Problem Orientation

	Problem Orientation
Contributors
Last modification	August 8, 2016
Source	Fricke and Völter (2000)
Pattern formats	OPR Alexandrian
	Usability
Learning domain
Stakeholders

Introduce a new topic by showing a problem it solves, that way the students know where you will lead them. While using a problem as motivator for the content is certainly advisable, there are also some arguments for not combining this with a top-down approach as this might not fit well with varying learning styles of the students. A mix of both approaches (top-down and bottom-up) often seems to work good^[1].

Context

Problem

Forces

Solution

Consequences

Benefits

Liabilities

Evidence

Literature

Discussion

Data

Applied evaluation

Related patterns

Example

References

↑ ^1.0 ^1.1 Fricke, A., & Völter, M. (2000). SEMINARS: A Pedagogical Pattern Language about teaching seminars effectively. In Proceedings of the 5th European Conference on Pattern Languages of Programs, EuroPLoP 2000 (pp. 87-128). New York:ACM.

[Fricke2000-1] 1.0 ^1.1 Fricke, A., & Völter, M. (2000). SEMINARS: A Pedagogical Pattern Language about teaching seminars effectively. In Proceedings of the 5th European Conference on Pattern Languages of Programs, EuroPLoP 2000 (pp. 87-128). New York:ACM.

[1]