https://learnlab.org/research/wiki/index.php?title=Musings_on_Learning_Events&feed=atom&action=historyMusings on Learning Events - Revision history2024-03-28T17:02:33ZRevision history for this page on the wikiMediaWiki 1.31.12https://learnlab.org/wiki/index.php?title=Musings_on_Learning_Events&diff=5145&oldid=prevKoedinger: /* I.1 Events */2007-05-11T00:03:48Z<p><span dir="auto"><span class="autocomment">I.1 Events</span></span></p>
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<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td></tr>
<tr><td class='diff-marker'>−</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>An event is an occurrence at a particular time, with a particular duration from T to T+d (d= duration of event).  In instructional research,  d can vary from seconds to semesters, depending on the grain size of the analysis. There are three distinct classes of events –instruction, learning, and assessment -- each with its own space.</div></td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div>An event is an occurrence at a particular time, with a particular duration from T to T+d (d= duration of event).  In instructional research,  d can vary from seconds to semesters, depending on the grain size of the analysis. There are three distinct classes of events –instruction, learning, and assessment -- each with its own space. <ins class="diffchange diffchange-inline"> ''(Comment by Koedinger: These distinctions are great.  However, the range of duration stated here is too long.  The original notion of a learning event (going back to a pre-PSLC VanLehn paper) was evoked to try to track and explain how an instructional treatment taking place over many hours (or more) might be explained in terms of the sequence of 'learning events' occurring over a few seconds or minutes.  The intention within PSLC is the same. Thus, a d of say 10 minutes, would be unusually long and might a reasonable loose upper bound.  The breakdown of student work in LearnLab courses into instructional, assessment, and/or learning events is critical for instance to doing learning curve analysis and tracking whether a student seems to be getting better at a particular knowledge component (as only assessment events can determine) as a consequence of 1 or more successive instructional events and, it is hoped, consequential learning events.)''</ins></div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>Each space can be characterized in terms of increasing aggregates. The smallest unit is the event.  A series of events is a path. The set of all possible paths is the space. Different levels of aggregation, instrumentation precision, temporal duration, and theoretical language may compress what is a space from one perspective into an event in another.  Conversely, an event may be expanded into a space as one drills down to finer grain sizes.  Successful cross-mapping and comparisons and contrasts among PSLC projects depends on explicit recognition of these different grain sizes.</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>Each space can be characterized in terms of increasing aggregates. The smallest unit is the event.  A series of events is a path. The set of all possible paths is the space. Different levels of aggregation, instrumentation precision, temporal duration, and theoretical language may compress what is a space from one perspective into an event in another.  Conversely, an event may be expanded into a space as one drills down to finer grain sizes.  Successful cross-mapping and comparisons and contrasts among PSLC projects depends on explicit recognition of these different grain sizes.</div></td></tr>
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<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>** In addition, instructional events can be classified as "other – generated"  (i.e., instruction controlled and presented by an agent external to the learner.), or "self-generated" (instruction controlled by the learner, such as self paced problem solving, self-explanation, rehearsal, etc.)</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>** In addition, instructional events can be classified as "other – generated"  (i.e., instruction controlled and presented by an agent external to the learner.), or "self-generated" (instruction controlled by the learner, such as self paced problem solving, self-explanation, rehearsal, etc.)</div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>** Steps, Lessons, Courses, Curricula, etc. are types of instructional event paths: sequences of Instructional events of various grain sizes and complexity, perhaps with contingencies based on interspersed Assessment Events.  </div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>** Steps, Lessons, Courses, Curricula, etc. are types of instructional event paths: sequences of Instructional events of various grain sizes and complexity, perhaps with contingencies based on interspersed Assessment Events.  </div></td></tr>
<tr><td class='diff-marker'>−</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>* I.1,c Assessment Event Space:  Assessments are actions designed to yield information about the learner's knowledge state.  Assessment events can be initiated, and observed, by either the learner or an external agent or both.  Some assessments, in addition to producing information about learners' internal states, may serve as further instructional events. ''(Comment by Pavlik: I think this clears up some of my confusion when I discussed test learning events and study learning events in a recent paper. I think now that I should have been talking about test(<del class="diffchange diffchange-inline">assessement</del>) instructional events and study instructional events. My previous distinction between test and study learning events did not deal as well with the notion of observability, when this is considered as Klahr suggests, it seems clear to me that I was talking about two cannonical types of instructional events (rather than 2 cannonical types of learning events) which <del class="diffchange diffchange-inline">coorespond </del>to <del class="diffchange diffchange-inline">Klahrs </del>instructional and assessment events, either of which may cause a learning event.)''  </div></td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div>* I.1,c Assessment Event Space:  Assessments are actions designed to yield information about the learner's knowledge state.  Assessment events can be initiated, and observed, by either the learner or an external agent or both.  Some assessments, in addition to producing information about learners' internal states, may serve as further instructional events. ''(Comment by Pavlik: I think this clears up some of my confusion when I discussed test learning events and study learning events in a recent paper. I think now that I should have been talking about test(<ins class="diffchange diffchange-inline">assessment</ins>) instructional events and study instructional events. My previous distinction between test and study learning events did not deal as well with the notion of observability, when this is considered as Klahr suggests, it seems clear to me that I was talking about two cannonical types of instructional events (rather than 2 cannonical types of learning events) which <ins class="diffchange diffchange-inline">correspond </ins>to <ins class="diffchange diffchange-inline">Klahr's </ins>instructional and assessment events, either of which may cause a learning event.)''  </div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>** At present, the wiki is surprisingly silent on this issue: there are no entries for “assessment”,  “measurement”,  or “testing”.  Test items are alluded to in some definitions, but testing and assessment are not treated at the top level. This is a serious weakness: no science can advance without clear operational definitions of its measurement procedures. Moreover, several of our projects already have some of the best knowledge assessment procedures ever devised (e.g., in the cognitive tutors).  But this needs to be made explicit in our theory.</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>** At present, the wiki is surprisingly silent on this issue: there are no entries for “assessment”,  “measurement”,  or “testing”.  Test items are alluded to in some definitions, but testing and assessment are not treated at the top level. This is a serious weakness: no science can advance without clear operational definitions of its measurement procedures. Moreover, several of our projects already have some of the best knowledge assessment procedures ever devised (e.g., in the cognitive tutors).  But this needs to be made explicit in our theory.</div></td></tr>
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</table>Koedingerhttps://learnlab.org/wiki/index.php?title=Musings_on_Learning_Events&diff=5087&oldid=prevPhilPavlik: /* I.1 Events */2007-05-04T15:31:21Z<p><span dir="auto"><span class="autocomment">I.1 Events</span></span></p>
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<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>** In addition, instructional events can be classified as "other – generated"  (i.e., instruction controlled and presented by an agent external to the learner.), or "self-generated" (instruction controlled by the learner, such as self paced problem solving, self-explanation, rehearsal, etc.)</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>** In addition, instructional events can be classified as "other – generated"  (i.e., instruction controlled and presented by an agent external to the learner.), or "self-generated" (instruction controlled by the learner, such as self paced problem solving, self-explanation, rehearsal, etc.)</div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>** Steps, Lessons, Courses, Curricula, etc. are types of instructional event paths: sequences of Instructional events of various grain sizes and complexity, perhaps with contingencies based on interspersed Assessment Events.  </div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>** Steps, Lessons, Courses, Curricula, etc. are types of instructional event paths: sequences of Instructional events of various grain sizes and complexity, perhaps with contingencies based on interspersed Assessment Events.  </div></td></tr>
<tr><td class='diff-marker'>−</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>* I.1,c Assessment Event Space:  Assessments are actions designed to yield information about the learner's knowledge state.  Assessment events can be initiated, and observed, by either the learner or an external agent or both.  Some assessments, in addition to producing information about learners' internal states, may serve as further instructional events. ''(Comment by Pavlik: I think this clears up some of my confusion when I discussed test learning events and study learning events in a recent paper. I think now that I should have been talking about test(assessement) instructional events and study instructional events. My previous distinction between test and study <del class="diffchange diffchange-inline">learnign </del>events did not deal as well with the notion of observability, when this is considered as Klahr suggests, it seems clear to me that I was talking about two cannonical types of instructional events (rather than 2 cannonical types of <del class="diffchange diffchange-inline">instructional </del>events) which coorespond to Klahrs instructional and assessment events, either of which may cause a learning event.)''  </div></td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div>* I.1,c Assessment Event Space:  Assessments are actions designed to yield information about the learner's knowledge state.  Assessment events can be initiated, and observed, by either the learner or an external agent or both.  