Instructional dimensions root - Revision history

Mbett: Reverted edits by Oliverjones (Talk); changed back to last version by Koedinger

2011-09-08T12:44:54Z

Reverted edits by Oliverjones (Talk); changed back to last version by Koedinger

New page

= Instructional dimensions being explored by PSLC projects =

[This has not been vetted by Ken, Chuck or the EC. Consider it personal opinion. -- Kurt]

Existing PSLC experiments vary values along many instructional dimensions, so to simplify the exposition, the dimensions are grouped into 5 major classes and a 6th miscellaneous class. Each class of dimensions is listed below, with its dimensions beneath it. For each dimension, PSLC studies that compare values along that dimension are listed with it.

== Peer collaboration ==
Problem solving, example studying and many other activities can be done alone, in pairs, or in pairs with various kinds of assistance, such as collaboration scripts. From the standpoint of an individual learner, having a partner offers more assistance than working alone, and having a partner plus other scaffolding offer even more assistance.

* When solving problems, does instruction on collaboration help? ([[Hausmann_Diss | Hausmann & Chi]]; [[Rummel_Scripted_Collaborative_Problem_Solving | Rummel, Diziol, McLaren, & Spada]])
* When solving problems, should collaborators have a tutor? ([[Walker_A_Peer_Tutoring_Addition | Walker, McLaren, Koedinger, & Rummel]])
* When studying examples, does collaboration help elicit explanations of steps? ([[Hausmann_Study2|Hausmann & VanLehn]]; [[Craig_observing| Craig Gadgil & Chi]])

== Repetition ==
In many kinds of instruction, similar or even identical tasks occur in sequence, with other tasks intervening. The more similar the tasks and the closer they are together, the easier they are for the student to achieve successfully during training, so the higher that scheduling/repetition is in the assistance ordering.
* How should tasks be scheduled--that is, what order and spacing should be used? ([[Optimizing the practice schedule | Pavlik et al.]]; [[French gender cues | Presson & MacWhinney]]; [[Japanese fluency| Yoshimura & MacWhinney]]; [[Providing optimal support for robust learning of syntactic constructions in ESL | Levin, Frishkoff, De Jong & Pavlik]])
* When time pressure increases, should repetitions use identical or similar tasks? ([[Fostering fluency in second language learning | De Jong & Perfetti]])
* When tasks are adjacent in the sequence, how can this be used to expedite learning? ([[Using syntactic priming to increase robust learning | De Jong, Perfetti & DeKeyser]]; [[Providing optimal support for robust learning of syntactic constructions in ESL | Levin, Frishkoff, De Jong & Pavlik]])

== Modality ==
Both the presentations and the responses from learners can be written, spoken, diagramatic, gestural (e.g., menus), etc. Two modalities of presentation may in general be more assistive than one. However, the assistance scale for this design issue needs exploration.
* When practicing vocabulary, how should the stimulus be presented? ([[Mental rotations during vocabulary training |Tokowicz & Degani]]; [[Co-training of Chinese characters|Liu, Perfetti, Dunlap, Zi & Mitchell]]; [[Learning Chinese pronunciation from a “talking head”|Liu, Massaro, Dunlap, Wu, Chen, Chan & Perfetti]])
* When entering or justifying problem solving steps, are visually contiguous modalities better? ([[Contiguous Representations for Robust Learning (Aleven & Butcher)|Aleven & Butcher]])
* When presenting problems, does adding a diagram help? ([[Visual Representations in Science Learning |Davenport, Klahr & Koedinger]])
* Does handwritten input facilitate algebra learning? ([[A_Multimodal_%28Handwriting%29_Interface_for_Solving_Equations| Anthony, Yang, & Koedinger]])

== Explicitness ==
Should the instruction present knowledge explicitly (typically as text) or let the student infer it from multiple instances? Some of these dimensions do not (yet?) have a clear assistance ordering for their values.
* When learning vocabulary words, should students be able to easily consult definitions? ([[REAP_main | Juffs & Eskenazi]])
* When parts of a word have meaning, should that be taught explicitly? ([[Learning the role of radicals in reading Chinese | Dunlap, Liu, Perfetti & Wu ]])
* When giving a hint during problem solving, how explicit should it be? ([[Ringenberg_Examples-as-Help | Ringenberg & VanLehn]]; [[Help_Lite (Aleven, Roll)|Aleven & Roll]]; [[Mapping Visual and Verbal Information: Integrated Hints in Geometry (Aleven & Butcher)|Aleven & Butcher]])

