Difference between revisions of "Give A First Warning"
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{{Infobox_designpattern | {{Infobox_designpattern | ||
|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= | |contributor= [[Christian Köppe]] | ||
|source= Köppe (2012)<ref name="Koppe2012">Köppe, C. (2012). [http://dl.acm.org/citation.cfm?id=2831272 Learning patterns for group assignments: part 1.] In Proceedings of the 19th Conference on Pattern Languages of Programs (PLoP 2012). The Hillside Group.</ref><ref name="deCortie">Also mentioned in de Cortie, T., van Broeckhuijsen, R., Bosma, G., & Köppe, C. (2013). [http://dl.acm.org/citation.cfm?id=2725701 Learning patterns for group assignments: part 2.] In Proceedings of the 20th Conference on Pattern Languages of Programs (PLoP 2013). The Hillside Group.</ref> | |source= Köppe (2012)<ref name="Koppe2012">Köppe, C. (2012). [http://dl.acm.org/citation.cfm?id=2831272 Learning patterns for group assignments: part 1.] In Proceedings of the 19th Conference on Pattern Languages of Programs (PLoP 2012). The Hillside Group.</ref><ref name="deCortie">Also mentioned in de Cortie, T., van Broeckhuijsen, R., Bosma, G., & Köppe, C. (2013). [http://dl.acm.org/citation.cfm?id=2725701 Learning patterns for group assignments: part 2.] In Proceedings of the 20th Conference on Pattern Languages of Programs (PLoP 2013). The Hillside Group.</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 --> | ||
Revision as of 07:20, 6 April 2017
| Give A First Warning | |
| Contributors | Christian Köppe |
|---|---|
| Last modification | April 6, 2017 |
| Source | Köppe (2012)[1][2] |
| Pattern formats | OPR Alexandrian |
| Usability | |
| Learning domain | |
| Stakeholders | |
Some group members are not fulfilling the expectations and goals agreed on earlier which leads to an unbalanced participation in the group and endangers a good assignment completion.
Therefore: Confront the group member with his or her behavior and explain why it is a problem, thereby ensuring a constructive attitude. Make the consequences clear if the behavior does not improve and make specific agreements on how the student intends to work on the improvement.[1][2]
Context
Problem
Forces
Solution
Consequences
Benefits
Liabilities
Evidence
Literature
Discussion
Data
Applied evaluation
Related patterns
Example
References
- ↑ 1.0 1.1 Köppe, C. (2012). Learning patterns for group assignments: part 1. In Proceedings of the 19th Conference on Pattern Languages of Programs (PLoP 2012). The Hillside Group.
- ↑ 2.0 2.1 Also mentioned in de Cortie, T., van Broeckhuijsen, R., Bosma, G., & Köppe, C. (2013). Learning patterns for group assignments: part 2. In Proceedings of the 20th Conference on Pattern Languages of Programs (PLoP 2013). The Hillside Group.