Pedagogical patterns: capturing best practices in teaching object technology

Abstract

The Pedagogical Patterns Project began at OOPSLA '95 and started holding workshops in 1996 at the ECOOP, TOOLS and OOPSLA conferences. The aim of the project has been to capture successful experiences in teaching and learning OT, from industry or academia, in a homogeneous, easily accessible format. Patterns have been regarded as an effective method for achieving this. Since 1996, many other sessions have been held at numerous conferences in America and Europe, resulting in the collection of more than 50 teaching techniques written in pattern format. As this present collection is now being refined and expanded, educators are discovering the effectiveness of sharing their teaching experiences in the form of pedagogical patterns. JUTTA ECKSTEIN, MARY LYNN MANNS and MARKUS VOELTER explain. Copyright © 2001 John Wiley & Sons, Ltd.

Categorizing Pedagogical patterns by teaching activities and Pedagogical values

“…In this section, we will discuss the practical impact of the categorizations and how they can be used in teaching. Eckstein (2001) describes a pattern as follows: ''This is the essence of patterns-to offer a format and a process of sharing successful practices in a way that allows each practice to be used by a variety of people in many different ways'' (p. 9). In the two pattern languages selected, the process part is almost non-existent.…”

Designing modern informatics education for future managers and advanced users according to their knowledge base

“…The answer can be found in the following sources. Information systems are a scientifi c discipline with a global reach that investigates a development, use, and impact of ICT (Basl et al, 2011;Vymětal, 2009). Business Informatics as such constitutes a major scientifi c community within the IS discipline according to (Gála, Pour, & Šedivá, 2009;Heinrich & Riedl, 2013).…”

“…Based on studying the accessible sources of literature e.g. (Basl et al, 2011), (Bureš, 2007, (Dale, 1969), (Drucker, 2001), (Eckstein, Manns, & Voelter, 2001), (Hubweiser, Broy, & Brauer, 1997), (Schwill, 1998), (Strawman, 2004), (Voříšek, Pour, & Buchalcevová, 2015) the latest knowledge and trends in the fi eld of ICT mentioned above, implementation and integration of IS, published experience of experts from the area of development, contents of foreign universities curriculums, contents for educating experts in the fi eld of "business informatics" and software engineering, our own knowledge and skills we have decided for a concept of education in two parallel lines. The new structure of the Informatics II Course, used and adjusted during last ten years presents Tab.…”

Una aproximación hacia los patrones pedagógicos orientados hacia didácticas en computación

“…Los patrones pedagógicos pretenden "capturar el conocimiento experto de la práctica de la enseñanza y el aprendizaje" a través de un diseño compacto y fácil de comunicar (Pedagogical Patterns Project, s.f.). Aunque los patrones pedagógicos han existido desde 1995 (Eckstein, 2001), algunos autores afirman que su impacto es limitado. Fincher y Utting afirman que "los patrones pedagógicas aún carecen de una aceptación generalizada'' (2002: 201).…”