Instructional design for advanced learners: Establishing connections between the theoretical frameworks of cognitive load and deliberate practice     

Tamara van Gog  K. Anders Ericsson  Remy M. J. P. Rikers  Fred Paas 《Educational technology research and development : ETR & D》2005,53(3):73-81

Cognitive load theory (CLT) has been successful in identifying instructional formats that are more effective and efficient than conventional problem solving in the initial, novice phase of skill acquisition. However, recent findings regarding the “expertise reversal effect” have begun to stimulate cognitive load theorists to broaden their horizon to the question of how instructional design should be altered as a learner's knowledge increases. To answer this question, it is important to understand how expertise is acquired and what fosters its development. Expert performance research, and, in particular, the theoretical framework of deliberate practice have given us a better understanding of the principles and activities that are essential in order to excel in a domain. This article explores how these activities and principles can be used to design instructional formats based on CLT for higher levels of skills mastery. The value of these formats for e-learning environments in which learning tasks can be adaptively selected on the basis of online assessments of the learner's level of expertise is discussed. In their preparation of this article, the first and last authors were supported by an Internationalization grant from the Netherlands Organization for Scientific Research (NWO, The Hague, project number 411-01-010).  相似文献   

How to encourage a lifelong learner? The complex relation between learning strategies and assessment in a medical curriculum     

Tamara van Woezik  Jur Koksma  Rob Reuzel  Debbie Jaarsma  Gert Jan van der Wilt 《Assessment & Evaluation in Higher Education》2020,45(4):513-526

Abstract

To foster lifelong learning skills, we need new didactic approaches with aligned assessment methods. Therefore, we investigated whether the outcomes of a project assignment show a different relation to learning strategies than a longitudinal knowledge-based assessment. We studied learning strategies of first year students of medicine and biomedical sciences (n?=?248) and performed hierarchical regression analyses for the learning strategies and grades of the longitudinal knowledge-based test and project assignment. Scores of students, measured with the Motivated Strategies for Learning Questionnaire (Likert scale 1–7), were relatively low for critical thinking (3.53), compared to rehearsal (4.40), elaboration (4.82), organisation (4.69) and metacognitive self-regulation (4.33). Knowledge based tests showed a significant relation to elaboration (p?<?0.01). For the project-based assessment, we did not find a significant relation to any learning strategy (p?=?0.074). Explained variance of the grades was low for all learning strategies (R² < 0.043). Different types of assessment did not discriminate between students with high or low scores on learning strategies associated with lifelong learning. An explanation is that the curriculum is not aligned with assessment, or students do not benefit in terms of grades. We conclude that, if assessment is to drive lifelong learning skills, this is not self-evident.  相似文献   

Raised serum homocysteine levels in patients of coronary artery disease and the effect of vitamin B12 and folate on its concentration     

R Abraham  M Joseph John  R Calton  J Dhanoa 《Indian journal of clinical biochemistry : IJCB》2006,21(1):95-100

Homocysteine(Hcy) has been implicated as a novel risk factor of Coronary Artery Disease (CAD) among Asian Indians, but many studies done in India failed to reveal any direct correlation. It has also been reported that Folic acid and Vitamin B12 levels inversely affect serum levels of homocysteine. In this study, we looked at the levels of homocysteine among patients with CAD. The effect of Vitamin B12, Folate and other risk factors on homocysteine levels were also evaluated. Mean homocysteine levels in cases (22.81±13.9, n=70) were significantly higher (p=<0.001) than the controls (7.77±7.3, n=70). However no statistically significant correlation could be deduced between homocysteine Vitamin B12, and Folate. Cumulative analysis have indicated an increase in homocysteine levels among patients with CAD with every additional risk factor.  相似文献   

The transition from fingerspelling to English print: facilitating English decoding   总被引：1，自引：0，他引：1  

Haptonstall-Nykaza TS  Schick B 《Journal of deaf studies and deaf education》2007,12(2):172-183

Fingerspelling is an integral part of American Sign Language (ASL) and it is also an important aspect of becoming bilingual in English and ASL. Even though fingerspelling is based on English orthography, the development of fingerspelling does not parallel the development of reading in hearing children. Research reveals that deaf children may initially treat fingerspelled words as lexical items rather than a series of letters that represent English orthography and only later begin to learn to link handshapes to English graphemes. The purpose of this study is to determine whether a training method that uses fingerspelling and phonological patterns that resemble those found in lexicalized fingerspelling to teach deaf students unknown English vocabulary would increase their ability to learn the fingerspelled and orthographic version of a word. There were 21 deaf students (aged 4-14 years) who participated. Results show that students were better able to recognize and write the printed English word as well as fingerspell the word, when training incorporated fingerspelling that is more lexicalized. The discussion focuses on the degree to which fingerspelling can serve as a visual phonological bridge as an aid to decode English print.  相似文献   

COLLEGE EDUCATORS AND THE RETIREMENT DECISION     

Lenard W. Kaye  Abraham Monk 《Educational gerontology》2013,39(5):543-555

Our findings from a survey study of retired educators (N – 373) confirm that reasons for the retirement decision have changed over time. Long‐term retirees were found to stress the influence of statutory imperatives in leaving the workplace, whereas the recently retired, and women in particular, were more likely to cite factors related to personal interest and life‐style. Results suggest that university personnel programs engaged in retirement life planning need to be responsive to retirees' changing needs.  相似文献   

Work-related burnout syndrome in special education teachers working with children with developmental disorders – possible correlations with some socio-demographic aspects and assertiveness     

Vesna Jovanović  Jasmina Karić  Goran Mihajlović  Tamara Džamonja-Ignjatović 《欧洲特需教育杂志》2013,28(5):692-701

