Assistance - Revision history

Koedinger at 01:23, 23 May 2008

2008-05-23T01:23:30Z

← Older revision		Revision as of 01:23, 23 May 2008
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	It is important to emphasize that saying students get more instructional assistance from one instructional method than another does ''not'' mean students will learn more. Assistance is ''not equal'' to learning. Sometimes less assistance is better, for instance, because it may be more engaging or because it may require more deep thought or [[sense making]]. This difficult challenge for an instructional designer of deciding when to give more assistance or information versus when to withhold it is the [[assistance dilemma]]. That students with higher competence may benefit from lower levels of assistance is the [[Assistance Hypothesis\|assistance hypothesis]].		It is important to emphasize that saying students get more instructional assistance from one instructional method than another does ''not'' mean students will learn more. Assistance is ''not equal'' to learning. Sometimes less assistance is better, for instance, because it may be more engaging or because it may require more deep thought or [[sense making]]. This difficult challenge for an instructional designer of deciding when to give more assistance or information versus when to withhold it is the [[assistance dilemma]]. That students with higher competence may benefit from lower levels of assistance is the [[Assistance Hypothesis\|assistance hypothesis]].

			Different forms or dimensions of instructional assistance can be found [[Instructional dimensions root\|here]]. See also an even broader set of [[:Category:Independent Variables\|instructional methods]] and a more narrow set of [[Instructional Principles and Hypotheses\|instructional principles and hypotheses]].
			Macro-level framework

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

Koedinger at 01:16, 23 May 2008

2008-05-23T01:16:14Z

← Older revision		Revision as of 01:16, 23 May 2008
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	Operationally, assistance is equated with the probability of a good performance ''during training''. For instance, if the training involves solving a multi-step problem, and the experimental instruction causes students to have a higher probability of correctly entering steps than the control instruction, then the experimental instruction has a higher degree of assistance.		Operationally, assistance is equated with the probability of a good performance ''during training''. For instance, if the training involves solving a multi-step problem, and the experimental instruction causes students to have a higher probability of correctly entering steps than the control instruction, then the experimental instruction has a higher degree of assistance.

	Theoretically, one can decide whether one [[instructional method]] provides more assistance than another by analysis of whether one gives more information than the other. For instance, a [[worked examples\|worked example]] gives more information than the analogous problem because the worked example gives the answer and the steps to solve the problem whereas the problem withholds the answer and steps. In ~~others~~, because a problem provides a logical subset of the information provided by a matched worked example, a problem is less assistance than a worked example.		Theoretically, one can decide whether one [[instructional method]] provides more assistance than another by analysis of whether one gives more information than the other. For instance, a [[worked examples\|worked example]] gives more information than the analogous problem because the worked example gives the answer and the steps to solve the problem whereas the problem withholds the answer and steps. In other words, because a problem provides a logical subset of the information provided by a matched worked example, a problem is less assistance than a worked example.

	It is important to emphasize that saying students get more instructional assistance from one instructional method than another does ''not'' mean students will learn more. Assistance is ''not equal'' to learning. Sometimes less assistance is better, for instance, because it may more engaging or because it may require more deep thought or [[sense making]]. This difficult challenge for an instructional designer of deciding when to give more assistance or information versus when to withhold it is the [[assistance dilemma]]. That students with higher competence may benefit from lower levels of assistance is the [[Assistance Hypothesis\|assistance hypothesis]].		It is important to emphasize that saying students get more instructional assistance from one instructional method than another does ''not'' mean students will learn more. Assistance is ''not equal'' to learning. Sometimes less assistance is better, for instance, because it may be more engaging or because it may require more deep thought or [[sense making]]. This difficult challenge for an instructional designer of deciding when to give more assistance or information versus when to withhold it is the [[assistance dilemma]]. That students with higher competence may benefit from lower levels of assistance is the [[Assistance Hypothesis\|assistance hypothesis]].

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

Koedinger at 22:27, 27 May 2007

2007-05-27T22:27:40Z

← Older revision		Revision as of 22:27, 27 May 2007
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	Assistance is a property of instruction. Intuitively, assistance refers to how much help the learner gets from the instruction as they are learning. The term ''[[scaffolding]]'' is nearly synonymous.		Assistance is a property of instruction. Intuitively, assistance refers to how much help the learner gets from the instruction as they are learning. The term ''[[scaffolding]]'' is nearly synonymous.

	Operationally, assistance is equated with the probability of a good performance ''during training''. For instance, if the training involves solving a ~~multistep~~ problem, and the experimental instruction causes students to have a higher probability of correctly entering steps than the control instruction, then the experimental instruction has a higher degree of assistance.		Operationally, assistance is equated with the probability of a good performance ''during training''. For instance, if the training involves solving a multi-step problem, and the experimental instruction causes students to have a higher probability of correctly entering steps than the control instruction, then the experimental instruction has a higher degree of assistance.

