Cognitiveloadpatterns

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Cognitive learning efficiency through the use of design patterns in teaching.
Gwendolyn Kolfschoten, Stephan Lukosch, Alexander Verbraeck, Edwin Valentin, Gert-Jan de Vreede
for:
http://purl.org/planet/Groups.CAL09/

Published in: Education, Technology
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Cognitiveloadpatterns

  1. 1. Cognitive learning efficiency through the use of design patterns in teaching Gwendolyn Kolfschoten Stephan Lukosch Alexander Verbraeck Edwin Valentin Gert-Jan de Vreede
  2. 2. The effect of design patterns
  3. 3. Cognitive Load Theory (Sweller et al) <ul><li>Cognitive Load </li></ul><ul><li>Working memory </li></ul><ul><li>Long term memory </li></ul><ul><li>Information storage in schemas </li></ul><ul><li>Automation of schemas </li></ul>
  4. 4. Experts vs. Novices <ul><li>Larger Schema </li></ul><ul><li>Automated Schema </li></ul><ul><li>Better classified/more accessible schema </li></ul><ul><li>Schema are interrelated based on solution principle rather than domain </li></ul><ul><li>Pattern recognition </li></ul>
  5. 5. Propositions <ul><li>Design patterns constitute design efficiency for novices (old) </li></ul><ul><li>Design paterns do not constitute design efficiency for experts (derived from expertise reversal effect) </li></ul><ul><li>The use of Design patterns in “learning to design” will increase the quality of schema build in memory and thus improve quality and efficiency of learning the domain and the possibilities with respect to design </li></ul>
  6. 6. Preliminary Conclusions <ul><li>Design patterns are efficient in design </li></ul><ul><li>Design patterns are only useful when no other schema are constructed yet (novice) experts first need to build new schema to be able to use them effectively </li></ul><ul><li>It seems that the structure of the design patterns offers a basis for the building of higher quality schema than a generic bottom-up learning approach </li></ul>

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