Cognitive Learning Efficiency through the Use of Design Patterns in Teaching

Autor/inn/en	Kolfschoten, Gwendolyn; Lukosch, Stephan; Verbraeck, Alexander; Valentin, Edwin; de Vreede, Gert-Jan
Titel	Cognitive Learning Efficiency through the Use of Design Patterns in Teaching
Quelle	In: Computers & Education, 54 (2010) 3, S.652-660 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0360-1315
DOI	10.1016/j.compedu.2009.09.028
Schlagwörter	Instructional Design; Problem Solving; Learning Processes; Efficiency; Transfer of Training; Difficulty Level; Cognitive Processes; Case Studies; Expertise; Teaching Methods; Instructional Effectiveness; Computer Assisted Instruction; Computer Science Education; Computer Software; Programming; Computer System Design; Information Technology; Learning Strategies; Programming Languages + Suchen Sie Ihr Suchwort? Lesson concept; Lessonplan; Unterrichtsentwurf; Problemlösen; Learning process; Lernprozess; Effectiveness; Effektivität; Wirkungsgrad; Training; Transfer; Ausbildung; Schwierigkeitsgrad; Cognitive process; Kognitiver Prozess; Case study; Fallstudie; Case Study; Expert appraisal; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg; Computer based training; Computerunterstützter Unterricht; Computer science lessons; Informatikunterricht; Programmierung; Informationstechnologie; Learning methode; Learning techniques; Lernmethode; Lernstrategie
Abstract	Nowadays we need to teach students how to become flexible problem solvers in a dynamic world. The pace in which technology changes and complexity increases requires increased efficiency in learning and understanding. This requires the engineers of tomorrow to quickly gain knowledge and insight outside their prime area of expertise. To transfer practical, how-to knowledge, to re-use design solutions and to teach students design solutions in the context of a specific domain, design patterns can be used. Design patterns offer a way to transfer knowledge that is more practical and "ready for use" than a generic theory-based transfer of knowledge. However, the advantage of design patterns might go beyond re-use, design efficiency and flexibility. This paper argues that in addition to the benefits described above, there is a specific added value for the use of design patterns by students to acquire design skills and domain knowledge. To analyze this proposition we will analyze the literature on cognitive load and cognitive learning processes, and relate this to experiences from three case studies in which novices and experts were offered design patterns to develop and implement systems and processes. We will reflect on implications of the use of design patterns in computer-based teaching as well as on a potential support tool to improve the accessibility of pattern languages. (Contains 1 table and 2 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10