== Does the tutor or the student do it? ==
(This dimension needs a better name) Should the tutor or the student do the steps in solving a problem? Should the tutor or the student explain the steps of a problem’s solution? In general, assistance is higher when the tutor does it than when the student does it.
* Adding example-studying to coached problem. ([[Stoichiometry_Study | McLaren, Koedinger & Yaron]]; [[Effect of adding simple worked examples to problem-solving in algebra learning| Anthony, Yang & Koedinger]]; [[Does learning from worked-out examples improve tutored problem solving? | Renkl, Aleven & Salden]])
* During coached problem solving, who detects the errors? ([[Intelligent_Writing_Tutor | Mitamura & Wylie]]; [[The self-correction of speech errors (McCormick, O’Neill & Siskin) | McCormick, O’Neill & Siskin]])
* During coached problem solving, who decides when to ask for a hint? ([[The_Help_Tutor__Roll_Aleven_McLaren | Roll, Aleven & McLaren]]; [[Student_Uncertainty | Forbes-Riley & Litman]])
* When studying examples, who produces or helps produce the explanations of steps? ([[Hausmann_Study| Hausmann & VanLehn]]; [[Craig_questions | Craig & Chi]]; [[Bridging_Principles_and_Examples_through_Analogy_and_Explanation | Nokes & VanLehn]])
* When studying a film, who identifies the culturally key events? ([[FrenchCulture | Ogan, Aleven & Jones]])
* When answering reflection questions on a problem after solving it, who produces or helps produce the answers? ([[Reflective Dialogues (Katz)| Katz 2006]]; [[Post-practice reflection (Katz)| Katz 2005]]).
* When taking notes on a text, who decides or constrains the notes’ content? ([[Note-Taking_Technologies | Bauer & Koedinger]])

== Miscellaneous ==
These instructional dimensions fall outside the categories listed above.
* When a student explains an example, should the to-be-explained steps be always correct, sometimes incorrect, or tutored? ([[Booth |Booth, Siegler, Koedinger & Rittle-Johnson]]; [[Craig_observing|Craig Gadgil & Chi]])
* Can dictation practice improve subsequent learning? ([[Basic skills training| MacWhinney]]; [[Chinese pinyin dictation | Zhang & MacWhinney]])
* How does part-task training transfer to whole-task learning? ([[Composition_Effect__Kao_Roll| Kao, Roll & Koedinger]])
* Does arithmetic over-training transfer to number discimination? ([[Arithmetical fluency project |Fiez]])
* Can an instance-based model of memory explain vocabulary learning effects? ([[A word-experience model of Chinese character learning | Reichle, Perfetti, & Liu]])
* Does dictation practice improve not only dictation but other learning as well? ([[Basic skills training| MacWhinney]])

Koedinger: /* Does the tutor or the student do it? */

2008-05-24T19:59:49Z

Does the tutor or the student do it?

← Older revision		Revision as of 19:59, 24 May 2008
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	== Does the tutor or the student do it? ==		== Does the tutor or the student do it? ==
	(This dimension needs a better name) Should the tutor or the student do the steps in solving a problem? Should the tutor or the student explain the steps of a problem’s solution? In general, assistance is higher when the tutor does it than when the student does it.		(This dimension needs a better name) Should the tutor or the student do the steps in solving a problem? Should the tutor or the student explain the steps of a problem’s solution? In general, assistance is higher when the tutor does it than when the student does it.
	* Adding example-studying to coached problem. ([[Stoichiometry_Study \| McLaren, Koedinger & Yaron]]; [[Effect of adding simple worked examples to problem-solving in algebra learning ~~(Anthony, Yang & Koedinger)~~\| Anthony, Yang & Koedinger]]; [[Does learning from worked-out examples improve tutored problem solving? \| Renkl, Aleven & Salden]])		* Adding example-studying to coached problem. ([[Stoichiometry_Study \| McLaren, Koedinger & Yaron]]; [[Effect of adding simple worked examples to problem-solving in algebra learning\| Anthony, Yang & Koedinger]]; [[Does learning from worked-out examples improve tutored problem solving? \| Renkl, Aleven & Salden]])
	* During coached problem solving, who detects the errors? ([[Intelligent_Writing_Tutor \| Mitamura & Wylie]]; [[The self-correction of speech errors (McCormick, O’Neill & Siskin) \| McCormick, O’Neill & Siskin]])		* During coached problem solving, who detects the errors? ([[Intelligent_Writing_Tutor \| Mitamura & Wylie]]; [[The self-correction of speech errors (McCormick, O’Neill & Siskin) \| McCormick, O’Neill & Siskin]])
	* During coached problem solving, who decides when to ask for a hint? ([[The_Help_Tutor__Roll_Aleven_McLaren \| Roll, Aleven & McLaren]]; [[Student_Uncertainty \| Forbes-Riley & Litman]])		* During coached problem solving, who decides when to ask for a hint? ([[The_Help_Tutor__Roll_Aleven_McLaren \| Roll, Aleven & McLaren]]; [[Student_Uncertainty \| Forbes-Riley & Litman]])

