The order that material, for both facts and skills, is presented or explored by a learner can strongly influence what is learned, how fast performance increases, and sometimes, even that the material is learned at all. In the proposed volume, the contributors argue that these effects are more pervasive and important than they have been treated. They explore some of the foundational topics in this area of intersection between psychology, machine learning, AI, cognitive modelling, education, and instructional design. They include case studies and present numerous questions that will lead to further research projects and provide food for thought for professionals working in these principles.
Rezensionen / Stimmen
"...full of good content and an extensive set of references."--Ergonomics in Design
"...a detailed book on the role of order in learning. Authors deal with the main goal of showing the relevance of the sequence of information, topics, procedures, etc. in learning. The book is very well organized and it comes from a research program involving five work groups all interested in learning, and the influence of 'order' on learning... A great effort has been put into guiding the reader through the contents of the book in a gentle and effective
manner....I would suggest this book to researchers interested in the topic of learning and teaching because it develops an original and uncommon point of view that could be difficult to find in more
general educational literature; it also provides a valuable resource to reflect on the role of order in learning and teaching practice."--Paola Palladino as reviewed in Infant and Child Development
Reihe
Sprache
Verlagsort
Zielgruppe
Produkt-Hinweis
Fadenheftung
Gewebe-Einband
mit Schutzumschlag
Illustrationen
Maße
Höhe: 267 mm
Breite: 187 mm
Dicke: 24 mm
Gewicht
ISBN-13
978-0-19-517884-5 (9780195178845)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Klassifikation
Frank Ritter helped start the College of Information Sciences and Technology at Penn State, and is affiliated with the psychology, computer science and engineering departments. He also helped start the International Conference on Cognitive Modeling and the tutorial series at the Cognitive Science Conference. He was a Fulbright Scholar at the Technische Universitaet Chemnitz in 2005.
Josef Nerb is Professor of Educational Psychology at the University of Education in Freiburg, Germany, where he also serves as a Vice Dean for teaching and learning. He earned his Ph.D. at the University of Freiburg and did a post-doc at the University of Waterloo, Canada, supported by an Alexander von Humboldt Foundation fellowship.
Erno Lehtinen is Vice rector and former Dean of the School of Education at Turku University, where he is a professor of education. He is a past president of the European Association for Research on Learning and Instruction (EARLI).
Tim O'Shea is the Principal (President) of the University of Edinburgh. Previously he was Master of Birkbeck College, and professor of information technology and education at the Open University.
Herausgeber*in
Associate Professor of Information SciencesAssociate Professor of Information Sciences, The Pennsylvania State University, USA
Professor of PsychologyProfessor of Psychology, University of Freiburg, Germany
Professor of EducationProfessor of Education, University of Turku, Finland
PrincipalPrincipal, Edinburgh University, UK
SECTION 1. INTRODUCTORY CHAPTERS; SECTION 2. FUNDAMENTAL EXPLANATIONS OF ORDER: EXAMPLE MODELS; SECTION 3. GETTING IN AND OUT OF ORDER: TECHNIQUES AND EXAMPLES FROM EDUCATION AND INSTRUCTIONAL DESIGN; SECTION 4. CONCLUSIONS
