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Mbett: /* Descendents */

2009-10-13T15:05:43Z

Descendents

← Older revision		Revision as of 15:05, 13 October 2009
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	=== Descendents ===		=== Descendents ===
	*[[Interactive Communication]].		*[[Interactive Communication]].
	*[http://www.superiorpapers.com essay writers]
	*[[Coordinative Learning]].		*[[Coordinative Learning]].
	*[[Refinement and Fluency]].		*[[Refinement and Fluency]].

MaggieChun: /* Descendents */

2009-10-12T18:04:38Z

Descendents

← Older revision		Revision as of 18:04, 12 October 2009
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	=== Descendents ===		=== Descendents ===
	*[[Interactive Communication]].		*[[Interactive Communication]].
			*[http://www.superiorpapers.com essay writers]
	*[[Coordinative Learning]].		*[[Coordinative Learning]].
	*[[Refinement and Fluency]].		*[[Refinement and Fluency]].

Koedinger: /* Explanation */

2008-01-03T21:08:46Z

Explanation

← Older revision		Revision as of 21:08, 3 January 2008
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	At the [[macro level]], instruction produces robust learning if it increases the frequency of:		At the [[macro level]], instruction produces robust learning if it increases the frequency of:
	*[[sense making]] processes: rederivation, adaptation and self-supervised learning		*[[sense making]] processes: rederivation, adaptation (see [[refinement]], the explicit kind) and [[self-supervised learning]]
	*and [[foundational skill building]] processes: strengthening, deep feature perception and [[cognitive headroom]].		*and [[foundational skill building]] processes: [[strength\|strengthening]], deep feature (see [[refinement]], the implicit kind)perception and [[cognitive headroom]].

	At the [[micro level]], instruction produces robust learning if:		At the [[micro level]], instruction produces robust learning if:
	*The instruction is designed so that the [[learning event space]] has some target paths that would cause an ideal student to acquire knowledge that is deep, general, strong and retrieval-feature-valid.		*The instruction is designed so that the [[learning event space]] has some target paths that would cause an ideal student to acquire knowledge that is deep, general, [[strength\|strong]] and [[feature validity\|retrieval-feature-valid]].
	*Most students follow a target path most of the time. There are many factors outside the easy control of the experimenter or instructor, such as motivation and recall, that affect whether students actually follow the target paths designed into the instruction.		*Most students follow a target path most of the time. There are many factors outside the easy control of the experimenter or instructor, such as motivation and recall, that affect whether students actually follow the target paths designed into the instruction.

Koedinger: /* Dependent variables */

2008-01-03T19:07:30Z

Dependent variables

← Older revision		Revision as of 19:07, 3 January 2008
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	=== Dependent variables ===		=== Dependent variables ===
	Measures of basic learning (an immediate, near-transfer or [[normal post-test\|"normal" post-test]]) and measures of [[robust learning]] ([[long-term retention]], [[transfer]] and [[accelerated future learning]]).		Measures of basic learning (an immediate, near-transfer or [[normal post-test\|"normal" post-test]]) and measures of [[robust learning]] ([[long-term retention]], [[transfer]] and [[accelerated future learning]]). These measures typically appear as problems, activities, or items on paper and/or on-line tests. Measures are designed to assess whether students have acquired particular [[knowledge components]] at the right level of generality (see [[feature validity]]) and with sufficient [[strength]] to be retained for future use.

	=== Independent variables ===		=== Independent variables ===

Koedinger: /* Dependent variables */

2008-01-03T19:01:38Z

Dependent variables

← Older revision		Revision as of 19:01, 3 January 2008
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	=== Dependent variables ===		=== Dependent variables ===
	Measures of basic learning (an immediate, near-transfer post-test) and measures of [[robust learning]] (long-term retention, ~~far~~ transfer and accelerated future learning)		Measures of basic learning (an immediate, near-transfer or [[normal post-test\|"normal" post-test]]) and measures of [[robust learning]] ([[long-term retention]], [[transfer]] and [[accelerated future learning]]).

	=== Independent variables ===		=== Independent variables ===

Koedinger: /* Abstract */

2008-01-03T18:22:31Z

Abstract

← Older revision		Revision as of 18:22, 3 January 2008
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	=== Abstract ===		=== Abstract ===
	PSLC research is primarily concerned with finding out what instructional environments, methods or activities causes students’ learning to be robust. Although normal learning can be measured with immediate, near-transfer post-tests, we measure [[robustness]] with three addition measures: [[long-term retention]], far [[transfer]] and [[accelerated future learning]].		PSLC research is primarily concerned with finding out what instructional environments, methods or activities causes students’ learning to be [[robust learning\|robust]]. Although normal learning can be measured with immediate, near-transfer post-tests, we measure [[robust learning\|robustness]] with three addition measures: [[long-term retention]], far [[transfer]] and [[accelerated future learning]].