Vanlehn: /* Explicitness */

2007-04-16T17:10:00Z

Explicitness

← Older revision		Revision as of 17:10, 16 April 2007
Line 26:		Line 26:

	== Explicitness ==		== Explicitness ==
	Should the instruction present ~~the~~ knowledge ~~to be learned~~ explicitly (typically as text) or let the student infer it from multiple instances? Some of these dimensions do not (yet?) have a clear assistance ordering for their values.		Should the instruction present knowledge explicitly (typically as text) or let the student infer it from multiple instances? Some of these dimensions do not (yet?) have a clear assistance ordering for their values.
	* When learning vocabulary words, should students be able to easily consult definitions? ([[REAP_main \| Juffs & Eskenazi]])		* When learning vocabulary words, should students be able to easily consult definitions? ([[REAP_main \| Juffs & Eskenazi]])
	* When parts of a word have meaning, should that be taught explicitly? ([[Learning the role of radicals in reading Chinese \| Dunlap, Liu, Perfetti & Wu ]])		* When parts of a word have meaning, should that be taught explicitly? ([[Learning the role of radicals in reading Chinese \| Dunlap, Liu, Perfetti & Wu ]])

Vanlehn: /* Modality */

2007-04-16T17:09:18Z

Modality

← Older revision		Revision as of 17:09, 16 April 2007
Line 19:		Line 19:

	== Modality ==		== Modality ==
	Both the presentations and the responses from learners can written, spoken, diagramatic, gestural (e.g., menus), etc. Two modalities of presentation may in general be more assistive than one. However, the assistance scale for this design issue needs exploration.		Both the presentations and the responses from learners can be written, spoken, diagramatic, gestural (e.g., menus), etc. Two modalities of presentation may in general be more assistive than one. However, the assistance scale for this design issue needs exploration.
	* When practicing vocabulary, how should the stimulus be presented? ([[Mental rotations during vocabulary training \|Tokowicz & Degani]]; [[Co-training of Chinese characters\|Liu, Perfetti, Dunlap, Zi & Mitchell]]; [[Learning Chinese pronunciation from a “talking head”\|Liu, Massaro, Dunlap, Wu, Chen, Chan & Perfetti]])		* When practicing vocabulary, how should the stimulus be presented? ([[Mental rotations during vocabulary training \|Tokowicz & Degani]]; [[Co-training of Chinese characters\|Liu, Perfetti, Dunlap, Zi & Mitchell]]; [[Learning Chinese pronunciation from a “talking head”\|Liu, Massaro, Dunlap, Wu, Chen, Chan & Perfetti]])
	* When entering or justifying problem solving steps, are visually contiguous modalities better? ([[Contiguous Representations for Robust Learning (Aleven & Butcher)\|Aleven & Butcher]])		* When entering or justifying problem solving steps, are visually contiguous modalities better? ([[Contiguous Representations for Robust Learning (Aleven & Butcher)\|Aleven & Butcher]])

Vanlehn: /* Explicitness */

2007-04-13T02:31:27Z

Explicitness

← Older revision		Revision as of 02:31, 13 April 2007
Line 26:		Line 26:

	== Explicitness ==		== Explicitness ==
	Should the instruction present the knowledge to be learned explicitly (typically as text) or let the student infer it from multiple ~~instance~~? Some of these dimensions do not (yet?) have a clear assistance ordering for their values.		Should the instruction present the knowledge to be learned explicitly (typically as text) or let the student infer it from multiple instances? Some of these dimensions do not (yet?) have a clear assistance ordering for their values.
	* When learning vocabulary words, should students be able to easily consult definitions? ([[REAP_main \| Juffs & Eskenazi]])		* When learning vocabulary words, should students be able to easily consult definitions? ([[REAP_main \| Juffs & Eskenazi]])
	* When parts of a word have meaning, should that be taught explicitly? ([[Learning the role of radicals in reading Chinese \| Dunlap, Liu, Perfetti & Wu ]])		* When parts of a word have meaning, should that be taught explicitly? ([[Learning the role of radicals in reading Chinese \| Dunlap, Liu, Perfetti & Wu ]])

Vanlehn: /* Repetition */

2007-04-13T02:30:23Z

Repetition

← Older revision		Revision as of 02:30, 13 April 2007
Line 13:		Line 13:

