Example-rule coordination - Revision history

Vanlehn at 03:40, 12 December 2007

2007-12-12T03:40:47Z

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	[[Category:Glossary]]		[[Category:Glossary]]
	[[Category:~~Instructional Principle~~]]		[[Category:Independent Variables]]

Vanlehn at 03:07, 12 December 2007

2007-12-12T03:07:12Z

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	==Brief statement of principle==		==Brief statement of principle==
	Instruction that combines or helps students' combine learning from examples and learning of or from rules tends to be more effective than instruction that does not.		Instruction that combines or helps students' combine learning from examples and learning of or from rules tends to be more effective than instruction that includes the same examples and rules but does not help students combine them.

	==Description of principle==		==Description of principle==
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	[[Category:Glossary]]		[[Category:Glossary]]
	[[Category:~~Independent Variables~~]]		[[Category:Instructional Principle]]

Koedinger at 00:24, 19 November 2007

2007-11-19T00:24:45Z

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	==Conditions of application==		==Conditions of application==
	==Caveats, limitations, open issues, or dissenting views==		==Caveats, limitations, open issues, or dissenting views==
	==Variations (descendants)==		== Variations (descendants) ==
	[[~~worked examples~~]], [[self-explanation]], [[analogical comparison]]
			[[Worked example principle]]

			An instructional principle page should be created for effects of prompting [[Self-explanation\|self-explanation]]. <br>Also, if warranted, instructional principle or hypothesis page might also be created for methods of structuring or supporting [[Analogical comparison\|analogical comparison]].

	==Generalizations (ascendants)==		==Generalizations (ascendants)==
	[[Coordinative Learning]]		[[Coordinative Learning]]

Koedinger at 16:09, 28 October 2007

2007-10-28T16:09:19Z

← Older revision		Revision as of 16:09, 28 October 2007
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	[[worked examples]], [[self-explanation]], [[analogical comparison]]		[[worked examples]], [[self-explanation]], [[analogical comparison]]
	==Generalizations (ascendants)==		==Generalizations (ascendants)==
	[[~~coordinative learning~~]]		[[Coordinative Learning]]

	==References==		==References==
	References that need to be added:		References that need to be added:

Koedinger at 16:07, 28 October 2007

2007-10-28T16:07:42Z

@@ Line 1: / Line 1: @@
 Example-rule coordination refers to a class of [[instructional method]]s that involve combining instructional [[example]]s with other forms of instruction including [[self-explanation]], problem-solving practice, [[analogical comparison]].  Coordination support may occur through explicit prompting for self-explanations, interleaving [[worked examples]] and problems, fading [[assistance]] from worked examples to problems.
-Studies exploring various forms of example-rule coordination include: Butcher's [[Mapping Visual and Verbal Information: Integrated Hints in Geometry (Aleven & Butcher)|integrated hints]] in Geometry, Booth's [[Booth |corrective self-explanation]] in Algebra, McLaren's [[Stoichiometry_Study | worked example interleaving]] in Chemistry, Eskenazi's [[REAP_main |vocabulary example personalization]] in English, Ringenberg's [[Ringenberg_Examples-as-Help |example-based help]] in Physics, Anthony's [[Effect of adding simple worked examples to problem-solving in algebra learning |worked example interleaving]] in Algebra, Noke's [[Bridging_Principles_and_Examples_through_Analogy_and_Explanation |analogical comparison of examples]] in Physics, Renkl's [[Does learning from worked-out examples improve tutored problem solving? |example fading]] in Geometry.
+* Blum, A., & Mitchell, T. (1998). Combining labeled and unlabeled data with co-training.  In Proceedings of Eleventh Annual Conference on Computational Learning Theory (COLT), (pp. 92–100). New York: ACM Press. Available: citeseer.nj.nec.com/blum98combining.html
 [[Category:Glossary]]
 [[Category:Independent Variables]]

Kirsten-Butcher at 16:38, 23 April 2007

2007-04-23T16:38:27Z

← Older revision		Revision as of 16:38, 23 April 2007
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	Example-rule coordination refers to a class of [[instructional method]]s that involve combining instructional [[example]]s with other forms of instruction including [[self-explanation]], problem-solving practice, [[analogical comparison]]. Coordination support may occur through explicit prompting for self-explanations, interleaving [[worked examples]] and problems, fading [[assistance]] from worked examples to problems.		Example-rule coordination refers to a class of [[instructional method]]s that involve combining instructional [[example]]s with other forms of instruction including [[self-explanation]], problem-solving practice, [[analogical comparison]]. Coordination support may occur through explicit prompting for self-explanations, interleaving [[worked examples]] and problems, fading [[assistance]] from worked examples to problems.

	Studies exploring various forms of example-rule coordination include: Butcher's [[Mapping Visual and Verbal Information: Integrated Hints in Geometry (Aleven & Butcher)\|~~hint contiguity~~]] in Geometry, Booth's [[Booth \|corrective self-explanation]] in Algebra, McLaren's [[Stoichiometry_Study \| worked example interleaving]] in Chemistry, Eskenazi's [[REAP_main \|vocabulary example personalization]] in English, Ringenberg's [[Ringenberg_Examples-as-Help \|example-based help]] in Physics, Anthony's [[Effect of adding simple worked examples to problem-solving in algebra learning \|worked example interleaving]] in Algebra, Noke's [[Bridging_Principles_and_Examples_through_Analogy_and_Explanation \|analogical comparison of examples]] in Physics, Renkl's [[Does learning from worked-out examples improve tutored problem solving? \|example fading]] in Geometry.		Studies exploring various forms of example-rule coordination include: Butcher's [[Mapping Visual and Verbal Information: Integrated Hints in Geometry (Aleven & Butcher)\|integrated hints]] in Geometry, Booth's [[Booth \|corrective self-explanation]] in Algebra, McLaren's [[Stoichiometry_Study \| worked example interleaving]] in Chemistry, Eskenazi's [[REAP_main \|vocabulary example personalization]] in English, Ringenberg's [[Ringenberg_Examples-as-Help \|example-based help]] in Physics, Anthony's [[Effect of adding simple worked examples to problem-solving in algebra learning \|worked example interleaving]] in Algebra, Noke's [[Bridging_Principles_and_Examples_through_Analogy_and_Explanation \|analogical comparison of examples]] in Physics, Renkl's [[Does learning from worked-out examples improve tutored problem solving? \|example fading]] in Geometry.

