In order to learn : how the sequence of topics influences learning
Author(s)
Bibliographic Information
In order to learn : how the sequence of topics influences learning
（Oxford series on cognitive models and architectures）
Oxford University Press, 2007
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Note
Includes bibliographical references and indexes
Description and Table of Contents
Description
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.
Table of Contents
- SECTION 1. INTRODUCTORY CHAPTERS
- SECTION 2. FUNDAMENTAL EXPLANATIONS OF ORDER: EXAMPLE MODELS
- SECTION 3. GETTING IN AND OUT OF ORDER: TECHNIQUES AND EXAMPLES FROM EDUCATION AND INSTRUCTIONAL DESIGN
- SECTION 4. CONCLUSIONS
by "Nielsen BookData"