	== Repetition ==		== Repetition ==
	In many kinds of instruction, similar or even identical tasks occur in sequence, with other tasks intervening. The more similar the tasks and the closer they are together, the easier they are for the student to achieve successfully during training, so the higher ~~they are~~ in the assistance ordering.		In many kinds of instruction, similar or even identical tasks occur in sequence, with other tasks intervening. The more similar the tasks and the closer they are together, the easier they are for the student to achieve successfully during training, so the higher that scheduling/repetition is in the assistance ordering.
	* How should tasks be scheduled--that is, what order and spacing should be used? ([[Optimizing the practice schedule \| Pavlik et al.]]; [[French gender cues \| Presson & MacWhinney]]; [[Japanese fluency\| Yoshimura & MacWhinney]]; [[Providing optimal support for robust learning of syntactic constructions in ESL \| Levin, Frishkoff, De Jong & Pavlik]])		* How should tasks be scheduled--that is, what order and spacing should be used? ([[Optimizing the practice schedule \| Pavlik et al.]]; [[French gender cues \| Presson & MacWhinney]]; [[Japanese fluency\| Yoshimura & MacWhinney]]; [[Providing optimal support for robust learning of syntactic constructions in ESL \| Levin, Frishkoff, De Jong & Pavlik]])
	* When time pressure increases, should repetitions use identical or similar tasks? ([[Fostering fluency in second language learning \| De Jong & Perfetti]])		* When time pressure increases, should repetitions use identical or similar tasks? ([[Fostering fluency in second language learning \| De Jong & Perfetti]])

Vanlehn: /* Repetition */

2007-04-13T02:28:31Z

Repetition

← Older revision		Revision as of 02:28, 13 April 2007
Line 13:		Line 13:

	== Repetition ==		== Repetition ==
	In many kinds of instruction, similar or even identical tasks occur in sequence, with other tasks intervening. The more similar the tasks and the closer they are together, the easier they are for the student to achieve successfully during training, so the higher ~~their~~ they are in the assistance ordering.		In many kinds of instruction, similar or even identical tasks occur in sequence, with other tasks intervening. The more similar the tasks and the closer they are together, the easier they are for the student to achieve successfully during training, so the higher they are in the assistance ordering.
	* How should tasks be scheduled--that is, what order and spacing should be used? ([[Optimizing the practice schedule \| Pavlik et al.]]; [[French gender cues \| Presson & MacWhinney]]; [[Japanese fluency\| Yoshimura & MacWhinney]]; [[Providing optimal support for robust learning of syntactic constructions in ESL \| Levin, Frishkoff, De Jong & Pavlik]])		* How should tasks be scheduled--that is, what order and spacing should be used? ([[Optimizing the practice schedule \| Pavlik et al.]]; [[French gender cues \| Presson & MacWhinney]]; [[Japanese fluency\| Yoshimura & MacWhinney]]; [[Providing optimal support for robust learning of syntactic constructions in ESL \| Levin, Frishkoff, De Jong & Pavlik]])
	* When time pressure increases, should repetitions use identical or similar tasks? ([[Fostering fluency in second language learning \| De Jong & Perfetti]])		* When time pressure increases, should repetitions use identical or similar tasks? ([[Fostering fluency in second language learning \| De Jong & Perfetti]])

Vanlehn: /* Instructional dimensions being explored by PSLC projects */

2007-04-13T02:25:48Z

Instructional dimensions being explored by PSLC projects

← Older revision		Revision as of 02:25, 13 April 2007
Line 1:		Line 1:
	= Instructional dimensions being explored by PSLC projects =		= Instructional dimensions being explored by PSLC projects =

			[This has not been vetted by Ken, Chuck or the EC. Consider it personal opinion. -- Kurt]

	Existing PSLC experiments vary values along many instructional dimensions, so to simplify the exposition, the dimensions are grouped into 5 major classes and a 6th miscellaneous class. Each class of dimensions is listed below, with its dimensions beneath it. For each dimension, PSLC studies that compare values along that dimension are listed with it.		Existing PSLC experiments vary values along many instructional dimensions, so to simplify the exposition, the dimensions are grouped into 5 major classes and a 6th miscellaneous class. Each class of dimensions is listed below, with its dimensions beneath it. For each dimension, PSLC studies that compare values along that dimension are listed with it.

