User contributions
(newest | oldest) View (newer 50 | older 50) (20 | 50 | 100 | 250 | 500)
- 16:12, 6 November 2009 (diff | hist) . . (+1,751) . . In vivo experiment
- 02:29, 26 October 2009 (diff | hist) . . (-1) . . m Cognitive task analysis (→References)
- 14:21, 25 October 2009 (diff | hist) . . (+8,633) . . Cognitive task analysis
- 14:15, 25 October 2009 (diff | hist) . . (+1,172) . . Talk:Cognitive task analysis (current)
- 13:20, 25 October 2009 (diff | hist) . . (+215) . . N Talk:Cognitive task analysis (New page: Should also make reference to writings by: Marsha Lovett, Richard Catrambone, David Feldon, the Cognitive Task Analysis book edited by Susan Chipman, ... --~~~~)
- 02:31, 25 October 2009 (diff | hist) . . (+84) . . Prompted self-explanation principle (→In vivo experiment support)
- 16:48, 23 October 2009 (diff | hist) . . (+1,773) . . N Talk:Knowledge component (New page: It would be good to integrate (or reference) the following nice quote (which pre-dates PSLC and is representative of the intellectual atmosphere in which PSLC was created): “This implie...) (current)
- 16:43, 21 September 2009 (diff | hist) . . (+3) . . Main Page (→Robust Learning Theoretical Framework)
- 20:34, 16 September 2009 (diff | hist) . . (+331) . . Collected User Requests (→Reveal unanonymized student IDs)
- 20:30, 16 September 2009 (diff | hist) . . (+709) . . Collected User Requests (→Statistical Significance)
- 20:24, 16 September 2009 (diff | hist) . . (+215) . . Collected User Requests (→Export)
- 20:21, 16 September 2009 (diff | hist) . . (+196) . . Collected User Requests (→Normalize Scale of Thumbnails)
- 20:16, 16 September 2009 (diff | hist) . . (+236) . . Collected User Requests (→Redesign the Home Page)
- 20:14, 16 September 2009 (diff | hist) . . (+103) . . Collected User Requests (→Log Likelihood and MAD)
- 20:13, 16 September 2009 (diff | hist) . . (+1) . . m Collected User Requests (→Better naming for KCs in auto-generated Unique-Step KCM)
- 20:02, 16 September 2009 (diff | hist) . . (+102) . . Instructional Principles and Hypotheses
- 16:02, 16 September 2009 (diff | hist) . . (+1,168) . . Talk:Instructional Principles and Hypotheses (current)
- 15:53, 16 September 2009 (diff | hist) . . (+207) . . Talk:Main Page (current)
- 21:20, 10 July 2009 (diff | hist) . . (+85) . . Using learning curves to optimize problem assignment (→Dependent variables) (current)
- 19:37, 5 June 2009 (diff | hist) . . (+4) . . Less is More (current)
- 19:37, 5 June 2009 (diff | hist) . . (+4) . . Process of Remembering (current)
- 19:36, 5 June 2009 (diff | hist) . . (+4) . . Avoid Passive Learning (current)
- 19:36, 5 June 2009 (diff | hist) . . (+4) . . Variable Learning II (current)
- 19:35, 5 June 2009 (diff | hist) . . (+4) . . Variable Learning I (current)
- 19:35, 5 June 2009 (diff | hist) . . (+4) . . Learning Epistemologies (current)
- 19:34, 5 June 2009 (diff | hist) . . (+4) . . Practice at Retrieval (current)
- 19:34, 5 June 2009 (diff | hist) . . (+4) . . Experience Alone (current)
- 19:33, 5 June 2009 (diff | hist) . . (0) . . Practice at Retrieval
- 19:31, 5 June 2009 (diff | hist) . . (+90) . . Less is More
- 19:29, 5 June 2009 (diff | hist) . . (+90) . . Process of Remembering
- 19:28, 5 June 2009 (diff | hist) . . (+90) . . Avoid Passive Learning
- 19:27, 5 June 2009 (diff | hist) . . (+90) . . Variable Learning II
- 19:25, 5 June 2009 (diff | hist) . . (+90) . . Variable Learning I
- 19:23, 5 June 2009 (diff | hist) . . (+89) . . Learning Epistemologies
- 19:21, 5 June 2009 (diff | hist) . . (+89) . . Practice at Retrieval
- 19:19, 5 June 2009 (diff | hist) . . (+44) . . Experience Alone
- 19:18, 5 June 2009 (diff | hist) . . (+45) . . Experience Alone
- 19:14, 5 June 2009 (diff | hist) . . (-24) . . Prior Knowledge (current)
- 19:07, 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...)
- 19:07, 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...)
- 19:06, 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...)
- 19:05, 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...)
- 19:04, 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...)
- 19:03, 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...)
- 19:02, 5 June 2009 (diff | hist) . . (+39) . . Instructional Principles and Hypotheses (→Candidate Instructional Principles)
- 18:54, 5 June 2009 (diff | hist) . . (+173) . . Instructional Principles and Hypotheses (→Candidate Instructional Principles)
- 18:49, 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...)
- 18:46, 5 June 2009 (diff | hist) . . (-16) . . Experience Alone
- 18:45, 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...)
- 18:42, 5 June 2009 (diff | hist) . . (+100) . . Instructional Principles and Hypotheses (→Candidate Instructional Principles)
(newest | oldest) View (newer 50 | older 50) (20 | 50 | 100 | 250 | 500)