Some assessments, in addition to producing information about learners' internal states, may serve as further instructional events. ''(Comment by Pavlik: I think this clears up some of my confusion when I discussed test learning events and study learning events in a recent paper. I think now that I should have been talking about test(assessement) instructional events and study instructional events. My previous distinction between test and study <ins class="diffchange diffchange-inline">learning </ins>events did not deal as well with the notion of observability, when this is considered as Klahr suggests, it seems clear to me that I was talking about two cannonical types of instructional events (rather than 2 cannonical types of <ins class="diffchange diffchange-inline">learning </ins>events) which coorespond to Klahrs instructional and assessment events, either of which may cause a learning event.)''  </div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>** At present, the wiki is surprisingly silent on this issue: there are no entries for “assessment”,  “measurement”,  or “testing”.  Test items are alluded to in some definitions, but testing and assessment are not treated at the top level. This is a serious weakness: no science can advance without clear operational definitions of its measurement procedures. Moreover, several of our projects already have some of the best knowledge assessment procedures ever devised (e.g., in the cognitive tutors).  But this needs to be made explicit in our theory.</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>** At present, the wiki is surprisingly silent on this issue: there are no entries for “assessment”,  “measurement”,  or “testing”.  Test items are alluded to in some definitions, but testing and assessment are not treated at the top level. This is a serious weakness: no science can advance without clear operational definitions of its measurement procedures. Moreover, several of our projects already have some of the best knowledge assessment procedures ever devised (e.g., in the cognitive tutors).  But this needs to be made explicit in our theory.</div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td></tr>
</table>PhilPavlikhttps://learnlab.org/wiki/index.php?title=Musings_on_Learning_Events&diff=5086&oldid=prevPhilPavlik: /* II. Robust learning */2007-05-04T15:26:44Z<p><span dir="auto"><span class="autocomment">II. <a href="/wiki/index.php?title=Robust_learning" title="Robust learning">Robust learning</a></span></span></p>
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<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>That same section of the wiki says "by hypothesis the robust learning produces accelerated learning through component competencies or through gains in efficiency that arise from procedures (e.g. chunking) that can apply to new learning."  But elsewhere robust learning is defined as producing accelerated learning.  It cant be both a hypothesized process AND a definition! How can the hypothesis be tested if the construct is defined this way?</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>That same section of the wiki says "by hypothesis the robust learning produces accelerated learning through component competencies or through gains in efficiency that arise from procedures (e.g. chunking) that can apply to new learning."  But elsewhere robust learning is defined as producing accelerated learning.  It cant be both a hypothesized process AND a definition! How can the hypothesis be tested if the construct is defined this way?</div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>I see no need to isolate AFL from the broad class of types of transfer. Here is a simple example: If I master one web browser (Netscape) and that knowledge enables me to master another browser (Safari) much more rapidly than (a) I learned Netscape or (b) a novice learns Safari, then that would seem to imply that my learning of Netscape was "robust" because it accelerated my "future learning" of Safari.  But isn't that just the same as saying that there was a lot of transfer from Netscape to Safari – including not just the specifics of each system, but also knowledge about what kinds of questions to ask about a browser?  What is the new language buying us?  And what is it costing us in terms of clarity and credibility?</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>I see no need to isolate AFL from the broad class of types of transfer. Here is a simple example: If I master one web browser (Netscape) and that knowledge enables me to master another browser (Safari) much more rapidly than (a) I learned Netscape or (b) a novice learns Safari, then that would seem to imply that my learning of Netscape was "robust" because it accelerated my "future learning" of Safari.  But isn't that just the same as saying that there was a lot of transfer from Netscape to Safari – including not just the specifics of each system, but also knowledge about what kinds of questions to ask about a browser?  What is the new language buying us?  And what is it costing us in terms of clarity and credibility?</div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins style="font-weight: bold; text-decoration: none;"></ins></div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins style="font-weight: bold; text-decoration: none;">''(Pavlik Comment: OK, as far as the AFL issue, the clear distinction I see with normal performance transfer is that AFL implies the future learning will be improved on new material, but perhaps there will be no improvement in a more simple assessment of performance on the same new material. In other words, maybe if I master netscape it will not help my initial perforamnce with safari, but my learning curve will have a steeper slope from the same origin. Certainly however, this is a breed of transfer, and so if we do make AFL a centerpiece of robust learning, we must more clearly refer to it as distinct from simple performance transfer (transfer inthe origin of the learning curve with the new material). So we could say that robust learning is learning that tranfers to improve performance (the intercept of the learning curve for new information), transfer to improve learning (the slope of the new learning function for new information) and transfers after long-intervals. Having said this, it seems like the term "far transfer" might reflect this well.