	It is important to ~~note,~~ that saying students get more instructional assistance from one instructional ~~approach~~ than another does ''not'' mean students will learn more. Assistance is ''not equal'' to learning. Sometimes less assistance is better, for instance, because it may more engaging or because it may require more deep thought. ~~See~~ the [[~~Assistance Hypothesis~~]] ~~and~~ the [[assistance ~~dilemma~~]].		Theoretically, one can decide whether one [[instructional method]] provides more assistance than another by analysis of whether one gives more information than the other. For instance, a [[worked examples\|worked example]] gives more information than the analogous problem because the worked example gives the answer and the steps to solve the problem whereas the problem withholds the answer and steps. In others, because a problem provides a logical subset of the information provided by a matched worked example, a problem is less assistance than a worked example.

			It is important to emphasize that saying students get more instructional assistance from one instructional method than another does ''not'' mean students will learn more. Assistance is ''not equal'' to learning. Sometimes less assistance is better, for instance, because it may more engaging or because it may require more deep thought or [[sense making]]. This difficult challenge for an instructional designer of deciding when to give more assistance or information versus when to withhold it is the [[assistance dilemma]]. That students with higher competence may benefit from lower levels of assistance is the [[Assistance Hypothesis\|assistance hypothesis]].

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

Vanlehn at 01:21, 4 May 2007

2007-05-04T01:21:37Z

← Older revision		Revision as of 01:21, 4 May 2007
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	Operationally, assistance is equated with the probability of a good performance ''during training''. For instance, if the training involves solving a multistep problem, and the experimental instruction causes students to have a higher probability of correctly entering steps than the control instruction, then the experimental instruction has a higher degree of assistance.		Operationally, assistance is equated with the probability of a good performance ''during training''. For instance, if the training involves solving a multistep problem, and the experimental instruction causes students to have a higher probability of correctly entering steps than the control instruction, then the experimental instruction has a higher degree of assistance.

	It is important to note, that saying students get more instructional assistance from one instructional approach than another does ''not'' mean students will learn more. Assistance is ''not equal'' to learning. Sometimes less assistance is better, for instance, because it may more engaging or because it may require more deep thought. See the [[Assistance Hypothesis]].		It is important to note, that saying students get more instructional assistance from one instructional approach than another does ''not'' mean students will learn more. Assistance is ''not equal'' to learning. Sometimes less assistance is better, for instance, because it may more engaging or because it may require more deep thought. See the [[Assistance Hypothesis]] and the [[assistance dilemma]].

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

Koedinger at 16:06, 20 April 2007

2007-04-20T16:06:22Z

← Older revision		Revision as of 16:06, 20 April 2007
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	Assistance is a property of instruction. Intuitively, assistance refers to how much help the learner gets from the instruction as they are learning. The term ''scaffolding'' is nearly synonymous.		Assistance is a property of instruction. Intuitively, assistance refers to how much help the learner gets from the instruction as they are learning. The term ''[[scaffolding]]'' is nearly synonymous.

	Operationally, assistance is equated with the probability of a good performance ''during training''. For instance, if the training involves solving a multistep problem, and the experimental instruction causes students to have a higher probability of correctly entering steps than the control instruction, then the experimental instruction has a higher degree of assistance.		Operationally, assistance is equated with the probability of a good performance ''during training''. For instance, if the training involves solving a multistep problem, and the experimental instruction causes students to have a higher probability of correctly entering steps than the control instruction, then the experimental instruction has a higher degree of assistance.

Koedinger at 15:03, 10 April 2007

2007-04-10T15:03:32Z

← Older revision		Revision as of 15:03, 10 April 2007
Line 1:		Line 1:
	Assistance is a property of instruction. Intuitively, assistance refers to how much help the learner gets from the instruction as they are learning. The term ''scaffolding'' is nearly synonymous.		Assistance is a property of instruction. Intuitively, assistance refers to how much help the learner gets from the instruction as they are learning. The term ''scaffolding'' is nearly synonymous.

	Operationally, assistance is equated with the probability of a good performance ''during training''. For instance, if the training involves solving a multistep problem, and the experimental instruction causes students to have a higher probability of correctly entering steps than the control instruction, then the experimental instruction has a higher degree of assistance.		Operationally, assistance is equated with the probability of a good performance ''during training''. For instance, if the training involves solving a multistep problem, and the experimental instruction causes students to have a higher probability of correctly entering steps than the control instruction, then the experimental instruction has a higher degree of assistance.

			It is important to note, that saying students get more instructional assistance from one instructional approach than another does ''not'' mean students will learn more. Assistance is ''not equal'' to learning. Sometimes less assistance is better, for instance, because it may more engaging or because it may require more deep thought. See the [[Assistance Hypothesis]].

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

Vanlehn at 19:37, 8 April 2007

2007-04-08T19:37:07Z

New page

Assistance is a property of instruction. Intuitively, assistance refers to how much help the learner gets from the instruction as they are learning. The term ''scaffolding'' is nearly synonymous.

Operationally, assistance is equated with the probability of a good performance ''during training''. For instance, if the training involves solving a multistep problem, and the experimental instruction causes students to have a higher probability of correctly entering steps than the control instruction, then the experimental instruction has a higher degree of assistance.

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