摘要：When integrating digital technology into teaching, many teachers experience similar challenges. Nevertheless, sharing experiences is difficult as it is usually not possible to transfer teaching scenarios directly from one subject to another because subject-specific characteristics make it difficult to reuse them. To address this problem, instructional scenarios can be described as patterns, which has already been applied in educational contexts. Patterns capture proven teaching strategies and describe teaching scenarios in a unified structure that can be reused. Since priorities for content, methods, and tools are different in each subject, we show an approach to develop a domain-independent graph database to collect digital teaching practices from a taxonomic structure via the intermediate step of an ontology. Furthermore, we outline a method to identify effective teaching practices from interdisciplinary data as patterns from the graph database using an association rule algorithm. The results show that an association-based analysis approach can derive initial indications of effective teaching scenarios.