	=== Glossary ===		=== Glossary ===

Vanlehn: /* Explanation */

2007-11-07T13:25:05Z

Explanation

← Older revision		Revision as of 13:25, 7 November 2007
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	*and [[foundational skill building]] processes: strengthening, deep feature perception and [[cognitive headroom]].		*and [[foundational skill building]] processes: strengthening, deep feature perception and [[cognitive headroom]].

	At the [[micro level]] instruction produces robust learning if:		At the [[micro level]], instruction produces robust learning if:
	*The instruction is designed so that the [[learning event space]] has some target paths that would cause an ideal student to acquire knowledge that is deep, general, strong and retrieval-feature-valid.		*The instruction is designed so that the [[learning event space]] has some target paths that would cause an ideal student to acquire knowledge that is deep, general, strong and retrieval-feature-valid.
	*Most students follow a target path most of the time. There are many factors outside the easy control of the experimenter or instructor, such as motivation and recall, that affect whether students actually follow the target paths designed into the instruction.		*Most students follow a target path most of the time. There are many factors outside the easy control of the experimenter or instructor, such as motivation and recall, that affect whether students actually follow the target paths designed into the instruction.

Vanlehn: /* Explanation */

2007-11-07T13:24:43Z

Explanation

← Older revision		Revision as of 13:24, 7 November 2007
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	*and [[foundational skill building]] processes: strengthening, deep feature perception and [[cognitive headroom]].		*and [[foundational skill building]] processes: strengthening, deep feature perception and [[cognitive headroom]].

	At the [[micro level]]instruction produces robust learning if:		At the [[micro level]] instruction produces robust learning if:
	*The instruction is designed so that the [[learning event space]] has some target paths that would cause an ideal student to acquire knowledge that is deep, general, strong and retrieval-feature-valid.		*The instruction is designed so that the [[learning event space]] has some target paths that would cause an ideal student to acquire knowledge that is deep, general, strong and retrieval-feature-valid.
	*Most students follow a target path most of the time. There are many factors outside the easy control of the experimenter or instructor, such as motivation and recall, that affect whether students actually follow the target paths designed into the instruction.		*Most students follow a target path most of the time. There are many factors outside the easy control of the experimenter or instructor, such as motivation and recall, that affect whether students actually follow the target paths designed into the instruction.

Vanlehn: /* Explanation */

2007-11-07T13:24:19Z

Explanation

← Older revision		Revision as of 13:24, 7 November 2007
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	Instructional activities influence the depth and generality of the students’ acquired [[knowledge component]]s, the knowledge components’ strength and [[feature validity]], and the student’s motivation. These in turn influence the students’ performance on measures of [[robust learning]]. That is, we take a cognitive stance, rather than a radically distributed or situated stance.		Instructional activities influence the depth and generality of the students’ acquired [[knowledge component]]s, the knowledge components’ strength and [[feature validity]], and the student’s motivation. These in turn influence the students’ performance on measures of [[robust learning]]. That is, we take a cognitive stance, rather than a radically distributed or situated stance.

	At the macro-level, instruction produces robust learning if it increases the frequency of:		At the [[macro level]], instruction produces robust learning if it increases the frequency of:
	*[[sense making]] processes: rederivation, adaptation and self-supervised learning		*[[sense making]] processes: rederivation, adaptation and self-supervised learning
	*and [[foundational skill building]] processes: strengthening, deep feature perception and [[cognitive headroom]].		*and [[foundational skill building]] processes: strengthening, deep feature perception and [[cognitive headroom]].

	At the micro-level, instruction produces robust learning if:		At the [[micro level]]instruction produces robust learning if:
	*The instruction is designed so that the [[learning event space]] has some target paths that would cause an ideal student to acquire knowledge that is deep, general, strong and retrieval-feature-valid.		*The instruction is designed so that the [[learning event space]] has some target paths that would cause an ideal student to acquire knowledge that is deep, general, strong and retrieval-feature-valid.
	*Most students follow a target path most of the time. There are many factors outside the easy control of the experimenter or instructor, such as motivation and recall, that affect whether students actually follow the target paths designed into the instruction.		*Most students follow a target path most of the time. There are many factors outside the easy control of the experimenter or instructor, such as motivation and recall, that affect whether students actually follow the target paths designed into the instruction.

Koedinger: /* Research question */

2007-08-16T14:19:05Z

Research question

← Older revision		Revision as of 14:19, 16 August 2007
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	=== Research question ===		=== Research question ===
	What instructional activities or methods cause students’ learning to be robust?		What instructional activities or methods cause students’ learning to be robust?

			How can science and technology improve academic learning and make such learning more robust?

	=== Dependent variables ===		=== Dependent variables ===