</ins></div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins style="font-weight: bold; text-decoration: none;">However, the big caveat is whether far transfer can handle describing a situation where the transfer after a long-interval is transfer to material that is not new. In this case, can we say that we have the a component of "far transfer" when the material is identical to what is learned? I'm not sure that makes sense, while it does seem to me that it makes sense to say we have a component of robust learning.... I guess the point I am not clear about is whether far transfer adequately captures those situations where we don't really have "transfer". David, how common are studies that refer to long-term retention as far transfer when there is no change in the materials between learning and assessment? Since often learning can be useful without transfer, i.e 5x7=35 is a useful fact to have in long-term memory even if a student does not transfer that knowledge to division or algebra, it seems we want to have a theory that does not exclude the utility of end-point learning (where the learning is focused only on later performance with the same items). I fear far-transfer excludes the an acknowledgement of the utility of learning for the simple sake of long-term performance with the same stimuli.</ins></div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins style="font-weight: bold; text-decoration: none;">This dialogue begs the question of whether short-term AFL, short term performance transfer, or long-term transfer to identical material even qualify as robust learning? Does true robust learning require all 3 factors to agree, or does a single aspect of robust learning count.)''</ins></div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>== III. Conclusion ==</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>== III. Conclusion ==</div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>   </div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>   </div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>It might be an interesting exercise to take several of our projects and see if they can be usefully described and compared, using this terminology.  My hope is that such an endeavor would have less of the feel of a Procrustean Bed , than our efforts to date.</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>It might be an interesting exercise to take several of our projects and see if they can be usefully described and compared, using this terminology.  My hope is that such an endeavor would have less of the feel of a Procrustean Bed , than our efforts to date.</div></td></tr>
</table>PhilPavlikhttps://learnlab.org/wiki/index.php?title=Musings_on_Learning_Events&diff=5085&oldid=prevPhilPavlik: /* I.1 Events */2007-05-04T14:54:59Z<p><span dir="auto"><span class="autocomment">I.1 Events</span></span></p>
<table class="diff diff-contentalign-left" data-mw="interface">
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<td colspan="2" style="background-color: #fff; color: #222; text-align: center;">Revision as of 14:54, 4 May 2007</td>
</tr><tr><td colspan="2" class="diff-lineno" id="mw-diff-left-l29" >Line 29:</td>
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<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>** Steps, Lessons, Courses, Curricula, etc. are types of instructional event paths: sequences of Instructional events of various grain sizes and complexity, perhaps with contingencies based on interspersed Assessment Events.  </div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>** Steps, Lessons, Courses, Curricula, etc. are types of instructional event paths: sequences of Instructional events of various grain sizes and complexity, perhaps with contingencies based on interspersed Assessment Events.  </div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>* I.1,c Assessment Event Space:  Assessments are actions designed to yield information about the learner's knowledge state.  Assessment events can be initiated, and observed, by either the learner or an external agent or both.  Some assessments, in addition to producing information about learners' internal states, may serve as further instructional events. ''(Comment by Pavlik: I think this clears up some of my confusion when I discussed test learning events and study learning events in a recent paper. I think now that I should have been talking about test(assessement) instructional events and study instructional events. My previous distinction between test and study learnign events did not deal as well with the notion of observability, when this is considered as Klahr suggests, it seems clear to me that I was talking about two cannonical types of instructional events (rather than 2 cannonical types of instructional events) which coorespond to Klahrs instructional and assessment events, either of which may cause a learning event.)''  </div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>* I.1,c Assessment Event Space:  Assessments are actions designed to yield information about the learner's knowledge state.  Assessment events can be initiated, and observed, by either the learner or an external agent or both.  Some assessments, in addition to producing information about learners' internal states, may serve as further instructional events. ''(Comment by Pavlik: I think this clears up some of my confusion when I discussed test learning events and study learning events in a recent paper. I think now that I should have been talking about test(assessement) instructional events and study instructional events. My previous distinction between test and study learnign events did not deal as well with the notion of observability, when this is considered as Klahr suggests, it seems clear to me that I was talking about two cannonical types of instructional events (rather than 2 cannonical types of instructional events) which coorespond to Klahrs instructional and assessment events, either of which may cause a learning event.)''  </div></td></tr>