Vanlehn at 18:38, 7 April 2007

2007-04-07T18:38:35Z

← Older revision		Revision as of 18:38, 7 April 2007
Line 12:		Line 12:
	== Repetition ==		== Repetition ==
	In many kinds of instruction, similar or even identical tasks occur in sequence, with other tasks intervening. The more similar the tasks and the closer they are together, the easier they are for the student to achieve successfully during training, so the higher their they are in the assistance ordering.		In many kinds of instruction, similar or even identical tasks occur in sequence, with other tasks intervening. The more similar the tasks and the closer they are together, the easier they are for the student to achieve successfully during training, so the higher their they are in the assistance ordering.
	* How ~~close together~~ should tasks be? ([[Optimizing the practice schedule \| Pavlik et al.]]; [[French gender cues \| Presson & MacWhinney]]; [[Japanese fluency\| Yoshimura & MacWhinney]]; [[Providing optimal support for robust learning of syntactic constructions in ESL \| Levin, Frishkoff, De Jong & Pavlik]])		* How should tasks be scheduled--that is, what order and spacing should be used? ([[Optimizing the practice schedule \| Pavlik et al.]]; [[French gender cues \| Presson & MacWhinney]]; [[Japanese fluency\| Yoshimura & MacWhinney]]; [[Providing optimal support for robust learning of syntactic constructions in ESL \| Levin, Frishkoff, De Jong & Pavlik]])
	* When time pressure increases, should repetitions use identical or similar tasks? ([[Fostering fluency in second language learning \| De Jong & Perfetti]])		* When time pressure increases, should repetitions use identical or similar tasks? ([[Fostering fluency in second language learning \| De Jong & Perfetti]])
	* When tasks are adjacent in the sequence, how can this be used to expedite learning? ([[Using syntactic priming to increase robust learning \| De Jong, Perfetti, DeKeyser]]; [[Providing optimal support for robust learning of syntactic constructions in ESL \| Levin, Frishkoff, De Jong & Pavlik]])		* When tasks are adjacent in the sequence, how can this be used to expedite learning? ([[Using syntactic priming to increase robust learning \| De Jong, Perfetti & DeKeyser]]; [[Providing optimal support for robust learning of syntactic constructions in ESL \| Levin, Frishkoff, De Jong & Pavlik]])

	== Modality ==		== Modality ==
Line 46:		Line 46:
	* Does arithmetic over-training transfer to number discimination? ([[Arithmetical fluency project \|Fiez]])		* Does arithmetic over-training transfer to number discimination? ([[Arithmetical fluency project \|Fiez]])
	* Can an instance-based model of memory explain vocabulary learning effects? ([[A word-experience model of Chinese character learning \| Reichle, Perfetti, & Liu]])		* Can an instance-based model of memory explain vocabulary learning effects? ([[A word-experience model of Chinese character learning \| Reichle, Perfetti, & Liu]])
			* Does dictation practice improve not only dictation but other learning as well? ([[Basic skills training\| MacWhinney]])

Vanlehn: /* Miscellaneous */

2007-04-07T18:22:10Z

Miscellaneous

← Older revision		Revision as of 18:22, 7 April 2007
Line 41:		Line 41:
	== Miscellaneous ==		== Miscellaneous ==
	These instructional dimensions fall outside the categories listed above.		These instructional dimensions fall outside the categories listed above.
	* When a student explains an example, should the to-be-explained steps be always correct, sometimes incorrect, or tutored? ([[Booth \|Booth, Siegler, Koedinger & Rittle-Johnson]]; [[Craig_observing\|Craig Gadgil & Chi)]])		* When a student explains an example, should the to-be-explained steps be always correct, sometimes incorrect, or tutored? ([[Booth \|Booth, Siegler, Koedinger & Rittle-Johnson]]; [[Craig_observing\|Craig Gadgil & Chi]])
	* Can dictation practice improve subsequent learning? ([[Basic skills training\| MacWhinney]]; [[Chinese pinyin dictation \| Zhang & MacWhinney]])		* Can dictation practice improve subsequent learning? ([[Basic skills training\| MacWhinney]]; [[Chinese pinyin dictation \| Zhang & MacWhinney]])
	* How does part-task training transfer to whole-task learning? ([[Composition_Effect__Kao_Roll\| Kao, Roll & Koedinger]])		* How does part-task training transfer to whole-task learning? ([[Composition_Effect__Kao_Roll\| Kao, Roll & Koedinger]])
	* Does arithmetic over-training transfer to number discimination? ([[Arithmetical fluency project \|Fiez]])		* Does arithmetic over-training transfer to number discimination? ([[Arithmetical fluency project \|Fiez]])
	* Can an instance-based model of memory explain vocabulary learning effects? ([[A word-experience model of Chinese character learning \| Reichle, Perfetti, & Liu]])		* Can an instance-based model of memory explain vocabulary learning effects? ([[A word-experience model of Chinese character learning \| Reichle, Perfetti, & Liu]])