Learn More
7 Scientific knowledge is dynamic in two senses: it changes and increases extremely rapidly, and it is thrust from the lab into the wider world and public forum almost as rapidly. This implies increasing demands on secondary school science education. Besides knowing key facts, concepts, and procedures, it is important for today's students to understand the(More)
These experiments investigate the effects of hierarchic organization of word-lists upon their free recall. Ss recalled nested category lists presented either randomly or in a hierarchically organized manner. Recall was 2-3 times better with the organized presentation. Later experiments showed this effect (a) was similar with associative as well as(More)
This research aims to support collaborative distance learners by demonstrating a new way to analyze online knowledge sharing interactions. Our approach applies Hidden Markov Models and Multidimensional Scaling to analyze and assess sequences of coded online student interaction. These analysis techniques were used to train a system to dynamically recognize(More)
Students bring to a collaborative learning situation a great deal of specialized knowledge and experiences that undoubtedly shape the collaboration and learning processes. How effectively this unique knowledge is shared and assimilated by the group affects both the process and the product of the collaboration. In this paper, we describe a machine learning(More)
Placing students in a group and assigning them a task does not guarantee that the students will engage in effective collaborative learning behavior. The collaborative learning model described in this paper identifies the specific characteristics exhibited by effective collaborative learning teams, and based on these characteristics, suggests strategies for(More)
This presentation reviews some of the psychological research on learning by doing and discusses the role that learning-by-doing approaches can play in education and training. It includes a discussion of the author's implementations of this approach and the lessons learned from these implementations. Improved forms of learning by doing now can be supported(More)
Learning by doing is a central way in which people acquire substantial expertise. It offers a number of advantages over other learning approaches. Most important, it avoids many aspects of the " inert knowledge " problem. Because principles are acquired through experience, the terms used to state those principles have clear referential meaning, at least(More)