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In recent years, the use of technology for the purposes of
improving and enriching traditional instructional practices has
received a great deal of attention. However, few works have
explicitly examined cognitive, psychological, and educational
principles on which technology-supported learning environments are
based. This volume attempts to cover the need for a thorough
theoretical analysis and discussion of the principles of system
design that underlie the construction of technology-enhanced
learning environments. It presents examples of technology-supported
learning environments that cover a broad range of content domains,
from the physical sciences and mathematics to the teaching of
language and literacy.
The emphasis in this book is not on the design of educational
software but on the design of learning environments. A great deal
of research on learning and instruction has recently moved out of
the laboratory into the design of applications in instructional
settings. By designing technology-supported learning environments
instructional scientists attempt to better understand the theories
and principles that are explicit in their theories of learning. The
contributors to this volume examine how factors such as social
interaction, the creation of meaningful activities, the use of
multiple perspectives, and the construction of concrete
representations influence the acquisition of new information and
transfer.
In recent years, the use of technology for the purposes of
improving and enriching traditional instructional practices has
received a great deal of attention. However, few works have
explicitly examined cognitive, psychological, and educational
principles on which technology-supported learning environments are
based. This volume attempts to cover the need for a thorough
theoretical analysis and discussion of the principles of system
design that underlie the construction of technology-enhanced
learning environments. It presents examples of technology-supported
learning environments that cover a broad range of content domains,
from the physical sciences and mathematics to the teaching of
language and literacy.
The emphasis in this book is not on the design of educational
software but on the design of learning environments. A great deal
of research on learning and instruction has recently moved out of
the laboratory into the design of applications in instructional
settings. By designing technology-supported learning environments
instructional scientists attempt to better understand the theories
and principles that are explicit in their theories of learning. The
contributors to this volume examine how factors such as social
interaction, the creation of meaningful activities, the use of
multiple perspectives, and the construction of concrete
representations influence the acquisition of new information and
transfer.
The NATO workshop ''Knowledge acquisition in the domain of physics
and intelligent learning environments" was held in Lyon, France,
July 8-12, 1990. A total of 31 researchers from Europe (France,
Germany, Greece, Italy, Portugal, and the U. K. ), the U. S. A. ,
and Japan worked together. This proceedings volume contains most of
the contributions to the workshop. The papers show clearly the main
directions of research in intelligent learning environments. They
display a variety of points of view depending on the researcher's
own background even when a single domain of teaching, namely
physics, is considered. We acknowledge the assistance of Michael
Baker, who was responsible for reviewing the English of the
contributions. February 1992 Andree TIberghien Heinz Mandl Table of
Contents Introduction 1 1. Teaching Situations and Physics
Knowledge Introductory University Courses and Open Environment
Approaches: The Computer as a Multi-role Mediator in
Teaching/Learning Physics 5 E. Balzano, P. Guidoni, M. Moretti, E.
Sassi, G. Sgueglia Practical Work Aid: Knowledge Representation in
a Model Based AI System 21 J. Courtois Simultaneous Processing of
Different Problem Aspects in Expert Problem Solving: An Analysis in
the Domain of Physics on the Basis of Formal Theories of
Commonsense Knowledge 35 A. Hron Modelis: An Artificial
Intelligence System Which Models Thermodynamics Textbook Problems
47 G. Tisseau 2. Different Approaches to Student Modelling Steps
Towards the Formalisation of a Psycho-logic of Motion 65 J. Bliss,
J.
Most would agree that the acquisition of problem-solving ability is
a primary goal of education. The emergence of the new information
technologiesin the last ten years has raised high expectations with
respect to the possibilities of the computer as an instructional
tool for enhancing students' problem-solving skills. This volume is
the first to assemble, review, and discuss the theoretical,
methodological, and developmental knowledge relating to this
topical issue in a multidisciplinary confrontation of highly
recommended experts in cognitive science, computer science,
educational technology, and instructional psychology. Contributors
describe the most recent results and the most advanced
methodological approaches relating to the application of the
computer for encouraging knowledge construction, stimulating
higher-order thinking and problem solving, and creating
powerfullearning environments for pursuing those objectives. The
computer applications relate to a variety of content domains and
age levels.