<tr><td class='diff-marker'>−</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div><del style="font-weight: bold; text-decoration: none;"></del></div></td><td colspan="2"> </td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>** At present, the wiki is surprisingly silent on this issue: there are no entries for “assessment”,  “measurement”,  or “testing”.  Test items are alluded to in some definitions, but testing and assessment are not treated at the top level. This is a serious weakness: no science can advance without clear operational definitions of its measurement procedures. Moreover, several of our projects already have some of the best knowledge assessment procedures ever devised (e.g., in the cognitive tutors).  But this needs to be made explicit in our theory.</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>** At present, the wiki is surprisingly silent on this issue: there are no entries for “assessment”,  “measurement”,  or “testing”.  Test items are alluded to in some definitions, but testing and assessment are not treated at the top level. This is a serious weakness: no science can advance without clear operational definitions of its measurement procedures. Moreover, several of our projects already have some of the best knowledge assessment procedures ever devised (e.g., in the cognitive tutors).  But this needs to be made explicit in our theory.</div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td></tr>
</table>PhilPavlikhttps://learnlab.org/wiki/index.php?title=Musings_on_Learning_Events&diff=5084&oldid=prevPhilPavlik: /* I.1 Events */2007-05-04T14:54:42Z<p><span dir="auto"><span class="autocomment">I.1 Events</span></span></p>
<table class="diff diff-contentalign-left" data-mw="interface">
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<td colspan="2" style="background-color: #fff; color: #222; text-align: center;">← Older revision</td>
<td colspan="2" style="background-color: #fff; color: #222; text-align: center;">Revision as of 14:54, 4 May 2007</td>
</tr><tr><td colspan="2" class="diff-lineno" id="mw-diff-left-l28" >Line 28:</td>
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<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>** In addition, instructional events can be classified as "other – generated"  (i.e., instruction controlled and presented by an agent external to the learner.), or "self-generated" (instruction controlled by the learner, such as self paced problem solving, self-explanation, rehearsal, etc.)</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>** In addition, instructional events can be classified as "other – generated"  (i.e., instruction controlled and presented by an agent external to the learner.), or "self-generated" (instruction controlled by the learner, such as self paced problem solving, self-explanation, rehearsal, etc.)</div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>** Steps, Lessons, Courses, Curricula, etc. are types of instructional event paths: sequences of Instructional events of various grain sizes and complexity, perhaps with contingencies based on interspersed Assessment Events.  </div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>** Steps, Lessons, Courses, Curricula, etc. are types of instructional event paths: sequences of Instructional events of various grain sizes and complexity, perhaps with contingencies based on interspersed Assessment Events.  </div></td></tr>
<tr><td class='diff-marker'>−</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>* I.1,c Assessment Event Space:  Assessments are actions designed to yield information about the learner's knowledge state.  Assessment events can be initiated, and observed, by either the learner or an external agent or both.  Some assessments, in addition to producing information about learners' internal states, may serve as further instructional events. ''(Comment by Pavlik: I think this clears up some of my confusion when I discussed test learning <del class="diffchange diffchange-inline">event </del>and study learning events in a recent paper. I think now that I should have been talking about test(assessement) instructional events and study instructional events. My previous distinction between test and study learnign events did not deal as well with the notion of observability, when this is considered as Klahr suggests, it seems clear to me that <del class="diffchange diffchange-inline">i </del>was talking about two cannonical types of instructional events which coorespond to Klahrs instructional and assessment events, either of which may cause a learning event.)''  </div></td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div>* I.1,c Assessment Event Space:  Assessments are actions designed to yield information about the learner's knowledge state.  Assessment events can be initiated, and observed, by either the learner or an external agent or both.  Some assessments, in addition to producing information about learners' internal states, may serve as further instructional events. ''(Comment by Pavlik: I think this clears up some of my confusion when I discussed test learning <ins class="diffchange diffchange-inline">events </ins>and study learning events in a recent paper. I think now that I should have been talking about test(assessement) instructional events and study instructional events. My previous distinction between test and study learnign events did not deal as well with the notion of observability, when this is considered as Klahr suggests, it seems clear to me that <ins class="diffchange diffchange-inline">I </ins>was talking about two cannonical types of instructional events <ins class="diffchange diffchange-inline">(rather than 2 cannonical types of instructional events) </ins>which coorespond to Klahrs instructional and assessment events, either of which may cause a learning event.)''  </div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>** At present, the wiki is surprisingly silent on this issue: there are no entries for “assessment”,  “measurement”,  or “testing”.  Test items are alluded to in some definitions, but testing and assessment are not treated at the top level. This is a serious weakness: no science can advance without clear operational definitions of its measurement procedures. Moreover, several of our projects already have some of the best knowledge assessment procedures ever devised (e.g., in the cognitive tutors).  But this needs to be made explicit in our theory.</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>** At present, the wiki is surprisingly silent on this issue: there are no entries for “assessment”,  “measurement”,  or “testing”.  Test items are alluded to in some definitions, but testing and assessment are not treated at the top level. This is a serious weakness: no science can advance without clear operational definitions of its measurement procedures. Moreover, several of our projects already have some of the best knowledge assessment procedures ever devised (e.g., in the cognitive tutors).  But this needs to be made explicit in our theory.</div></td></tr>
