Accelerated future learning - Revision history

Koedinger at 17:37, 31 October 2008

2008-10-31T17:37:16Z

← Older revision		Revision as of 17:37, 31 October 2008
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	~~=== Accelerated future learning ===~~		We can distinguish two types of accelerated future learning measures:

	~~''From Koedinger's slides at the PSLC lunch'':~~

	~~Accelerated~~ future learning measures:

	Type A: Complex test items that teach a new [[knowledge component]] on the test & then ask students to apply it.		Type A: Complex test items that teach a new [[knowledge component]] on the test & then ask students to apply it.
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	Both involve instruction on new knowledge.		Both involve instruction on new knowledge.

	For example in algebra, given the instructional problems are something like: 3x + 10 = 20, 14 - 2x = 40, 25 = 5x - 12 ... then an accelerated future learning measure would involve new instruction that provides a annotated worked example of solving a new type of problem like “3x + 8 = 4x + 2” and then gives students similar problems like "9 + 4x = 7x - 4". To distinguish accelerated future learning from [[transfer]], a study also needs a contrast with student performance on the target items (e.g., "9 + 4x = 7x - 4") without the new instruction (e.g., the annotated worked example of solving “3x + 8 = 4x + 2”).		For example in algebra, given the instructional problems are something like: 3x + 10 = 20, 14 - 2x = 40, 25 = 5x - 12 ... then an accelerated future learning measure would involve new instruction that provides an annotated worked example of solving a new type of problem like “3x + 8 = 4x + 2” and then gives students similar problems like "9 + 4x = 7x - 4". To distinguish accelerated future learning from [[transfer]], a study also needs a contrast with student performance on the target items (e.g., "9 + 4x = 7x - 4") without the new instruction (e.g., the annotated worked example of solving “3x + 8 = 4x + 2”).

			A related idea is preparation for future learning (Bransford & Schwartz, 1999).

	''From the ~~Refinment~~ and Fluency cluster'':		''From the Refinement and Fluency cluster'':

	Learning that proceeds more effectively and more rapidly because of prior learning. It differs from transfer in its putative generality, not dependent on encounters with similar materials that require similar procedures (transfer). It may include what are called “learning to learn” skills. However, by hypothesis the robust learning produces accelerated learning through component competencies or through gains in efficiency that arise from procedures (e.g. [[chunking]]) that can apply to new learning. These procedures do not imply the use of deliberate [[sense making]] [[strategies]] associated with “learning to learn” -- such would be in the domain of one of the sense-making research clusters.		Learning that proceeds more effectively and more rapidly because of prior learning. It differs from transfer in its putative generality, not dependent on encounters with similar materials that require similar procedures (transfer). It may include what are called “learning to learn” skills. However, by hypothesis the robust learning produces accelerated learning through component competencies or through gains in efficiency that arise from procedures (e.g. [[chunking]]) that can apply to new learning. These procedures do not imply the use of deliberate [[sense making]] [[strategies]] associated with “learning to learn” -- such would be in the domain of one of the sense-making research clusters.

			=== References ===
			* Bransford, J. D., & Schwartz, D. (1999). Rethinking transfer: A simple proposal with multiple implications. In A. Iran-Nejad & P. D. Pearson (Eds.), Review of Research in Education (Vol. 24). Washington, DC: American Educational Research Association.

	[[Category:Glossary]]		[[Category:Glossary]]

Idoroll at 18:32, 24 March 2008

2008-03-24T18:32:04Z

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	[[Category:Instructional Outcome]]		[[Category:Instructional Outcome]]
	[[Category:PSLC General]]		[[Category:PSLC General]]
			[[Category:IPL]]

Koedinger at 23:49, 5 April 2007

2007-04-05T23:49:05Z

← Older revision		Revision as of 23:49, 5 April 2007
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	[[Category:Glossary]]		[[Category:Glossary]]
	[[Category:Dependent Variables]]		[[Category:Dependent Variables]]
			[[Category:Instructional Outcome]]
	[[Category:PSLC General]]		[[Category:PSLC General]]

Adele: /* Accelerated future learning */

2006-12-27T15:15:26Z

Accelerated future learning

← Older revision		Revision as of 15:15, 27 December 2006
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	Both involve instruction on new knowledge.		Both involve instruction on new knowledge.

