ISBN:
9781441915511
Sprache:
Englisch
Seiten:
Online-Ressource
,
v.: digital
Ausgabe:
Online-Ausg. Springer eBook Collection. Humanities, Social Science and Law Electronic reproduction; Available via World Wide Web
DDC:
371.334
Schlagwort(e):
Education
;
Educational psychology
Kurzfassung:
Instruction tailored to the individual student, learning and teaching outside the limits of time and space--ideas that were once considered science fiction are now educational reality, with the prospect of an intelligent Web 3.0 not far distant. Alongside these innovations exists an emerging set of critical-thinking challenges, as Internet users create content and learners (and teachers) take increased responsibility in their work. Learning and Instruction in the Digital Age nimbly balances the technological and pedagogical aspects of these rapid changes, gathering papers from noted researcher
Beschreibung / Inhaltsverzeichnis:
Preface; Acknowledgments; Contents; Contributors; Reviewers; 3.1.4 Meaning from Alternative Answers; Part I Cognitive Approaches to Learning and Instruction (Spector); 1 Learning and Instruction in the Digital Age; 1.1 The Dawn of the Digital Age; 1.2 Opportunities and Concerns for Learning and Instruction in the Digital Age; 1.3 A Step Forward: Personal Learning Management Systems; 1.4 Beyond the Digital Age; References; 2 Cognition and Student-Centered, Web-Based Learning: Issues and Implications for Research and Theory; 2.1 Introduction; 2.2 Assumptions Underlying Student-Centered Learning
Beschreibung / Inhaltsverzeichnis:
2.2.1 Locus and Nature of Knowledge2.2.2 Role of Context; 2.2.3 Role of Prior Knowledge and Experience; 2.3 Nagging Issues; 2.3.1 Technical System Knowledge and Familiarity; 2.3.2 Disorientation; 2.3.3 Canonical Versus Individual Meaning: Misconceptions; 2.3.4 Knowledge as Accretion Versus Tool; 2.3.5 To Scaffold or to Direct; 2.3.6 Attitudes, Beliefs, and Practices; 2.3.7 Cognitive Load; 2.3.8 Metacognitive Demands; 2.4 Implications for Research, Theory, and Design; 2.4.1 Can Student-Centered, Web-Based Learning Be Scaffolded?
Beschreibung / Inhaltsverzeichnis:
2.4.2 Will Students Critically Assess the Legitimacy, Veracity, and Accuracy of Resources?2.4.3 Will Scaffolding Help Students to Manage Cognitive Complexity?; 2.4.4 Will Students Negotiate Their Individual Learning Needs?; 2.4.5 Will Students Identify Appropriate and Relevant Resources?; References; 3 Testing as Feedback to Inform Teaching; 3.1 Introduction; 3.1.1 Summative Versus Formative Testing; 3.1.2 Substituting Memorization for Understanding; 3.1.3 The Test Interpretation Problem; 3.2 An Alternative Approach to Test Scoring; 3.2.1 Solving the Linear Dependency Issue
Beschreibung / Inhaltsverzeichnis:
3.2.2 Interpreting the Patterns3.3 Implications for Testing Theory; 3.3.1 Heads or Tails: The Dichotomy Dilemma?; 3.3.2 A Dicey Alternative; 3.3.3 Exposing the Dynamics of Learning; 3.3.4 Associating Independent Tests; 3.4 A New Model for Assessing Learning; 3.4.1 Illustrations Using Actually Student Data; 3.4.2 Student Performance Change; 3.4.2.1 Student 2350; 3.4.2.2 Student 1660; 3.4.2.3 Student 1150; 3.4.2.4 Student 160; 3.5 Summary, Conclusions, and Implications; Appendix; Notes for Appendix; References; 4 Enhancing Learning from Informatics Texts; 4.1 Introduction
Beschreibung / Inhaltsverzeichnis:
4.2 The ConstructionIntegration Model4.2.1 Text Coherence; 4.2.2 The Measurement of Learning; 4.3 The Study; 4.3.1 Method; 4.3.1.1 Participants; 4.3.1.2 Procedure; 4.3.2 Materials and Tasks; 4.3.2.1 Matching Activity (Pre-reading and Post-reading Test); 4.3.2.2 Texts; 4.3.2.3 The Propositional Representation of Text; 4.3.3 Text Recall; 4.3.4 Assessment Questions; 4.3.5 Data Collection; 4.4 Results; 4.4.1 Matching Activity; 4.4.1.1 Reading Rates; 4.4.1.2 Text Recall; 4.4.1.3 Assessment Questions; 4.5 Conclusions and Future Plans; References
Beschreibung / Inhaltsverzeichnis:
Part II Knowledge Representation and Mental Models (Ifenthaler)
Anmerkung:
Includes bibliographical references and index
,
Electronic reproduction; Available via World Wide Web
DOI:
10.1007/978-1-4419-1551-1
URL:
Volltext
(lizenzpflichtig)
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