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• Booth
  ...easures of [[long-term retention]], [[transfer]], and [[accelerated future learning]]. ...e]] with tutored [[procedural]] exercises effective for improving [[robust learning]] of algebraic problem-solving?
  13 KB (1,763 words) - 20:16, 15 December 2010
• Chunking
  The process by which [[knowledge components]] are reorganized into larger structures an ...then generalized into global patterns. First language learning involves a process of generalization moving across these phases. Over time, these chunks and
  3 KB (376 words) - 15:40, 19 May 2009
• Co-training and pairing
  *Node Title: Learning to read Chinese: [[Co-training]] in human (Study 2) ...nglish speakers learn to speak and read Chinese under various coordinative learning conditions.
  4 KB (514 words) - 01:01, 12 March 2008
• Cognitive load
  ...person has to learn in a short amount of time, the more difficult it is to process information in [[working memory]]. ...g [[worked examples]] between problem solving activities has led to better learning and is claimed to do so because the worked examples relieve the extraneous
  1 KB (211 words) - 15:23, 27 August 2013
• Collaboration scripts
  ...instructional method]] that structures the [[collaboration|Collaboration]] process by guiding the interacting partners through a sequence of interaction phase ...ight otherwise not occur, i.e. students are more likely to traverse useful learning paths than in unscripted collaboration. For example, the script prompts int
  2 KB (238 words) - 15:24, 31 August 2011
• Conceptual Learning in Chemistry
  ==Supporting Conceptual Learning in Chemistry through Collaboration Scripts and Adaptive, Online Support== ...t dynamic adaptation of the collaboration scripts can further improve that learning.
  32 KB (4,436 words) - 15:06, 17 January 2008
• Condition in Student-Step Rollup
  ...(i.e., the differences in the log data - more errors, more hints, steeper learning curves, etc.). Without the condition data you would not be able to do this.
  3 KB (503 words) - 14:34, 16 May 2011
• Consolidation
  ...r learning through consolidation, which can result from various kinds of [[learning events]], including both those that we categorize as foundational skill bui Consolidation occurs over multiple timescales and may continue long after a learning event. Consolidation may refer to automatic processes operating on a neural
  2 KB (199 words) - 19:12, 12 December 2007
• Contiguous Representations for Robust Learning (Aleven & Butcher)
  == Learning with Diagrams in Geometry: Strategic Support for Robust Learning == ...bal [[knowledge components]], and how these processes may support [[robust learning]].
  18 KB (2,358 words) - 15:27, 31 August 2011
• Coordination
  A process for achieving self-supervised learning by integrating information from multiple sources or reasoning methods. Coordination refers both to the process of mapping between relevant visual and verbal information as well as to pro
  711 bytes (103 words) - 18:35, 30 March 2007
• Coordinative Learning
  = The PSLC Coordinative Learning cluster = ...has multiple [[sources]]/methods available, two factors that might impact learning are:
  14 KB (1,830 words) - 15:35, 31 August 2011
• Craig questions
  == Investigating the robustness of vicarious learning: Sense making with deep-level reasoning questions == ...self-explanation]]). It is also not known if this effect can be useful for learning outside the lab setting.
  11 KB (1,476 words) - 17:19, 15 November 2010
• DataShop 3.x Features
  ==== Learning Curve Point Info [Actual: 6 weeks?] ==== As a researcher exploring learning curves, I'd like to see more information about a data point.
  8 KB (1,217 words) - 21:58, 4 November 2009
• DataShop Pipeline
  | "The CoChemEx Project: Conceptual Chemistry Learning through Experimentation and Adaptive Collaboration" | Improving Algebra Learning and Collaboration
  27 KB (3,555 words) - 16:45, 21 July 2008
• DiBiano Personally Relevant Algebra Problems
  ...ts’ personal interest in story contexts affects performance and [[robust learning]]. ...hat personalization of story problems has the potential to support student learning, using qualitative data analysis methods.
  20 KB (2,839 words) - 15:37, 31 August 2011
• Does learning from worked-out examples improve tutored problem solving?
  == Does learning from worked-out examples improve tutored problem solving? == ...continually fading the worked-out steps the student will have more optimal learning instances than either from only fully worked-out problems or only problem s
  27 KB (3,900 words) - 15:38, 31 August 2011
• Educational Game Design and its attributes that affect learning
  ...ing of the design context as well as conveying the knowledge to the design process. On the other hand, the primary problem that game designers encounter is th ...ght up based on motivation theory to look into computer game’s effect on learning: challenge, fantasy and curiosity (Habgoods et al. 2005).
  10 KB (1,566 words) - 11:03, 19 May 2009
• Educational Game Design and its attributes that helps learning
  ...ing of the design context as well as conveying the knowledge to the design process. On the other hand, the primary problem that game designers encounter is th Cognitive learning process and its attributes related to educational game
  5 KB (615 words) - 16:12, 4 May 2009
• Educational Research Methods 10
  ==Research Methods for the Learning Sciences 85-748== ...], [[Metacognition and Motivation]], [[Social and Communicative Factors in Learning]], and [[Computational Modeling and Data Mining]]
  19 KB (2,736 words) - 11:14, 3 December 2011
• Educational Research Methods 2014
  ===Research Methods for the Learning Sciences 05-748=== These posts serve multiple purposes: 1) to improve your understanding and learning from the readings, 2) to provide instructors with insight into what aspects
  35 KB (5,226 words) - 14:21, 24 October 2016

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