| PATTERN NUMBER/NAME |
LEARNING OBJECTIVE(S) |
| #0: DIRR |
To transition from traditional to OO |
| #1: Concrete to Abstraction |
To introduce abstractions |
| #2: Reading, Critique, Lecture, Activity, Presentation with discussion RCLAP Pattern |
To accelerate learning through students taking control of the process |
| #3: Lecture-Examples-Activity-Student Presentation-Evaluation |
To introduce class modelling |
| #4: Brainstorming Pattern |
To introduce the CRC technique for discovering classes |
| #5: Role Playing Pattern |
To refine a list of candidate classes and begin object interaction |
| #6: Round Robin Pattern |
To get everyone working on an equal footing |
| #7: Incremental Role Play |
To clarify why a specific architecture was developed |
| #8: Lab-Discussion-Lecture-Lab (LDLL) Pattern |
To introduce a software tool or programming language concepts |
| #9: Lecture-Activity-Student Presentation-Discussion (LASD) Pattern |
To give a deeper understanding of a concept |
| #10: Programming in the Tiny, Small, Large (TSL) Pattern |
To introduce software concepts, especially those with different depths |
| #11: Explore-Present-Interact-Critique (EPIC) Pattern |
A whole course structure to make students independent learners |
| #12: "What did you eat for breakfast?" Pattern |
To teach accessors and mutators |
| #13: Design-Do-Redo-Redo (DDRR) Pattern |
To teach OO concepts independently from language |
| #14: Peer Review and Corrective Maintenance (PRCM) Pattern |
To expose students to maintenance issues |
| #15: Preparation, Industrial Presentation and Roundtable (PIPR) Pattern |
To bridge the gap between academia and industry |
| #16: Physical Analogy Pattern |
To demonstrate object thinking |
| #17: The Three Bears Pattern |
To remove 'fear of failure' |
| #18: Discussion-Activity-Review-Lab-Review Pattern |
To present ideas at a variety of abstraction levels |
| #19: Gagne'-Ausbel Pattern of Lecture (GAP) Pattern |
To improve the effectiveness of lecture sessions |
| #20: Identity Pattern |
To teach the concept of object identity |
| #21: Mission Impossible Pattern |
To 'shock' students into deeper thinking anout a subject |
| #22: Simulation Game Workshop Pattern |
To lessen the feeling of artificiality in group project work |
| #23: Model and Implement Pattern |
To stress programming as a form of problem solving |
| #24: Client-Server-Negotiation (CSN) Pattern |
To enable students to experience practically advantages of OO technology by taking over client/server responsibilities |
| #25: BASE-and-Supplementary-Languages in Lectures (BSLL) Pattern |
To avoid students relating OO concepts to just one programming language |
| #26: Educational Paradigm Factory Pattern |
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| #27: ETHOS |
Whole course philosophy for teaching facets of a wide ranging engineering subject |
| #28: Using Design Patterns (fundamentals) |
To introduce students to good OO design |
| #29: Using Design Patterns ( framework) |
To introduce the design concept behind a framework |
| #30: Fixer Upper Pattern |
To develop critical analysis skills |
| #31: Audio Object Analogies Pattern |
To explain object design using familiar analogies |
| #32: Spiral Pattern |
To give students the 'big picture' early on |
| #33: Mistake Pattern |
To make students learn explicitly the effects of errors |
| #34: Early Bird Pattern |
To ensure that the important aspects are remembered |
| #35: Toy Box |
To give broad knowledge of a subject |
| #36: Tool Box |
To build a tool set to be used later in the course |
| #37: Computer Ad Face-off Pattern |
To apply newly-learned knowledge |
| #38: Class Concept Map Pattern |
To engage students in making connections between technical terms |
| #39: Group Card Sorting Pattern |
To help students understand sorting |
| #40: Team Teaching Pattern |
To work with another faculty member to offer a course |
| #41: Assigning and Grading (short) Team Projects Pattern |
To assign students to suitable teams and to grade the outcomes suitably |
| #42: In-Line Exercises (ILE) Pattern |
To provide motivation for attention |
| #43: Model Transformation (MT) Pattern |
To emphasise the relationship between different analysis models |
| #44: Responsibility Driven Class Development Pattern |
To introduce students to object design when developing commonly used classes |
| #45: Concept, Glossary, Problem, Analyze, Discuss, Design (CoG-PADD) Pattern |
To teach interactively a new idea at the conceptual level |
| #46: Big Picture on a Small Scale (BPSS) Pattern |
To focus teaching of OO on an informal way that appeals to intuitions on every objects |
| #47: Simple and Complete Patterns Step by Step |
To help students understand the fundamentals so that they can apply them safely and effectively |
| #48: Academic To Industrial Project Link (LINK) Pattern |
To bridge the gap between theory and practical reality |
| #49: Project Reuse Pattern (Reuse) Pattern |
To reinforce the concept of reuse through practice |
| #51: Sneak Preview |
To anticipate a complicated subject without straying from course material |