Search results

Create the page "Learning Process" on this wiki! See also the search results found.

• A word-experience model of Chinese character learning
  ...l analytical framework for examining the factors that contribute to robust learning across many domains.
  2 KB (289 words) - 18:50, 8 April 2007
• Adaptive Assistance for Peer Tutoring (Walker, Rummer, Koedinger)
  Adaptive collaborative learning support, where an intelligent system assesses student collaboration as it o ...improving student interaction. The majority of the adaptive collaborative learning systems that have been developed have not been evaluated, and thus it is st
  19 KB (2,778 words) - 07:48, 19 August 2011
• Analogical Scaffolding in Collaborative Learning
  == Analogical Scaffolding in Collaborative Learning == ...y examining their verbal protocols. Learning will be assessed via [[robust learning|robust]] measures such as long-term retention and [[transfer]].
  19 KB (2,592 words) - 23:23, 2 July 2010
• Analogical comparison
  ...lities (Gentner, 1983; Gick & Holyoak, 1983; Hummel & Holyoak, 2003). This process discards the elements of the knowledge representation that do not overlap b [[Category: Learning Processes]]
  1,018 bytes (121 words) - 13:29, 29 August 2011
• Analogical comparison principle
  ...two examples, students can focus on the causal structure and improve their learning about the concept. ...lities (Gentner, 1983; Gick & Holyoak, 1983; Hummel & Holyoak, 2003). This process discards the elements of the knowledge representation that do not overlap b
  5 KB (732 words) - 21:55, 4 December 2009
• Application of SimStudent for Error Analysis
  ==Towards a theory of learning errors== ...mponents later when solving problems. We utilize a computational model of learning, called [http://www.SimStudent.org SimStudent] that learns cognitive skills
  10 KB (1,552 words) - 13:30, 29 August 2011
• Arithmetical fluency project
  ...become more refined and accessible, through a reinforcement-based learning process that is mediated by the basal ganglia. Because basic representation of num ...blems lead to the refinement, via mediation of basal ganglia reinforcement learning mechanisms, of “number sense” representations in inferior parietal cort
  9 KB (1,289 words) - 14:57, 28 December 2006
• Assistance Dilemma English Articles
  ...students self-explain and thereby adding difficulty aids or harms eventual learning outcomes. ...k has demonstrated the effectiveness of self-explanation to enhance robust learning across multiple math and science domains and a variety of learners. Our goa
  10 KB (1,339 words) - 19:08, 17 November 2009
• Avoid Passive Learning
  To promote in-depth understanding, avoid passive learning situations where a lone teacher mostly lectures while learners take notes. ...ing information to a receptive yet passive audience. This is fine for rote learning but not particularly conducive promoting to deep understanding.
  5 KB (784 words) - 19:36, 5 June 2009
• Baker Choices in LE Space
  == How Content and Interface Features Influence Student Choices Within the Learning Spaces== ...lso investigated how the content and presentational/interface aspects of a learning environment influence whether students tend to choose a gaming the system s
  27 KB (3,907 words) - 21:26, 5 December 2009
• 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
• Effect of adding simple worked examples to problem-solving in algebra learning
  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 particula
  4 KB (605 words) - 15:40, 31 August 2011
• Emergece Project (Chi)
  ==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
• Example-rule coordination
  ...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
• Example-rule coordination principle
  ...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 Reflective Dialogue Support (Katz & Connelly)
  == 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 des
  19 KB (2,538 words) - 21:07, 4 May 2009
• FAQ for teachers
  ...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
• Feature focusing
  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 [[str
  4 KB (464 words) - 22:05, 4 December 2009
• Feature validity
  [[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 one
  2 KB (232 words) - 15:43, 31 August 2011
• Fluency Summer Intern Project 2008
  ...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
• Foundational skill building
  ...ills that need to be mastered in order to provide the basis for subsequent learning.
  172 bytes (26 words) - 15:42, 26 December 2006
• French gender attention
  ...t learning of French nominal gender, as well as the factors that make this learning more difficult. Tucker, Lambert and Rigault (1977) evaluated the L1 (first language) learning of cues to gender in French. More recently, Holmes and Dejean de la Batie (
  11 KB (1,553 words) - 21:29, 18 August 2010
• French gender cue learning through optimized adaptive practice
  ...t learning of French nominal gender, as well as the factors that make this learning more difficult. Tucker, Lambert and Rigault (1977) evaluated the L1 (first language) learning of cues to gender in French. More recently, Holmes and Dejean de la Batie (
  11 KB (1,561 words) - 16:14, 5 December 2007
• French gender cues
  ...t learning of French nominal gender, as well as the factors that make this learning more difficult. Tucker, Lambert and Rigault (1977) evaluated the L1 (first language) learning of cues to gender in French. More recently, Holmes and Dejean de la Batie (
  7 KB (955 words) - 13:40, 18 August 2010
• French gender prototypes
  We predict that the frequent single noun will accelerate learning, but it is possible that the acceleration will come at the cost of reduced ...instruction benefit from a salient example in the absence of explicit rule learning?
  7 KB (1,026 words) - 22:16, 4 October 2008
• Geometry Greatest Hits
  ...rrent common practice), especially if the principles are tied to different learning mechanisms. This project will test this hypothesis, focusing on the followi The PSLC’s in-vivo methodology, as well as standard practice in learning science, generally focuses on testing one principle at a time. This approac
  7 KB (946 words) - 14:31, 7 September 2011
• Glossary Instructions
  <nowiki>[[Category:Learning Process]]</nowiki> <nowiki>[[Category:Coordinative Learning]]</nowiki>
  2 KB (352 words) - 14:32, 9 May 2007
• Goal setting and its constructs
  Goal setting is a process that involves setting up specific objects, measurements and strategy to ach ...goals under the final one or the steps toward the termination of the whole process.
  9 KB (1,311 words) - 18:39, 13 May 2009
• Handwriting Algebra Tutor
  ...nts imposed on students producing a solution (allowing the problem-solving process to benefit from foundational fluency in handwriting). ...es. We have also shown preliminary evidence that handwriting also provides learning benefits, in that students solving the same problems by handwriting as othe
  4 KB (550 words) - 02:44, 23 April 2007
• Harnessing what you know
  == Harnessing what you know: The role of analogy in robust learning == ...y structured courses such as physics; however, the empirical literature on learning suggests that far transfer is much more difficult than traditional pedagogy
  20 KB (2,996 words) - 14:46, 29 May 2009
• Hausmann Diss
  ...orative and critical dialog: Two potentially effective problem-solving and learning interactions == ...oth. Two aspects of peer dialog that have been shown to be correlated with learning are elaboration and constructive criticism. Elaboration can be defined as a
  14 KB (1,976 words) - 17:02, 10 October 2008

View (previous 50 | next 50) (20 | 50 | 100 | 250 | 500)