In Order to Learn : How the Sequence of Topics Influences Learning

Frank E. Ritter

ISBN 10: 019517884X / ISBN 13: 9780195178845

Edité par Oxford University Press, 2007

A propos de cet article

nach der Bestellung gedruckt Neuware - Printed after ordering - 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 this volume, the contributors argue that these effects are morepervasive 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 modeling, education, and instructional design. They include case studies and present numerous questions that will lead tofurther research projects and provide food for thought for professionals working in these disciplines.

N° de réf. du vendeur 9780195178845

Détails bibliographiques

• Titre: In Order to Learn : How the Sequence of Topics Influences Learning
• Éditeur: Oxford University Press
• Date de parution: 2007
• Langue: anglais
• ISBN à 10 chiffres: 019517884X
• ISBN à 13 chiffres: 9780195178845
• Reliure: Buch
• État de l'article: Neu
• Dimensions: 260 L x 183 H x 18 P (en millimètres) 260 millimètres de largeur par 183 millimètres de hauteur par 18 millimètres de profondeur
• Poids: 683 grammes

A propos de ce titre

Synopsis

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.

À propos de l?auteur

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 Universität 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.