Roll help seeking principle - Revision history

Idoroll: /* In vivo experiment support */

2008-03-25T16:20:41Z

In vivo experiment support

← Older revision		Revision as of 16:20, 25 March 2008
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	However, these systems support meta-cognition within the scope of the system and do not thrive to affect behavior in a persistent matter, outside the tutoring environment.		However, these systems support meta-cognition within the scope of the system and do not thrive to affect behavior in a persistent matter, outside the tutoring environment.

	So far we were not able to confirm (or dispute) this principle. Our current results show that meta-cognitive tutoring yields better meta-cognitive behavior within the tutored environment, but fail to generate a persistent effect (i.e., better meta-cognitive behavior in a novel context) or better domain learning (as evaluated using pre- and post-tests). Please see ~~our~~ [[The Help Tutor Roll Aleven McLaren \| project page]] for more details.		So far we were not able to confirm (or dispute) this principle. Our current results show that meta-cognitive tutoring yields better meta-cognitive behavior within the tutored environment, but fail to generate a persistent effect (i.e., better meta-cognitive behavior in a novel context) or better domain learning (as evaluated using pre- and post-tests). Please see the [[The Help Tutor Roll Aleven McLaren \| project page]] for more details.

	==Theoretical rationale==		==Theoretical rationale==

Idoroll: /* Caveats, limitations, open issues, or dissenting views */

2008-01-14T00:07:07Z

Caveats, limitations, open issues, or dissenting views

@@ Line 47: / Line 47: @@
 ==Caveats, limitations, open issues, or dissenting views==
 ==Variations (descendants)==
 ==Generalizations (ascendants)==

Idoroll: /* Conditions of application */

2008-01-14T00:02:43Z

Conditions of application

← Older revision		Revision as of 00:02, 14 January 2008
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	==Conditions of application==		==Conditions of application==

			So far we were not able to achieve the desired effect under any conditions.


			It is hypothesized that such tutoring is doable with upper-achieving students.

	==Caveats, limitations, open issues, or dissenting views==		==Caveats, limitations, open issues, or dissenting views==
	==Variations (descendants)==		==Variations (descendants)==

Idoroll: /* Theoretical rationale */

2008-01-14T00:02:04Z

Theoretical rationale

← Older revision		Revision as of 00:02, 14 January 2008
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	==Theoretical rationale==		==Theoretical rationale==
	(These entries should link to one or more [[:Category:Learning Processes\|learning processes]].)		(These entries should link to one or more [[:Category:Learning Processes\|learning processes]].)

			In short, Metacognitive tutoring is important since better metacognition knowledge should help students [[sense making \| make sense]] of the material to be learned.
			Since metacognitive knowledge is type of knowledge, it should be doable to tutor it in a similar fashion to tutoring domain knowledge.

	==Conditions of application==		==Conditions of application==
	==Caveats, limitations, open issues, or dissenting views==		==Caveats, limitations, open issues, or dissenting views==

Idoroll: /* In vivo experiment support */

2008-01-13T23:49:15Z

In vivo experiment support

← Older revision		Revision as of 23:49, 13 January 2008
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	However, these systems support meta-cognition within the scope of the system and do not thrive to affect behavior in a persistent matter, outside the tutoring environment.		However, these systems support meta-cognition within the scope of the system and do not thrive to affect behavior in a persistent matter, outside the tutoring environment.

	So far we were not able to confirm (or dispute) this principle. Our current results show that meta-cognitive tutoring yields better meta-cognitive behavior within the tutored environment, but fail to generate a persistent effect (i.e., better meta-cognitive behavior in a novel context) or better domain learning (as evaluated using pre- and post-tests). Please see our [[~~project page\|~~The Help Tutor Roll Aleven McLaren]] for more details.		So far we were not able to confirm (or dispute) this principle. Our current results show that meta-cognitive tutoring yields better meta-cognitive behavior within the tutored environment, but fail to generate a persistent effect (i.e., better meta-cognitive behavior in a novel context) or better domain learning (as evaluated using pre- and post-tests). Please see our [[The Help Tutor Roll Aleven McLaren \| project page]] for more details.

