Note-Taking: Focusing On Concepts - Revision history

Koedinger: /* Dependent Variables */

2007-05-03T13:16:59Z

Dependent Variables

← Older revision		Revision as of 13:16, 3 May 2007
Line 52:		Line 52:
	'''Tests'''		'''Tests'''

	[[Note:]] all tests include both multiple choice and free response questions. The multiple choice questions all involve solving problems (for example, given a response structure, which variables are direct causes of an effect, or which interact to produce an effect). In addition, some free response questions ask students to explain terminology used in the module.		''Note:'' all tests include both multiple choice and free response questions. The multiple choice questions all involve solving problems (for example, given a response structure, which variables are direct causes of an effect, or which interact to produce an effect). In addition, some free response questions ask students to explain terminology used in the module.

	''[[Normal post-test]], immediate:'' Students are given a test immediately after studying the material.		''[[Normal post-test]], immediate:'' Students are given a test immediately after studying the material.

	''[[Long-~~Term Retention~~]], Normal Learning:'' Students return a week following the treatment (which lasts between 30 and 90 minutes) to take this test.		''[[Long-term retention]], Normal Learning:'' Students return a week following the treatment (which lasts between 30 and 90 minutes) to take this test.

	''Normal Learning, review:'' After taking the long-term retention test, students are given their notes to review for 5 minutes. Following this review period, students take a final test.		''Normal Learning, review:'' After taking the long-term retention test, students are given their notes to review for 5 minutes. Following this review period, students take a final test.

Koedinger: /* Dependent Variables */

2007-05-03T13:15:45Z

Dependent Variables

@@ Line 50: / Line 50: @@
 == Dependent Variables ==
-'''Behavior'''
+'''Tests'''
 ''Note-Quantity:'' The total number of ideas students place in their notes is captured, as well as the number of words used to express those ideas.
@@ Line 61: / Line 73: @@
 ''Experience:'' After taking the final test, students are given a survey which solicits their reaction to the tool they used. They are asked to identify their most and least favorite features of the tools, and how they believe the tool affected their note-taking behavior.
 == Independent Variables ==

Koedinger: /* Independent Variables */

2007-05-03T13:13:16Z

Independent Variables

← Older revision		Revision as of 13:13, 3 May 2007
Line 81:		Line 81:
	''Unrestricted Paste:'' Students can only create notes by copy-pasting material from the learning content to their notepad. Students can select as much material as they like in any single pasting action.		''Unrestricted Paste:'' Students can only create notes by copy-pasting material from the learning content to their notepad. Students can select as much material as they like in any single pasting action.

	''Required Restriction:'' Students can only create notes by copy-pasting material from the learning content to their notepad. However, students are restricted with regards to how much text they can select in any single pasting action. These restrictions are absolute, so that any restrictions above the given criterion will not be allowed.		''Required Restriction:'' Students can only create notes by copy-pasting material from the learning content to their notepad. However, students are restricted with regards to how much text they can select in any single pasting action. These restrictions are absolute, so that any restrictions above the given criterion will not be allowed. This [[instructional method]] is a method for [[feature focusing]].

	''Recommended Restriction:'' Like "Required Restriction," only now students are told when the criterion is violated, but can still choose to make the selection.		''Recommended Restriction:'' Like "Required Restriction," only now students are told when the criterion is violated, but can still choose to make the selection. This is also a (lower [[assistance]] method for [[feature focusing]].

	''Read-Only:'' In this condition, students do not take notes, they are only allowed to read the material.		''Read-Only:'' In this condition, students do not take notes, they are only allowed to read the material.

Abauer at 18:05, 13 April 2007

2007-04-13T18:05:10Z

← Older revision		Revision as of 18:05, 13 April 2007
Line 1:		Line 1:
			=== Summary Table ===
			{\| border="1" cellspacing="0" cellpadding="5" style="text-align: left;"
			\| '''PIs''' \|\| Aaron Bauer & Kenneth R. Koedinger
			\|-
			\| '''Other Contributers''' \|\|
			\|-
			\| '''Study Start Date''' \|\| June 1, 2007
			\|-
			\| '''Study End Date''' \|\| July 31, 2007
			\|-
			\| '''Laboratory Study''' \|\|
			\|-
			\| '''LearnLab Course''' \|\| Causal and Statistical Reasoning (OLI)
			\|-
			\| '''Number of Students''' \|\| 60 (expected)
			\|-
			\| '''Total Participant Hours''' \|\| 180 (expected)
			\|-
			\| '''DataShop''' \|\| Not collected. Expected Fall 2007
			\|}
			<br>

	== Abstract ==		== Abstract ==
	This experiment evaluates the hypothesis that note-taking promotes learning where it requires students to increase their [[focusing\|focus]] on the ideas they record in their notes. It does so by increasing both the attention paid to the critical components of the key idea, and the amount of time students spend rehearsing the idea in working memory. Previous research indicates that when students use copy-paste functionality to take notes on text-based material, they learn less when they create wordier notes. We believe these results come from the low cost of such wordy notes. Using copy-paste functionality, students can easily select large amounts of text after a cursory read-through.		This experiment evaluates the hypothesis that note-taking promotes learning where it requires students to increase their [[focusing\|focus]] on the ideas they record in their notes. It does so by increasing both the attention paid to the critical components of the key idea, and the amount of time students spend rehearsing the idea in working memory. Previous research indicates that when students use copy-paste functionality to take notes on text-based material, they learn less when they create wordier notes. We believe these results come from the low cost of such wordy notes. Using copy-paste functionality, students can easily select large amounts of text after a cursory read-through.