The present volume contains a large number of the papers
contributed to the Advanced Study Institute on the Psychological
and Educational Foundations of Technology-Based Learning
Environments, which took place in Crete in the summer of 1992. The
purpose of the Advanced Study Institute was to bring together a
small number of senior lecturers and advanced graduate students to
investigate and discuss the psychological and educational
foundations of technology-based learning environments and to draw
the implications of recent research findings in the area of
cognitive science for the development of educational technology. As
is apparent from the diverse nature of the contributions included
in this volume, the participants at the ASI came from different
backgrounds and looked at the construction of technology -based
learning environments from rather diverse points of view. Despite
the diversity, a surprising degree of overlap and agreement was
achieved. Most of the contributors agreed that the kinds of
technology-supported learning environments we should construct
should stimulate students to be active and constructive in their
knowledge-building efforts, embed learning in meaningful and
authentic activities, encourage collaboration and social
interaction, and take into consideration students' prior knowledge
and beliefs.
This most unusual book results from the NATO Advanced Research Work
shop, "Designing Hypertext/Hypermedia for Learning", held in
Rottenburg am Neckar, FRO, from July 3-8, 1989. The idea for the
workshop resulted from the burgeoning interest in hypertext
combined with the frustrating lack of literature on leaming
applications for hypertext. There was little evidence in 1988 that
hypertext could successfully support learning out comes. A few
projects were investigating hypertext for learning, but few
conclusions were available and little if any advice on how to
design hyper text for learning applications was available. Could
hypertext support learning objectives? What mental processing
requirements are unique to learning outcomes? How would the
processing requirements of learning outcomes interact with unique
user processing requirements of browsing and constructing
hypertext? Should hypertext information bases be restruc tured to
accommodate learning outcomes? Should the user interface be
manipulated in order to support the task functionality of learning
outcomes? Does the hypertext structure reflect the intellectual
requirements of learning outcomes? What kinds of learning-oriented
hypertext systems were being developed and what kinds of
assumptions were these systems making? These and other questions
demonstrated the need for this workshop. The workshop included
presentations, hardware demonstrations, sharing and browsing of
hypertexts, and much discussion about all of the above. These were
the experiences that you, the reader of this book, unfortunately
did not experience.
Theoretically, the term "script" appears to be rather
ill-defined.
This book clarifies the use of the term "script" in education.
It approaches the term from at least three perspectives: cognitive
psychology perspective, computer science perspective, and an
educational perspective. The book provides learners with scripts
that support them both in communication/coordination and in
higher-order learning.
Learning Issues for Intelligent Tutoring Systems arrays the most
current and exciting research in this dynamic and growing area of
cognitive science. The various contributions address the design and
use of instructional systems as well as the important theoretical
and practical questions involved in implementing knowledge-based
systems. This book offers complete and up-to-date reviews of the
major research programs in computer-aided instruction and
intelligent tutoring systems. Learning Issues for Intelligent
Tutoring Systems is an important and useful introduction to this
rapidly changing field.
In computer-supported collaborative learning (CSCL) environments,
it is often observed that learners' collaboration processes are
suboptimal in at least two aspects: First, learners often
experience problems concerning acting in CSCL environments, e.g.,
how to establish smooth coordination and communication in an
environment that is quite often new and unfamiliar to the learners.
Secondly, similar to collaborative learning in face-to-face
settings, learners often fail to engage in higher-order learning
like explaining complex issues or monitoring one's own learning
processes. A promising way to deal with these problems is to
provide learners with scripts that support them both in
communication/coordination and in higher-order learning. In this
book, the term script is approached from at least three
perspectives: cognitive psychology perspective, computer science
perspective, and an educational perspective.
Thorsten Bosch stellt die Messbarkeit des Trainingserfolgs im
soft-skill-Bereich in den Mittelpunkt seiner Untersuchung und
evaluiert das von ihm selbst entwickelte "Bosch-Modell," ein
Blended Learning-Konzept zur Verbesserung der Fahigkeit zum Fuhren
von Verkaufsgesprachen. Hierbei stutzt er sich auf laufende
Kundenprojekte seines Beratungsunternehmens und misst sozusagen in
Echtzeit."
Das vorliegende Buch beschreibt den Stand der Empirischen
Bildungsforschung in Deutschland unter Einbeziehung internationaler
Entwicklungen und zeigt die Moglichkeiten, wie diese Forschung
gefordert werden sollte. Im Vordergrund stehen besonders die
Nachwuchsforderung, unterstutzende strukturelle Rahmenbedingungen
an Hochschulen sowie die Ausrichtung von Forschungsprogrammen auf
spezifische Themenstellungen der Empirischen Bildungsforschung."
Ein multidisziplinarer Diskurs uber Wissensmanagement in
Wissenschaft und Praxis."
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Neue Wege wagen (German, Paperback)
Rolf Oerter, Dieter Frey, Heinz Mandl, Lutz Rosenstiel (+), Klaus A. Schneewind
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R1,366
Discovery Miles 13 660
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Ships in 10 - 15 working days
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