Hint on Demand
| Hint on Demand | |
| Contributors | Marc Zimmermann, Daniel Herding, Christine Bescherer |
|---|---|
| Last modification | May 15, 2017 |
| Source | Zimmermann, Herding & Bescherer (2014)[1] |
| Pattern formats | OPR Alexandrian |
| Usability | |
| Learning domain | |
| Stakeholders | |
Students in mathematical courses at university have to work on weekly exercises in addition to attending lectures. Most of these exercises can be solved by performing several discrete steps, but for students they can seem complex and many of them have difficulties in carrying out these exercises. These difficulties can usually be overcome by hints given by a tutor, but students working alone cannot get access to this support. Similarly, tutors cannot provide this support to students in large classes. In this pattern, the proposed solution is to make hints accessible in a semiautomated way. Hints for expected mistakes, or on notation problems, will be given automatically. Hints for specific individual problems will be given by the tutor. The hints are given when the learner actively demands them and not before he/she has started working on the task.
Context
Problem
Forces
Solution
Consequences
Benefits
Liabilities
Evidence
Literature
Discussion
Data
Applied evaluation
Related patterns
Example
References
- ↑ Zimmermann, M., Herding, D. & Bescherer, C. (2014). Pattern: Hint on Demand. In Mor, Y., Mellar, H., Warburton, S., & Winters, N. (Eds.). Practical design patterns for teaching and learning with technology (pp. 329-335). Rotterdam, The Netherlands: Sense Publishers.