</table>PhilPavlikhttps://learnlab.org/wiki/index.php?title=Musings_on_Learning_Events&diff=5083&oldid=prevPhilPavlik: /* I.1 Events */2007-05-04T14:53:10Z<p><span dir="auto"><span class="autocomment">I.1 Events</span></span></p>
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<td colspan="2" style="background-color: #fff; color: #222; text-align: center;">Revision as of 14:53, 4 May 2007</td>
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<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>** In addition, instructional events can be classified as "other – generated"  (i.e., instruction controlled and presented by an agent external to the learner.), or "self-generated" (instruction controlled by the learner, such as self paced problem solving, self-explanation, rehearsal, etc.)</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>** In addition, instructional events can be classified as "other – generated"  (i.e., instruction controlled and presented by an agent external to the learner.), or "self-generated" (instruction controlled by the learner, such as self paced problem solving, self-explanation, rehearsal, etc.)</div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>** Steps, Lessons, Courses, Curricula, etc. are types of instructional event paths: sequences of Instructional events of various grain sizes and complexity, perhaps with contingencies based on interspersed Assessment Events.  </div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>** Steps, Lessons, Courses, Curricula, etc. are types of instructional event paths: sequences of Instructional events of various grain sizes and complexity, perhaps with contingencies based on interspersed Assessment Events.  </div></td></tr>
<tr><td class='diff-marker'>−</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>* I.1,c Assessment Event Space:  Assessments are actions designed to yield information about the learner's knowledge state.  Assessment events can be initiated, and observed, by either the learner or an external agent or both.  Some assessments, in addition to producing information about learners' internal states, may serve as further instructional events. <del class="diffchange diffchange-inline">  </del></div></td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div>* I.1,c Assessment Event Space:  Assessments are actions designed to yield information about the learner's knowledge state.  Assessment events can be initiated, and observed, by either the learner or an external agent or both.  Some assessments, in addition to producing information about learners' internal states, may serve as further instructional events. <ins class="diffchange diffchange-inline">''(Comment by Pavlik: I think this clears up some of my confusion when I discussed test learning event and study learning events in a recent paper. I think now that I should have been talking about test(assessement) instructional events and study instructional events. My previous distinction between test and study learnign events did not deal as well with the notion of observability, when this is considered as Klahr suggests, it seems clear to me that i was talking about two cannonical types of instructional events which coorespond to Klahrs instructional and assessment events, either of which may cause a learning event.)'' </ins></div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div> </div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>** At present, the wiki is surprisingly silent on this issue: there are no entries for “assessment”,  “measurement”,  or “testing”.  Test items are alluded to in some definitions, but testing and assessment are not treated at the top level. This is a serious weakness: no science can advance without clear operational definitions of its measurement procedures. Moreover, several of our projects already have some of the best knowledge assessment procedures ever devised (e.g., in the cognitive tutors).  But this needs to be made explicit in our theory.</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>** At present, the wiki is surprisingly silent on this issue: there are no entries for “assessment”,  “measurement”,  or “testing”.  Test items are alluded to in some definitions, but testing and assessment are not treated at the top level. This is a serious weakness: no science can advance without clear operational definitions of its measurement procedures. Moreover, several of our projects already have some of the best knowledge assessment procedures ever devised (e.g., in the cognitive tutors).  But this needs to be made explicit in our theory.</div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td></tr>
</table>PhilPavlikhttps://learnlab.org/wiki/index.php?title=Musings_on_Learning_Events&diff=5080&oldid=prevKlahr at 01:53, 4 May 20072007-05-04T01:53:47Z<p></p>
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<col class="diff-marker" />
<col class="diff-content" />
<tr class="diff-title" lang="en">
<td colspan="2" style="background-color: #fff; color: #222; text-align: center;">← Older revision</td>
<td colspan="2" style="background-color: #fff; color: #222; text-align: center;">Revision as of 01:53, 4 May 2007</td>
</tr><tr><td colspan="2" class="diff-lineno" id="mw-diff-left-l1" >Line 1:</td>
<td colspan="2" class="diff-lineno">Line 1:</td></tr>
