Cognitive learning efficiency through the use of design patterns in teaching

Gwendolyn Kolfschoten, Stephan Lukosch, Alexander Verbraeck, Edwin Valentin, Gerardus de Vreede

Research output: Contribution to journalArticle

51 Citations (Scopus)

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.

Original languageEnglish (US)
Pages (from-to)652-660
Number of pages9
JournalComputers and Education
Volume54
Issue number3
DOIs
StatePublished - Apr 1 2010

Fingerprint

cognitive learning
Teaching
efficiency
increased efficiency
student
knowledge transfer
value added
knowledge
engineer
learning process
expertise
flexibility
expert
Students
language
learning
experience
Engineers

Keywords

  • Cognitive load
  • Design patterns
  • Design skills
  • Expertise reversal effect
  • Learning efficiency

ASJC Scopus subject areas

  • Computer Science(all)
  • Education

Cite this

Kolfschoten, G., Lukosch, S., Verbraeck, A., Valentin, E., & de Vreede, G. (2010). Cognitive learning efficiency through the use of design patterns in teaching. Computers and Education, 54(3), 652-660. https://doi.org/10.1016/j.compedu.2009.09.028

Cognitive learning efficiency through the use of design patterns in teaching. / Kolfschoten, Gwendolyn; Lukosch, Stephan; Verbraeck, Alexander; Valentin, Edwin; de Vreede, Gerardus.

In: Computers and Education, Vol. 54, No. 3, 01.04.2010, p. 652-660.

Research output: Contribution to journalArticle

Kolfschoten, G, Lukosch, S, Verbraeck, A, Valentin, E & de Vreede, G 2010, 'Cognitive learning efficiency through the use of design patterns in teaching', Computers and Education, vol. 54, no. 3, pp. 652-660. https://doi.org/10.1016/j.compedu.2009.09.028
Kolfschoten, Gwendolyn ; Lukosch, Stephan ; Verbraeck, Alexander ; Valentin, Edwin ; de Vreede, Gerardus. / Cognitive learning efficiency through the use of design patterns in teaching. In: Computers and Education. 2010 ; Vol. 54, No. 3. pp. 652-660.
@article{6542b0bf62594cb08b1b3e7d529149d7,
title = "Cognitive learning efficiency through the use of design patterns in teaching",
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.",
keywords = "Cognitive load, Design patterns, Design skills, Expertise reversal effect, Learning efficiency",
author = "Gwendolyn Kolfschoten and Stephan Lukosch and Alexander Verbraeck and Edwin Valentin and {de Vreede}, Gerardus",
year = "2010",
month = "4",
day = "1",
doi = "10.1016/j.compedu.2009.09.028",
language = "English (US)",
volume = "54",
pages = "652--660",
journal = "Computers and Education",
issn = "0360-1315",
publisher = "Elsevier Limited",
number = "3",

}

TY - JOUR

T1 - Cognitive learning efficiency through the use of design patterns in teaching

AU - Kolfschoten, Gwendolyn

AU - Lukosch, Stephan

AU - Verbraeck, Alexander

AU - Valentin, Edwin

AU - de Vreede, Gerardus

PY - 2010/4/1

Y1 - 2010/4/1

N2 - 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.

AB - 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.

KW - Cognitive load

KW - Design patterns

KW - Design skills

KW - Expertise reversal effect

KW - Learning efficiency

UR - http://www.scopus.com/inward/record.url?scp=75149159103&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=75149159103&partnerID=8YFLogxK

U2 - 10.1016/j.compedu.2009.09.028

DO - 10.1016/j.compedu.2009.09.028

M3 - Article

VL - 54

SP - 652

EP - 660

JO - Computers and Education

JF - Computers and Education

SN - 0360-1315

IS - 3

ER -