	[[Category:Glossary]]		[[Category:Glossary]]
	[[Category:Independent Variables]]		[[Category:Independent Variables]]

Koedinger at 16:15, 23 April 2007

2007-04-23T16:15:37Z

← Older revision		Revision as of 16:15, 23 April 2007
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	Studies exploring various forms of example-rule coordination include: Butcher's [[Mapping Visual and Verbal Information: Integrated Hints in Geometry (Aleven & Butcher)\|hint contiguity]] in Geometry, Booth's [[Booth \|corrective self-explanation]] in Algebra, McLaren's [[Stoichiometry_Study \| worked example interleaving]] in Chemistry, Eskenazi's [[REAP_main \|vocabulary example personalization]] in English, Ringenberg's [[Ringenberg_Examples-as-Help \|example-based help]] in Physics, Anthony's [[Effect of adding simple worked examples to problem-solving in algebra learning \|worked example interleaving]] in Algebra, Noke's [[Bridging_Principles_and_Examples_through_Analogy_and_Explanation \|analogical comparison of examples]] in Physics, Renkl's [[Does learning from worked-out examples improve tutored problem solving? \|example fading]] in Geometry.		Studies exploring various forms of example-rule coordination include: Butcher's [[Mapping Visual and Verbal Information: Integrated Hints in Geometry (Aleven & Butcher)\|hint contiguity]] in Geometry, Booth's [[Booth \|corrective self-explanation]] in Algebra, McLaren's [[Stoichiometry_Study \| worked example interleaving]] in Chemistry, Eskenazi's [[REAP_main \|vocabulary example personalization]] in English, Ringenberg's [[Ringenberg_Examples-as-Help \|example-based help]] in Physics, Anthony's [[Effect of adding simple worked examples to problem-solving in algebra learning \|worked example interleaving]] in Algebra, Noke's [[Bridging_Principles_and_Examples_through_Analogy_and_Explanation \|analogical comparison of examples]] in Physics, Renkl's [[Does learning from worked-out examples improve tutored problem solving? \|example fading]] in Geometry.

			[[Category:Glossary]]
			[[Category:Independent Variables]]

Koedinger at 17:23, 18 April 2007

2007-04-18T17:23:00Z

← Older revision		Revision as of 17:23, 18 April 2007
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			Example-rule coordination refers to a class of [[instructional method]]s that involve combining instructional [[example]]s with other forms of instruction including [[self-explanation]], problem-solving practice, [[analogical comparison]]. Coordination support may occur through explicit prompting for self-explanations, interleaving [[worked examples]] and problems, fading [[assistance]] from worked examples to problems.

	Example-rule coordination refers to a class of [[instructional methods]] that involve combining instructional [[examples]] with other forms of instruction including [[self-explanation]], problem-solving practice, [[analogical comparison]]. Coordination support may occur through explicit prompting for self-explanations, interleaving [[worked examples]] and problems, fading [[assistance]] from worked examples to problems.		Studies exploring various forms of example-rule coordination include: Butcher's [[Mapping Visual and Verbal Information: Integrated Hints in Geometry (Aleven & Butcher)\|hint contiguity]] in Geometry, Booth's [[Booth \|corrective self-explanation]] in Algebra, McLaren's [[Stoichiometry_Study \| worked example interleaving]] in Chemistry, Eskenazi's [[REAP_main \|vocabulary example personalization]] in English, Ringenberg's [[Ringenberg_Examples-as-Help \|example-based help]] in Physics, Anthony's [[Effect of adding simple worked examples to problem-solving in algebra learning \|worked example interleaving]] in Algebra, Noke's [[Bridging_Principles_and_Examples_through_Analogy_and_Explanation \|analogical comparison of examples]] in Physics, Renkl's [[Does learning from worked-out examples improve tutored problem solving? \|example fading]] in Geometry.

	Studies exploring various forms of example-rule coordination include: Butcher's hint contiguity in Geometry, Booth's corrective self-explanation in Algebra, McLaren's worked example interleaving in Chemistry, Eskenazi's vocabulary example personalization in English, Ringenberg's example-based help in Physics, Anthony's worked example interleaving in Algebra, Noke's analogical comparison of examples in Physics, Renkl's example fading in Geometry.

Koedinger at 17:17, 18 April 2007

2007-04-18T17:17:58Z

New page

Example-rule coordination refers to a class of [[instructional methods]] that involve combining instructional [[examples]] with other forms of instruction including [[self-explanation]], problem-solving practice, [[analogical comparison]]. Coordination support may occur through explicit prompting for self-explanations, interleaving [[worked examples]] and problems, fading [[assistance]] from worked examples to problems.

Studies exploring various forms of example-rule coordination include: Butcher's hint contiguity in Geometry, Booth's corrective self-explanation in Algebra, McLaren's worked example interleaving in Chemistry, Eskenazi's vocabulary example personalization in English, Ringenberg's example-based help in Physics, Anthony's worked example interleaving in Algebra, Noke's analogical comparison of examples in Physics, Renkl's example fading in Geometry.