User contributions for Koedinger

5 June 2009

• 19:2519:25, 5 June 2009 diff hist +90 Variable Learning I No edit summary
• 19:2319:23, 5 June 2009 diff hist +89 Learning Epistemologies No edit summary
• 19:2119:21, 5 June 2009 diff hist +89 Practice at Retrieval No edit summary
• 19:1919:19, 5 June 2009 diff hist +44 Experience Alone No edit summary
• 19:1819:18, 5 June 2009 diff hist +45 Experience Alone No edit summary
• 19:1419:14, 5 June 2009 diff hist −24 Prior Knowledge No edit summary current
• 19:0719:07, 5 June 2009 diff hist +4,101 N Less is More New page: Less is more, especially when considering long-term retention and transfer. In an age where knowledge is power and all types of information are readily accessible, curriculum tends to cove...
• 19:0719:07, 5 June 2009 diff hist +4,270 N Process of Remembering New page: The process of remembering influences what learners will and will not remember in the future. Although asking learners to retrieve certain information from memory will facilitate later rec...
• 19:0619:06, 5 June 2009 diff hist +5,453 N Avoid Passive Learning New page: To promote in-depth understanding, avoid passive learning situations where a lone teacher mostly lectures while learners take notes. Traditional adult courses, especially those at the begi...
• 19:0519:05, 5 June 2009 diff hist +9,456 N Variable Learning II New page: Learning is generally enhanced when learners are required to take information that is presented in one format and "re-represent" it in an alternative format. The nature of both internal an...
• 19:0419:04, 5 June 2009 diff hist +7,614 N Variable Learning I New page: Varying learning conditions makes learning more effortful but results in enhanced long-term retrieval. In evaluating the effectiveness of instruction or training, one must consider that co...
• 19:0319:03, 5 June 2009 diff hist +6,921 N Learning Epistemologies New page: Learning is influenced by our students’ as well as our own epistemologies (theories about learning). In addition to cognitive factors, motivational factors influence the quality of learn...
• 19:0219:02, 5 June 2009 diff hist +39 Instructional Principles and Hypotheses →Candidate Instructional Principles
• 18:5418:54, 5 June 2009 diff hist +173 Instructional Principles and Hypotheses →Candidate Instructional Principles
• 18:4918:49, 5 June 2009 diff hist +6,510 N Practice at Retrieval New page: The single most important variable in promoting long-term retention and transfer is "practice at retrieval"--learners generate responses, with minimal retrieval cues, repeatedly, over time...
• 18:4618:46, 5 June 2009 diff hist −16 Experience Alone No edit summary
• 18:4518:45, 5 June 2009 diff hist +4,275 N Experience Alone New page: Experience Alone Experience alone is a poor teacher. Not surprisingly, learners often have preconceived notions of the material being taught. Even if these notions are wrong, belief in th...
• 18:4218:42, 5 June 2009 diff hist +100 Instructional Principles and Hypotheses →Candidate Instructional Principles
• 18:3818:38, 5 June 2009 diff hist +133 N Category:APS Lifelong Learning Principles New page: These are versions of the Principles originally created at [http://www.psyc.memphis.edu/learning/principles/ Principles of Learning]. current
• 18:3518:35, 5 June 2009 diff hist +80 Prior Knowledge No edit summary
• 17:5717:57, 5 June 2009 diff hist +22 Instructional Principles and Hypotheses →Candidate Instructional Principles
• 17:5717:57, 5 June 2009 diff hist −344 Prior Knowledge No edit summary
• 17:5517:55, 5 June 2009 diff hist +4,512 N Prior Knowledge New page: Text taken from APS Principles of Learning: New information learned depends heavily upon prior knowledge and experience. Content knowledge or expertise influences how information gets me...
• 17:4117:41, 5 June 2009 diff hist +208 Talk:Instructional Principles and Hypotheses No edit summary

2 June 2009

• 15:2515:25, 2 June 2009 diff hist +54 PSLC Integrated Project Summary No edit summary current
• 14:4014:40, 2 June 2009 diff hist −725 Talk:Computational Modeling and Data Mining No edit summary current

29 May 2009

• 14:4614:46, 29 May 2009 diff hist +9 m Harnessing what you know →The instructional unit as the knowledge component current

28 May 2009

• 18:2818:28, 28 May 2009 diff hist +4,639 PSLC Integrated Project Summary →Learning Analysis: Developing Models of Domain-General Learning and Motivational Processes

25 May 2009

• 18:1318:13, 25 May 2009 diff hist +6,170 PSLC Integrated Project Summary No edit summary
• 17:3917:39, 25 May 2009 diff hist −44,674 PSLC Year 5 Projects No edit summary current
• 17:3717:37, 25 May 2009 diff hist +44,578 N PSLC Integrated Project Summary New page: === Metacognition & Motivation Thrust === The work in this thrust builds on prior work started before the renewal, particularly work in the Coordinative Learning Cluster. ==== Metacognitio...

23 May 2009

• 22:2122:21, 23 May 2009 diff hist +6,299 PSLC Year 5 Projects →Motivation
• 16:4316:43, 23 May 2009 diff hist +17,387 PSLC Year 5 Projects →Metacognition & Motivation Thrust
• 13:4113:41, 23 May 2009 diff hist +45 PSLC Year 5 Projects →Visual-Verbal Coordination
• 13:4013:40, 23 May 2009 diff hist +53 PSLC Year 5 Projects →Metacognition
• 13:3913:39, 23 May 2009 diff hist +2,339 PSLC Year 5 Projects →Visual-Verbal Coordination
• 12:5812:58, 23 May 2009 diff hist +1,338 PSLC Year 5 Projects →Bringing it Together: Exploring Effects of Combining Principles
• 12:0912:09, 23 May 2009 diff hist +5,125 PSLC Year 5 Projects →Metacognition & Motivation Thrust
• 11:5111:51, 23 May 2009 diff hist +422 N Talk:Roll IPL New page: Couple suggestions: * The background and significance section says: "For example, Figure 1 shows four possible pitching machines. Students are asked to invent a method that will allow them... current
• 11:4511:45, 23 May 2009 diff hist −4 m Roll IPL →Background and Significance current
• 11:2711:27, 23 May 2009 diff hist +16 PSLC Year 5 Projects →Example-Rule Coordination
• 11:2711:27, 23 May 2009 diff hist +125 PSLC Year 5 Projects →Example-Rule Coordination
• 01:4401:44, 23 May 2009 diff hist +1,761 PSLC Year 5 Projects →Example-Rule Coordination

22 May 2009

• 18:0018:00, 22 May 2009 diff hist +3,345 PSLC Year 5 Projects →Example-Rule Coordination
• 16:3416:34, 22 May 2009 diff hist +2,060 PSLC Year 5 Projects →Example-Rule Coordination
• 16:0616:06, 22 May 2009 diff hist +504 Talk:Does learning from worked-out examples improve tutored problem solving? No edit summary current
• 15:5115:51, 22 May 2009 diff hist +1,386 PSLC Year 5 Projects →Metacognition
• 15:2215:22, 22 May 2009 diff hist +3,466 PSLC Year 5 Projects No edit summary

21 May 2009

• 15:1115:11, 21 May 2009 diff hist +1,286 PSLC Year 5 Projects →New Year 5 projects
• 14:4114:41, 21 May 2009 diff hist +40 PSLC Year 5 Projects →Example-Rule Coordination