Root node

2009-10-12T18:04:38Z

MaggieChun: /* Descendents */

== PSLC theoretical hierarchy’s Root Node ==

=== Abstract ===
PSLC research is primarily concerned with finding out what instructional environments, methods or activities causes students’ learning to be [[robust learning|robust]]. Although normal learning can be measured with immediate, near-transfer post-tests, we measure [[robust learning|robustness]] with three addition measures: [[long-term retention]], far [[transfer]] and [[accelerated future learning]].

=== Glossary ===

[[:Category:PSLC General|PSLC General Glossary]]

[[:Category:Glossary|Full Glossary]]

=== Research question ===
What instructional activities or methods cause students’ learning to be robust?

How can science and technology improve academic learning and make such learning more robust?

=== Dependent variables ===
Measures of basic learning (an immediate, near-transfer or [[normal post-test|"normal" post-test]]) and measures of [[robust learning]] ([[long-term retention]], [[transfer]] and [[accelerated future learning]]). These measures typically appear as problems, activities, or items on paper and/or on-line tests. Measures are designed to assess whether students have acquired particular [[knowledge components]] at the right level of generality (see [[feature validity]]) and with sufficient [[strength]] to be retained for future use.

=== Independent variables ===
Independent variables in PSLC are primarily instructional activities, methods, or treatments. Studies might also include independent variables that measure individual differences, like a language students' first language.

=== Hypotheses ===
Learning will be robust if the instructional activities are designed to include appropriate paths, and the students tend to follow those paths during instruction.

=== Explanation ===
Instructional activities influence the depth and generality of the students’ acquired [[knowledge component]]s, the knowledge components’ strength and [[feature validity]], and the student’s motivation. These in turn influence the students’ performance on measures of [[robust learning]]. That is, we take a cognitive stance, rather than a radically distributed or situated stance.

At the [[macro level]], instruction produces robust learning if it increases the frequency of:
*[[sense making]] processes: rederivation, adaptation (see [[refinement]], the explicit kind) and [[self-supervised learning]]
*and [[foundational skill building]] processes: [[strength|strengthening]], deep feature (see [[refinement]], the implicit kind)perception and [[cognitive headroom]].

At the [[micro level]], instruction produces robust learning if:
*The instruction is designed so that the [[learning event space]] has some target paths that would cause an ideal student to acquire knowledge that is deep, general, [[strength|strong]] and [[feature validity|retrieval-feature-valid]].
*Most students follow a target path most of the time. There are many factors outside the easy control of the experimenter or instructor, such as motivation and recall, that affect whether students actually follow the target paths designed into the instruction.

=== Descendents ===
*[[Interactive Communication]].
*[http://www.superiorpapers.com essay writers]
*[[Coordinative Learning]].
*[[Refinement and Fluency]].

Theory Wiki - User contributions [en]

Root node