Titlebook: Instructional Models in Computer-Based Learning Environments; Sanne Dijkstra,Hein P. M. Krammer,Jeroen J. G. Mer Conference proceedings 19

成績(jī)上升

G’s dynamic learner modelfor activation. Objects model both the content and the learning process. Boolean logic is used to represent facts, fuzzy logic is used for cognitive/skill evaluations. The learner model manages the context, the learner’s “cognitive” state, and the learner’s behavior. It is updated by a multi-criteri

Graphite

meritorious

輕信

薄膜

A generic task model for instructiond from the knowledge about the domain to be taught. The chapter presents an architecture for capturing this instructional knowledge, based on generic instructional tasks, generic instructional methods, and generic instructional primitives. The instructional process is generated by instantiating thos

LOPE

An instructional strategy to teach a cognitive strategy via intelligent computer-assisted instructiorategy is instantiated in the context of a lesson in weather. The weather context involves using a domain-independent instructional strategy to teach a cognitive strategy. As instantiated, the lesson consists of an expository instructional strategy to teach a visualization strategy in the context of

平

大量

Two models of classroom learning using a communal databaseesearch model and a Collaborative Knowledge-Building model. The Collaborative model showed superior gains in knowledge quality, the Independent model, superior gains in vocabulary. Regression analyses showed different patterns of relationship between process variables and outcomes, consistent with t

陰險(xiǎn)

我悲傷

Cognitive development based on process-learning environmentsegies. Cognitive strategies however rarely become taught for systematically. This contribution reports about principles for teaching the use of cognitive strategies and the evaluation of learning effects at that level. Based on learning environments which include collaborative works by students on i