<tr><td class='diff-marker'>−</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>As the curmudgeon on the PLSC Executive Committee who has never quite joined the bandwagon in our theoretical statement, I offer this wiki entry as a prod to refining our theoretical statements. In particular, in this brief document I explore the conceptual bases of  ''"event spaces"'' and  ''"robust learning"''.  (Disclaimer:  Until this moment, I was a wiki virgin: I've never made a wiki entry, and rarely read wikis.  Thus this entry has some of the flavor of a blog, because of my use of the first person.  I hope it still serves a useful purposed. David Klahr)</div></td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div>As the curmudgeon on the PLSC Executive Committee who has never quite joined the bandwagon in our theoretical statement, I offer this wiki entry as a prod to refining our theoretical statements. In particular, in this brief document I explore the conceptual bases of  ''"event spaces"'' and  ''"robust learning"''.  (Disclaimer:  Until this moment, I was a wiki virgin: I've never made a wiki entry, and rarely read wikis.  Thus this entry has some of the flavor of a blog<ins class="diffchange diffchange-inline">, rather than a proper wiki entry</ins>, because of my use of the first person.  I hope it still serves a useful purposed. David Klahr)</div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>== '''I. Event spaces''' ==</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>== '''I. Event spaces''' ==</div></td></tr>
</table>Klahrhttps://learnlab.org/wiki/index.php?title=Musings_on_Learning_Events&diff=5079&oldid=prevKlahr at 01:53, 4 May 20072007-05-04T01:53:18Z<p></p>
<table class="diff diff-contentalign-left" data-mw="interface">
<col class="diff-marker" />
<col class="diff-content" />
<col class="diff-marker" />
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<td colspan="2" style="background-color: #fff; color: #222; text-align: center;">← Older revision</td>
<td colspan="2" style="background-color: #fff; color: #222; text-align: center;">Revision as of 01:53, 4 May 2007</td>
</tr><tr><td colspan="2" class="diff-lineno" id="mw-diff-left-l1" >Line 1:</td>
<td colspan="2" class="diff-lineno">Line 1:</td></tr>
<tr><td class='diff-marker'>−</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>As the curmudgeon on the PLSC Executive Committee who has never quite joined the bandwagon in our theoretical statement, I offer this wiki entry as a prod to refining our theoretical statements. In particular, in this brief document I explore the conceptual bases of  ''"event spaces"'' and  ''"robust learning"''.  (David Klahr)</div></td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div>As the curmudgeon on the PLSC Executive Committee who has never quite joined the bandwagon in our theoretical statement, I offer this wiki entry as a prod to refining our theoretical statements. In particular, in this brief document I explore the conceptual bases of  ''"event spaces"'' and  ''"robust learning"''.  (<ins class="diffchange diffchange-inline">Disclaimer:  Until this moment, I was a wiki virgin: I've never made a wiki entry, and rarely read wikis.  Thus this entry has some of the flavor of a blog, because of my use of the first person.  I hope it still serves a useful purposed. </ins>David Klahr)</div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>== '''I. Event spaces''' ==</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>== '''I. Event spaces''' ==</div></td></tr>
</table>Klahrhttps://learnlab.org/wiki/index.php?title=Musings_on_Learning_Events&diff=5057&oldid=prevKoedinger: /* '''II. "Robust Learning":''' */2007-05-02T17:18:12Z<p><span dir="auto"><span class="autocomment">'''II. "Robust Learning":'''</span></span></p>
<table class="diff diff-contentalign-left" data-mw="interface">
<col class="diff-marker" />
<col class="diff-content" />
<col class="diff-marker" />
<col class="diff-content" />
<tr class="diff-title" lang="en">
<td colspan="2" style="background-color: #fff; color: #222; text-align: center;">← Older revision</td>
<td colspan="2" style="background-color: #fff; color: #222; text-align: center;">Revision as of 17:18, 2 May 2007</td>
</tr><tr><td colspan="2" class="diff-lineno" id="mw-diff-left-l33" >Line 33:</td>
<td colspan="2" class="diff-lineno">Line 33:</td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>Ideally, but rarely, instructional event paths are perfectly correlated with learning event paths. That is, for every instructional event there is a corresponding, and desired, learning event.  But  an Instructional Event is neither necessary nor sufficient for a Learning Event:  i.e. learning may occur in the absence of instructional events, and it may not always take place in the presence of instructional events.  Correspondingly, assessment events may vary widely in the extent to which they correspond to instructional events and learning events.</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>Ideally, but rarely, instructional event paths are perfectly correlated with learning event paths. That is, for every instructional event there is a corresponding, and desired, learning event.  But  an Instructional Event is neither necessary nor sufficient for a Learning Event:  i.e. learning may occur in the absence of instructional events, and it may not always take place in the presence of instructional events.  Correspondingly, assessment events may vary widely in the extent to which they correspond to instructional events and learning events.</div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td></tr>
<tr><td class='diff-marker'>−</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>== <del class="diffchange diffchange-inline">'''</del>II. <del class="diffchange diffchange-inline">"</del>Robust <del class="diffchange diffchange-inline">Learning":''' </del>==</div></td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div>== II. <ins class="diffchange diffchange-inline">[[</ins>Robust <ins class="diffchange diffchange-inline">learning]] </ins>==</div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>   </div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>   </div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>The wiki definition is as follows:</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>The wiki definition is as follows:</div></td></tr>