ABSTRACT

The aim of this research was to examine the levels of burnout syndrome dimensions in special education teachers and correlations with some socio-demographic characteristics, job characteristics, and levels of assertiveness. The research included 225 special education teachers from Serbia (82% were women, 18% were men, with the average age of 42.51 ± 9.23 years). Research instruments included Maslach Burnout Inventory, Rathus Assertiveness Schedule, and a socio-demographic questionnaire. There were differences in all burnout dimensions in relation to types of students’ special needs. Higher levels of burnout symptoms were observed in teachers working with children with motor skill disorders. The assertiveness scores had a significant negative correlation with emotional exhaustion and depersonalisation, and a positive correlation with a lack of accomplishment. The results obtained may help in the planning of the adequate preventative measures for improving the mental health of those professionals.  相似文献   

Complacent and conflicting scientific expertise in British and American drug regulation: clinical risk assessment of triazolam     

Abraham J  Sheppard J 《Social studies of science》1999,29(6):803-843

This paper presents a case study in the production and interpretation of regulatory science, focusing on the conflicting British and American clinical risk assessments of triazolam (Halcion) - the most controversial sleeping pill in the world. The regulation of triazolam is shown to be more permissive in the USA than in the UK. Six principal socio-political factors are put forward to explain this; differential regulatory trust; regulators' socio-technical data selections; medico-scientific disciplinary influences; organizational and professional interests; conflicts of interest of expert advisers; and the growth of the neo-liberal regulatory state. The risk assessments of both the British and American regulatory agencies are shown to be complacent relative to technical standards which the agencies themselves later accepted. It is suggested that, when the interests of pharmaceutical manufacturers and patients diverge, regulatory assessments are crucially affected by whether regulators are predisposed to award the benefit of the scientific doubts to the manufacturers or patients, and by the balance of such predispositions both within and between regulatory institutions of scientific expertise. The triazolam case indicates that the amount of trust placed in the pharmaceutical industry by the British American regulatory systems may hamper detection of flaws in manufacturers' medical data in a timely manner and, as a consequence, compromise patients' interests. Some policy implications for drug regulation are sketched.  相似文献   

Generalized Hamming Distance   总被引：4，自引：0，他引：4  

Abraham Bookstein  Vladimir A. Kulyukin  Timo Raita 《Information Retrieval》2002,5(4):353-375

Many problems in information retrieval and related fields depend on a reliable measure of the distance or similarity between objects that, most frequently, are represented as vectors. This paper considers vectors of bits. Such data structures implement entities as diverse as bitmaps that indicate the occurrences of terms and bitstrings indicating the presence of edges in images. For such applications, a popular distance measure is the Hamming distance. The value of the Hamming distance for information retrieval applications is limited by the fact that it counts only exact matches, whereas in information retrieval, corresponding bits that are close by can still be considered to be almost identical. We define a Generalized Hamming distance that extends the Hamming concept to give partial credit for near misses, and suggest a dynamic programming algorithm that permits it to be computed efficiently. We envision many uses for such a measure. In this paper we define and prove some basic properties of the Generalized Hamming distance, and illustrate its use in the area of object recognition. We evaluate our implementation in a series of experiments, using autonomous robots to test the measure's effectiveness in relating similar bitstrings.  相似文献   

Predictors and Outcomes of Early vs. Later English Language Proficiency Among English Language Learners     

Halle T  Hair E  Wandner L  McNamara M  Chien N 《Early childhood research quarterly》2012,27(1):1-20

The development of English language learners (ELLs) was explored from kindergarten through eighth grade within a nationally representative sample of first-time kindergartners (N = 19,890). Growth curve analyses indicated that, compared to native English speakers, ELLs were rated by teachers more favorably on approaches to learning, self control, and externalizing behaviors in kindergarten and generally continued to grow in a positive direction on these social/behavioral outcomes at a steeper rate compared to their native English-speaking peers, holding other factors constant. Differences in reading and math achievement between ELLs and native English speakers varied based on the grade at which English proficiency is attained. Specifically, ELLs who were proficient in English by kindergarten entry kept pace with native English speakers in both reading and math initially and over time; ELLs who were proficient by first grade had modest gaps in reading and math achievement compared to native English speakers that closed narrowly or persisted over time; and ELLs who were not proficient by first grade had the largest initial gaps in reading and math achievement compared to native speakers but the gap narrowed over time in reading and grew over time in math. Among those whose home language is not English, acquiring English proficiency by kindergarten entry was associated with better cognitive and behavioral outcomes through eighth grade compared to taking longer to achieve proficiency. Multinomial regression analyses indicated that child, family, and school characteristics predict achieving English proficiency by kindergarten entry compared to achieving proficiency later. Results are discussed in terms of policies and practices that can support ELL children's growth and development.  相似文献   

Training self-assessment and task-selection skills: A cognitive approach to improving self-regulated learning     

Danny Kostons  Tamara van Gog  Fred Paas 《Learning and Instruction》2012,22(2):121-132

For self-regulated learning to be effective, students need to be able to accurately assess their own performance on a learning task and use this assessment for the selection of a new learning task. Evidence suggests, however, that students have difficulties with accurate self-assessment and task selection, which may explain the poor learning outcomes often found with self-regulated learning. In experiment 1, the hypothesis was investigated and confirmed that observing a human model engaging in self-assessment, task selection, or both could be effective for secondary education students’ (N = 80) acquisition of self-assessment and task-selection skills. Experiment 2 investigated and confirmed the hypothesis that secondary education students’ (N = 90) acquisition of self-assessment and task-selection skills, either through examples or through practice, would enhance the effectiveness of self-regulated learning. It can be concluded that self-assessment and task-selection skills indeed play an important role in self-regulated learning and that training these skills can significantly increase the amount of knowledge students can gain from self-regulated learning in which they choose their own learning tasks.  相似文献