	For example in algebra, given the instructional problems are something like: 3x + 10 = 20, 14 - 2x = 40, 25 = 5x - 12 ... then an accelerated future learning measure would involve new instruction that provides a annotated worked example of solving a new type of problem like “3x + 8 = 4x + 2” and then gives students similar problems like "9 + 4x = 7x - 4". To distinguish [[accelerated future learning]] from [[transfer]], a study also needs a contrast with student performance on the target items (e.g., "9 + 4x = 7x - 4") without the new instruction (e.g., the annotated worked example of solving “3x + 8 = 4x + 2”).		For example in algebra, given the instructional problems are something like: 3x + 10 = 20, 14 - 2x = 40, 25 = 5x - 12 ... then an accelerated future learning measure would involve new instruction that provides a annotated worked example of solving a new type of problem like “3x + 8 = 4x + 2” and then gives students similar problems like "9 + 4x = 7x - 4". To distinguish accelerated future learning from [[transfer]], a study also needs a contrast with student performance on the target items (e.g., "9 + 4x = 7x - 4") without the new instruction (e.g., the annotated worked example of solving “3x + 8 = 4x + 2”).

Adele at 15:14, 27 December 2006

2006-12-27T15:14:45Z

← Older revision		Revision as of 15:14, 27 December 2006
Line 11:		Line 11:
	Both involve instruction on new knowledge.		Both involve instruction on new knowledge.

	For example in algebra, given the instructional problems are something like: 3x + 10 = 20, 14 - 2x = 40, 25 = 5x - 12 ... then an accelerated future learning measure would involve new instruction that provides a annotated worked example of solving a new type of problem like “3x + 8 = 4x + 2” and then gives students similar problems like "9 + 4x = 7x - 4". To distinguish accelerated future learning from [[transfer]], a study also needs a contrast with student performance on the target items (e.g., "9 + 4x = 7x - 4") without the new instruction (e.g., the annotated worked example of solving “3x + 8 = 4x + 2”).		For example in algebra, given the instructional problems are something like: 3x + 10 = 20, 14 - 2x = 40, 25 = 5x - 12 ... then an accelerated future learning measure would involve new instruction that provides a annotated worked example of solving a new type of problem like “3x + 8 = 4x + 2” and then gives students similar problems like "9 + 4x = 7x - 4". To distinguish [[accelerated future learning]] from [[transfer]], a study also needs a contrast with student performance on the target items (e.g., "9 + 4x = 7x - 4") without the new instruction (e.g., the annotated worked example of solving “3x + 8 = 4x + 2”).

Adele at 15:14, 27 December 2006

2006-12-27T15:14:20Z

← Older revision		Revision as of 15:14, 27 December 2006
Line 11:		Line 11:
	Both involve instruction on new knowledge.		Both involve instruction on new knowledge.

	For example in algebra, given the instructional problems are something like: 3x + 10 = 20, 14 - 2x = 40, 25 = 5x - 12 ... then an accelerated future learning measure would involve new instruction that provides a annotated worked example of solving a new type of problem like “3x + 8 = 4x + 2” and then gives students similar problems like "9 + 4x = 7x - 4". To distinguish [[accelerated future learning]] from [[transfer]], a study also needs a contrast with student performance on the target items (e.g., "9 + 4x = 7x - 4") without the new instruction (e.g., the annotated worked example of solving “3x + 8 = 4x + 2”).		For example in algebra, given the instructional problems are something like: 3x + 10 = 20, 14 - 2x = 40, 25 = 5x - 12 ... then an accelerated future learning measure would involve new instruction that provides a annotated worked example of solving a new type of problem like “3x + 8 = 4x + 2” and then gives students similar problems like "9 + 4x = 7x - 4". To distinguish accelerated future learning from [[transfer]], a study also needs a contrast with student performance on the target items (e.g., "9 + 4x = 7x - 4") without the new instruction (e.g., the annotated worked example of solving “3x + 8 = 4x + 2”).

Adele: /* Accelerated future learning */

2006-12-27T15:13:03Z

Accelerated future learning

← Older revision		Revision as of 15:13, 27 December 2006
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	Both involve instruction on new knowledge.		Both involve instruction on new knowledge.