<tr><td colspan="2" class="diff-lineno" id="mw-diff-left-l62" >Line 62:</td>
<td colspan="2" class="diff-lineno">Line 62:</td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>That same section of the wiki says "by hypothesis the robust learning produces accelerated learning through component competencies or through gains in efficiency that arise from procedures (e.g. chunking) that can apply to new learning."  But elsewhere robust learning is defined as producing accelerated learning.  It cant be both a hypothesized process AND a definition! How can the hypothesis be tested if the construct is defined this way?</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>That same section of the wiki says "by hypothesis the robust learning produces accelerated learning through component competencies or through gains in efficiency that arise from procedures (e.g. chunking) that can apply to new learning."  But elsewhere robust learning is defined as producing accelerated learning.  It cant be both a hypothesized process AND a definition! How can the hypothesis be tested if the construct is defined this way?</div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>I see no need to isolate AFL from the broad class of types of transfer. Here is a simple example: If I master one web browser (Netscape) and that knowledge enables me to master another browser (Safari) much more rapidly than (a) I learned Netscape or (b) a novice learns Safari, then that would seem to imply that my learning of Netscape was "robust" because it accelerated my "future learning" of Safari.  But isn't that just the same as saying that there was a lot of transfer from Netscape to Safari – including not just the specifics of each system, but also knowledge about what kinds of questions to ask about a browser?  What is the new language buying us?  And what is it costing us in terms of clarity and credibility?</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>I see no need to isolate AFL from the broad class of types of transfer. Here is a simple example: If I master one web browser (Netscape) and that knowledge enables me to master another browser (Safari) much more rapidly than (a) I learned Netscape or (b) a novice learns Safari, then that would seem to imply that my learning of Netscape was "robust" because it accelerated my "future learning" of Safari.  But isn't that just the same as saying that there was a lot of transfer from Netscape to Safari – including not just the specifics of each system, but also knowledge about what kinds of questions to ask about a browser?  What is the new language buying us?  And what is it costing us in terms of clarity and credibility?</div></td></tr>
<tr><td class='diff-marker'>−</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div><del style="font-weight: bold; text-decoration: none;"></del></div></td><td colspan="2"> </td></tr>
<tr><td class='diff-marker'>−</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div><del style="font-weight: bold; text-decoration: none;"></del></div></td><td colspan="2"> </td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>== III. Conclusion ==</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>== III. Conclusion ==</div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>   </div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>   </div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>It might be an interesting exercise to take several of our projects and see if they can be usefully described and compared, using this terminology.  My hope is that such an endeavor would have less of the feel of a Procrustean Bed , than our efforts to date.</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>It might be an interesting exercise to take several of our projects and see if they can be usefully described and compared, using this terminology.  My hope is that such an endeavor would have less of the feel of a Procrustean Bed , than our efforts to date.</div></td></tr>
</table>Koedingerhttps://learnlab.org/wiki/index.php?title=Musings_on_Learning_Events&diff=5056&oldid=prevKlahr: /* '''II. "Robust Learning":''' */2007-05-02T16:44:17Z<p><span dir="auto"><span class="autocomment">'''II. "Robust Learning":'''</span></span></p>
<table class="diff diff-contentalign-left" data-mw="interface">
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<td colspan="2" style="background-color: #fff; color: #222; text-align: center;">← Older revision</td>
<td colspan="2" style="background-color: #fff; color: #222; text-align: center;">Revision as of 16:44, 2 May 2007</td>
</tr><tr><td colspan="2" class="diff-lineno" id="mw-diff-left-l64" >Line 64:</td>
<td colspan="2" class="diff-lineno">Line 64:</td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td></tr>
<tr><td class='diff-marker'>−</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div><del class="diffchange diffchange-inline">'''</del>== III. Conclusion ==<del class="diffchange diffchange-inline">'''</del></div></td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div> </div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div>== III. Conclusion ==</div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins class="diffchange diffchange-inline"> </ins></div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>It might be an interesting exercise to take several of our projects and see if they can be usefully described and compared, using this terminology.  My hope is that such an endeavor would have less of the feel of a Procrustean Bed , than our efforts to date.</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>It might be an interesting exercise to take several of our projects and see if they can be usefully described and compared, using this terminology.  My hope is that such an endeavor would have less of the feel of a Procrustean Bed , than our efforts to date.</div></td></tr>
</table>Klahr