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- = 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
- == 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
- ==== 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
- | "The CoChemEx Project: Conceptual Chemistry Learning through Experimentation and Adaptive Collaboration" | Improving Algebra Learning and Collaboration27 KB (3,555 words) - 16:45, 21 July 2008
- ...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? == ...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 s27 KB (3,900 words) - 15:38, 31 August 2011
- ...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
- ...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 game5 KB (615 words) - 16:12, 4 May 2009
- ==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
- ===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 aspects35 KB (5,226 words) - 14:21, 24 October 2016
- This ''in vivo'' experiment compared differences in learning that occur when students problem solve vs when they problem solve aided by ...the [[robust learning]] measures of [[transfer]] and [[accelerated future learning]]. Copying the problem the first time the students encountered a particula4 KB (605 words) - 15:40, 31 August 2011
- ==Learning about Emergence and Heat Transfer == ...ptions has been a problem for decades. The proposed study would extend the learning framework of PSLC by incorporating new information about conceptual change.25 KB (3,832 words) - 21:01, 11 January 2008
- ...uction that combines or helps students' combine learning from examples and learning of or from rules tends to be more effective than instruction that includes ...xplanation |analogical comparison of examples]] in Physics, Renkl's [[Does learning from worked-out examples improve tutored problem solving? |example fading]]5 KB (607 words) - 03:40, 12 December 2007
- ...uction that combines or helps students' combine learning from examples and learning of or from rules tends to be more effective than instruction that includes ...xplanation |analogical comparison of examples]] in Physics, Renkl's [[Does learning from worked-out examples improve tutored problem solving? |example fading]]5 KB (610 words) - 15:41, 31 August 2011
- == Extending Automated Dialogue Support for Robust Learning of Physics == ...s (Katz)|(Katz, Connelly, & Treacy)]] by trying to better support [[robust learning]] via a third condition in which students work through longer dialogues des19 KB (2,538 words) - 21:07, 4 May 2009
- ...ion helps the students the most, and contributes the most to the theory of learning. We do not want 'our' instruction to be better - we want to find which inst ...each study are carefully analyzed before being integrated into a theory of learning, in order to inform better design of instructional materials.5 KB (834 words) - 19:25, 28 June 2007
- Instruction leads to more robust learning when it guides the learner's attention ("focuses") toward relevant [[featur ...may also result in students spending more time during a [[learning events|learning event]] on a particular [[knowledge component]] and thus increase its [[str4 KB (464 words) - 22:05, 4 December 2009
- [[Category:Coordinative Learning]] ...component are all relevant and none are irrelevant. Through the learning process of [[refinement]] a learner may modify an existing KC to produce a new one2 KB (232 words) - 15:43, 31 August 2011
- ...ing 2008 for Study 2 of the project [[Fostering fluency in second language learning]] (De Jong, Halderman, and Perfetti). ...nces, followed by three sessions of [[Fostering fluency in second language learning|the 4/3/2 procedure]], which is designed to promote [[fluency]].10 KB (1,494 words) - 20:03, 8 December 2008
- ...ills that need to be mastered in order to provide the basis for subsequent learning.172 bytes (26 words) - 15:42, 26 December 2006