Abauer: /* Independent Variables */

2007-03-29T23:49:55Z

Independent Variables

← Older revision		Revision as of 23:49, 29 March 2007
Line 51:		Line 51:

	== Independent Variables ==		== Independent Variables ==
			[[image:NT-TextEditor.gif]]

			''This is the basic note-taking text-editor. Built in javascript, the editor occupies the lower third of the screen, while the learning materials occupy the top of the screen. The functionality of various manipulations is described below.

	'''Note-taking Treatment'''		'''Note-taking Treatment'''
Line 69:		Line 72:
	''Pretest score:'' Prior to the learning material, students take a pre-test similar to the normal tests described above.		''Pretest score:'' Prior to the learning material, students take a pre-test similar to the normal tests described above.

	''Preferences:'' In the survey, students are asked how they prefer to take notes in their regular student-life.		''Preferences:'' In the survey, students are asked how they prefer to take notes in their regular student-life.

	== Hypotheses ==		== Hypotheses ==

Abauer: /* Descendents */

2007-03-29T23:30:05Z

Descendents

← Older revision		Revision as of 23:30, 29 March 2007
Line 88:		Line 88:

	== Descendents ==		== Descendents ==
	[[Note-Taking:~~_Focusing_On_Quantity~~]]		[[Note-Taking_Technologies\|Note-taking project page]]

			[[Note-Taking: Focusing On Quantity]]

	== Further Information ==		== Further Information ==

Abauer: /* Abstract */

2007-03-29T23:27:00Z

Abstract

← Older revision		Revision as of 23:27, 29 March 2007
Line 3:		Line 3:

	This experiment compares unrestricted copy-paste with restricted copy-paste, in which the amount of text students can select in any one action is limited. Restrictions are aimed at increasing attention paid to what is being recorded, and thus increasing learning. Two types of restrictions will be evaluated: those that are required, and those that are recommended.		This experiment compares unrestricted copy-paste with restricted copy-paste, in which the amount of text students can select in any one action is limited. Restrictions are aimed at increasing attention paid to what is being recorded, and thus increasing learning. Two types of restrictions will be evaluated: those that are required, and those that are recommended.

			For information on the note-taking project see the [[Note-Taking_Technologies\|top-level page.]]

	== Glossary ==		== Glossary ==

Abauer at 18:57, 28 March 2007

2007-03-28T18:57:55Z

← Older revision		Revision as of 18:57, 28 March 2007
Line 90:		Line 90:
	== Further Information ==		== Further Information ==
	''References''		''References''
			*Crawford, C.C. The correlation between college lecture notes and quiz papers. Journal of Educational Research, 12, 4 (1925) 282-291.
	-Crawford, C.C. The correlation between college lecture notes and quiz papers. Journal of Educational Research, 12, 4 (1925) 282-291.		*Howe, M.J. Using students' notes to examine the role of the individual learner in acquiring meaningful subject matter. Journal of Educational Research 64, 2 (1970), 61-63
			*Kiewra, K.A., Notetaking and Review: The research and its implications. Instructional Science 16, (1987) 233-249
	-Howe, M.J. Using students' notes to examine the role of the individual learner in acquiring meaningful subject matter. Journal of Educational Research 64, 2 (1970), 61-63		*Peper, R.J., Mayer, R.E., Generative Effects of Note taking During Science Lectures. Journal of Educational Psychology 78, 1 (1986) 34-38

	-Kiewra, K.A., Notetaking and Review: The research and its implications. Instructional Science 16, (1987) 233-249

	-Peper, R.J., Mayer, R.E., Generative Effects of Note taking During Science Lectures. Journal of Educational Psychology 78, 1 (1986) 34-38

Abauer: /* Further Information */

2007-03-28T18:55:01Z

Further Information

← Older revision		Revision as of 18:55, 28 March 2007
Line 90:		Line 90:
	== Further Information ==		== Further Information ==
	''References''		''References''

	-Crawford, C.C. The correlation between college lecture notes and quiz papers. Journal of Educational Research, 12, 4 (1925) 282-291.		-Crawford, C.C. The correlation between college lecture notes and quiz papers. Journal of Educational Research, 12, 4 (1925) 282-291.

Abauer: /* Further Information */

2007-03-28T18:54:49Z

Further Information

← Older revision		Revision as of 18:54, 28 March 2007
Line 89:		Line 89:

	== Further Information ==		== Further Information ==
	'References'		''References''
	-Crawford, C.C. The correlation between college lecture notes and quiz papers. Journal of Educational Research, 12, 4 (1925) 282-291.		-Crawford, C.C. The correlation between college lecture notes and quiz papers. Journal of Educational Research, 12, 4 (1925) 282-291.

	-Howe, M.J. Using students' notes to examine the role of the individual learner in acquiring meaningful subject matter. Journal of Educational Research 64, 2 (1970), 61-63		-Howe, M.J. Using students' notes to examine the role of the individual learner in acquiring meaningful subject matter. Journal of Educational Research 64, 2 (1970), 61-63

	-Kiewra, K.A., Notetaking and Review: The research and its implications. Instructional Science 16, (1987) 233-249		-Kiewra, K.A., Notetaking and Review: The research and its implications. Instructional Science 16, (1987) 233-249

	-Peper, R.J., Mayer, R.E., Generative Effects of Note taking During Science Lectures. Journal of Educational Psychology 78, 1 (1986) 34-38		-Peper, R.J., Mayer, R.E., Generative Effects of Note taking During Science Lectures. Journal of Educational Psychology 78, 1 (1986) 34-38