	==Theoretical rationale==		==Theoretical rationale==

Idoroll: /* Experimental support */

2008-01-13T23:48:26Z

Experimental support

← Older revision		Revision as of 23:48, 13 January 2008
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	==Experimental support==		==Experimental support==

	~~So far we were not able to confirm (or dispute) this principle.~~

	===Laboratory experiment support===		===Laboratory experiment support===

			None that we know of.

	===In vivo experiment support===		===In vivo experiment support===

	Our current results show that meta-cognitive tutoring yields better meta-cognitive behavior within the tutored environment, but fail to generate a persistent effect (i.e., better meta-cognitive behavior in a novel context) or better domain learning (as evaluated using pre- and post-tests).		There is much support for supporting metacognition and reaching an effect within the tutored environment. Most notably, the work on self-explanation supports that (e.g., Aleven and Koedinger 2002; Conati and VanLehn 1999).
			Also, it is known that systems with hints are better than no hints, and that contingent hints are better than conventional hints. (Wood & Wood, 1999)
			However, these systems support meta-cognition within the scope of the system and do not thrive to affect behavior in a persistent matter, outside the tutoring environment.

			So far we were not able to confirm (or dispute) this principle. Our current results show that meta-cognitive tutoring yields better meta-cognitive behavior within the tutored environment, but fail to generate a persistent effect (i.e., better meta-cognitive behavior in a novel context) or better domain learning (as evaluated using pre- and post-tests). Please see our [[project page\|The Help Tutor Roll Aleven McLaren]] for more details.

	==Theoretical rationale==		==Theoretical rationale==

Idoroll: /* Experimental support */

2008-01-11T17:07:57Z

Experimental support

← Older revision		Revision as of 17:07, 11 January 2008
Line 18:		Line 18:
	===Examples===		===Examples===
	==Experimental support==		==Experimental support==

			So far we were not able to confirm (or dispute) this principle.

	===Laboratory experiment support===		===Laboratory experiment support===
	===In vivo experiment support===		===In vivo experiment support===

			Our current results show that meta-cognitive tutoring yields better meta-cognitive behavior within the tutored environment, but fail to generate a persistent effect (i.e., better meta-cognitive behavior in a novel context) or better domain learning (as evaluated using pre- and post-tests).

	==Theoretical rationale==		==Theoretical rationale==
	(These entries should link to one or more [[:Category:Learning Processes\|learning processes]].)		(These entries should link to one or more [[:Category:Learning Processes\|learning processes]].)

Idoroll: New page: ==Brief statement of principle== Support metacognition in the context of problem solving using established principles of cognitive tutoring. ==Description of principle== Instruction sho...

2008-01-11T17:05:46Z

New page: ==Brief statement of principle== Support metacognition in the context of problem solving using established principles of cognitive tutoring. ==Description of principle== Instruction sho...

New page

==Brief statement of principle==
Support metacognition in the context of problem solving using established principles of cognitive tutoring.

==Description of principle==

Instruction should yield a persistent effect on students meta-cognitive skills in a fashion that persists beyond the scope of the tutored environment. That is, the tutored practice should help students become better at learning.

This is the common effect of tutoring at the cognitive level - for example, students remember Pythagorean theorem also outside the specific instructional unit. Therefore, perhaps meta-cognitive tutoring could use established principles of cognitive tutoring.

===Operational definition===

Meta-cognitive tutoring should:
* Giving direct instruction
* Giving immediate feedback on errors
* Prompting for self-assessment

===Examples===
==Experimental support==
===Laboratory experiment support===
===In vivo experiment support===
==Theoretical rationale==
(These entries should link to one or more [[:Category:Learning Processes|learning processes]].)
==Conditions of application==
==Caveats, limitations, open issues, or dissenting views==
==Variations (descendants)==
==Generalizations (ascendants)==
==References==
[[Category:Glossary]]
[[Category:Instructional Principle]]