	For example in algebra, given the instructional problems are something like: 3x + 10 = 20, 14 - 2x = 40, 25 = 5x - 12 ... then an accelerated future learning measure would involve new instruction that provides a annotated worked example of solving a new type of problem like “3x + 8 = 4x + 2” and then gives students similar problems like "9 + 4x = 7x - 4". To distinguish accelerated future learning from transfer, a study also needs a contrast with student performance on the target items (e.g., "9 + 4x = 7x - 4") without the new instruction (e.g., the annotated worked example of solving “3x + 8 = 4x + 2”).		For example in algebra, given the instructional problems are something like: 3x + 10 = 20, 14 - 2x = 40, 25 = 5x - 12 ... then an accelerated future learning measure would involve new instruction that provides a annotated worked example of solving a new type of problem like “3x + 8 = 4x + 2” and then gives students similar problems like "9 + 4x = 7x - 4". To distinguish [[accelerated future learning]] from [[transfer]], a study also needs a contrast with student performance on the target items (e.g., "9 + 4x = 7x - 4") without the new instruction (e.g., the annotated worked example of solving “3x + 8 = 4x + 2”).

Adele at 14:56, 27 December 2006

2006-12-27T14:56:37Z

← Older revision		Revision as of 14:56, 27 December 2006
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	''From the Refinment and Fluency cluster'':		''From the Refinment and Fluency cluster'':

	Learning that proceeds more effectively and more rapidly because of prior learning. It differs from transfer in its putative generality, not dependent on encounters with similar materials that require similar procedures (transfer). It may include what are called “learning to learn” skills. However, by hypothesis the robust learning produces accelerated learning through component competencies or through gains in efficiency that arise from procedures (e.g. [[chunking]]) that can apply to new learning. These procedures do not imply the use of deliberate sense-making strategies associated with “learning to learn” -- such would be in the domain of one of the sense-making research clusters.		Learning that proceeds more effectively and more rapidly because of prior learning. It differs from transfer in its putative generality, not dependent on encounters with similar materials that require similar procedures (transfer). It may include what are called “learning to learn” skills. However, by hypothesis the robust learning produces accelerated learning through component competencies or through gains in efficiency that arise from procedures (e.g. [[chunking]]) that can apply to new learning. These procedures do not imply the use of deliberate [[sense making]] [[strategies]] associated with “learning to learn” -- such would be in the domain of one of the sense-making research clusters.

	[[Category:Glossary]]		[[Category:Glossary]]
	[[Category:Dependent Variables]]		[[Category:Dependent Variables]]
	[[Category:PSLC General]]		[[Category:PSLC General]]

Adele: /* Accelerated future learning */

2006-12-26T17:22:45Z

Accelerated future learning

← Older revision		Revision as of 17:22, 26 December 2006
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	Accelerated future learning measures:		Accelerated future learning measures:

	Type A: Complex test items that teach a new knowledge component on the test & then ask students to apply it.		Type A: Complex test items that teach a new [[knowledge component]] on the test & then ask students to apply it.

	Type B: Assessment data collection during future instruction (e.g., next on-line course unit) with treatment no longer in place.		Type B: Assessment data collection during future instruction (e.g., next on-line course unit) with treatment no longer in place.

Adele at 16:27, 26 December 2006

2006-12-26T16:27:16Z

← Older revision		Revision as of 16:27, 26 December 2006
Line 16:		Line 16:
	''From the Refinment and Fluency cluster'':		''From the Refinment and Fluency cluster'':

	Learning that proceeds more effectively and more rapidly because of prior learning. It differs from transfer in its putative generality, not dependent on encounters with similar materials that require similar procedures (transfer). It may include what are called “learning to learn” skills. However, by hypothesis the robust learning produces accelerated learning through component competencies or through gains in efficiency that arise from procedures (e.g. chunking) that can apply to new learning. These procedures do not imply the use of deliberate sense-making strategies associated with “learning to learn” -- such would be in the domain of one of the sense-making research clusters.		Learning that proceeds more effectively and more rapidly because of prior learning. It differs from transfer in its putative generality, not dependent on encounters with similar materials that require similar procedures (transfer). It may include what are called “learning to learn” skills. However, by hypothesis the robust learning produces accelerated learning through component competencies or through gains in efficiency that arise from procedures (e.g. [[chunking]]) that can apply to new learning. These procedures do not imply the use of deliberate sense-making strategies associated with “learning to learn” -- such would be in the domain of one of the sense-making research clusters.

	[[Category:Glossary]]		[[Category:Glossary]]
	[[Category:Dependent Variables]]		[[Category:Dependent Variables]]
	[[Category:PSLC General]]		[[Category:PSLC General]]