). New York:ACM.