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Books > Social sciences > Psychology > Cognition & cognitive psychology > Learning
Research in neuroscience and brain imaging show that exposure of
learners to multi-semiotic problems enhance cognitive control of
inter-hemispheric attentional processing in the lateral brain and
increase higher-order thinking. Multi-semiotic representations of
conceptual meaning are found in most knowledge domains where issues
of quantity, structure, space, and change play important roles,
including applied sciences and social science. Teaching courses in
History and Theory of Architecture to young architecture students
with pedagogy for conceptual thinking allows them to connect
analysis of historic artifact, identify pattern of design ideas
extracted from the precedent, and transfer concepts of good design
into their creative design process. Pedagogy for Conceptual
Thinking and Meaning Equivalence: Emerging Research and
Opportunities is a critical scholarly resource that demonstrates an
instructional and assessment methodology that enhances higher-order
thinking, deepens comprehension of conceptual content, and improves
learning outcomes. Based on the rich literature on word meaning and
concept formation in linguistics and semiotics, and in
developmental and cognitive psychology, it shows how independent
studies in these disciplines converge on the necessary clues for
constructing a procedure for the demonstration of mastery of
knowledge with equivalence-of-meaning across multiple
representations. Featuring a wide range of topics such as
curriculum design, learning outcomes, and STEM education, this book
is essential for curriculum developers, instructional designers,
teachers, administrators, education professionals, academicians,
policymakers, and researchers.
Online learning has increasingly been viewed as a possible way to
remove barriers associated with traditional face-to-face teaching,
such as overcrowded classrooms and shortage of certified teachers.
While online learning has been recognized as a possible approach to
deliver more desirable learning outcomes, close to half of online
students drop out as a result of student-related, course-related,
and out-of-school-related factors (e.g., poor self-regulation;
ineffective teacher-student, student-student, and platform-student
interactions; low household income). Many educators have expressed
concern over students who unexpectedly begin to struggle and appear
to fall off track without apparent reason. A well-implemented early
warning system, therefore, can help educators identify students at
risk of dropping out and assign and monitor interventions to keep
them on track for graduation. Despite the popularity of early
warning systems, research on their design and implementation is
sparse. Early Warning Systems and Targeted Interventions for
Student Success in Online Courses is a cutting-edge research
publication that examines current theoretical frameworks, research
projects, and empirical studies related to the design,
implementation, and evaluation of early warning systems and
targeted interventions and discusses their implications for policy
and practice. Moreover, this book will review common challenges of
early warning systems and dashboard design and will explore design
principles and data visualization tools to make data more
understandable and, therefore, more actionable. Highlighting a
range of topics such as curriculum design, game-based learning, and
learning support, it is ideal for academicians, policymakers,
administrators, researchers, education professionals, instructional
designers, data analysts, and students.
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