Teaching GoF design patterns through refactoring and role-play. Jiménez-Díaz, G., Gómez-Albarrán, M., & González-Calero, P. International Journal of Engineering Education, 24(4):717-728, 2008.
abstract   bibtex   
In order to fully understand the implications of object-oriented design patterns, students need to consider alternative designs to a problem and to analyse these solutions in terms of coupling, cohesion and extensibility. Lecture-based approaches to teaching design patterns do not provide students with the insights needed unless they already have experience in object-oriented design. In this paper we present an approach to teaching design patterns that promotes active learning and makes students participate in refactorings through role-play sessions. We describe two experiments that demonstrate student acceptance and present promising results on the effectiveness of the approach. © 2008 TEMPUS Publications.
@article{
 title = {Teaching GoF design patterns through refactoring and role-play},
 type = {article},
 year = {2008},
 keywords = {Active learning,Object-oriented design pattern learning,Pattern-directed refactoring,Role-play},
 pages = {717-728},
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 abstract = {In order to fully understand the implications of object-oriented design patterns, students need to consider alternative designs to a problem and to analyse these solutions in terms of coupling, cohesion and extensibility. Lecture-based approaches to teaching design patterns do not provide students with the insights needed unless they already have experience in object-oriented design. In this paper we present an approach to teaching design patterns that promotes active learning and makes students participate in refactorings through role-play sessions. We describe two experiments that demonstrate student acceptance and present promising results on the effectiveness of the approach. © 2008 TEMPUS Publications.},
 bibtype = {article},
 author = {Jiménez-Díaz, G. and Gómez-Albarrán, M. and González-Calero, P.A.},
 journal = {International Journal of Engineering Education},
 number = {4}
}

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