Term
CMOOC
Massive Open Online Course |
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Definition
| First MOOC's around. Most of them had a decentralized, network-based, non-linear structure focused on exploration and conversation rather than instructor-provided content. |
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XMOOC
Massive Open Online Course |
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Definition
| Typically focused around a set of short video lectures with multiple-choice testing of understanding content. |
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Describes or predicts
offer guidelines (prescriptive or descriptive)
can be refined or generalized
able to verify or falsify |
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| Tells how a proces occurs |
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| Tells how we effect those processes |
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Teaching reality
Reproducing behaviour |
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Interpreting
Remembering and applying from LTM |
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| Everybody is a node, should connect with others. Each holds its own knowledge. |
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Belief system for theories of cognitive development and learning.
Can be used to categorize theories and address whether theories can be combined to form lager more comprehensive theories. |
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| Meta-Theoretical Belief Systems |
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Definition
Guiding theory development.
Gaining insights into historical linkages between theories.
Determine whether theories can be coherently combined. |
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| Differences in conceptualizations make it difficult to generalize. |
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Definition
| Goals, needs, subjects matter, materials, context and assessment. |
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5 principles of learning (Merrill)
In Margaryan MOOC article |
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Definition
1. Problem-centered
2. Activation
3.Demonstration
4.Application
5.Integration |
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Term
Cognitive Load Theory
Sweller |
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Definition
Explains information processing, ones ability to process new information and to construct knowledge in LTM.
*only when sufficient complex material is used. |
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| CL explains the limits of memory |
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| CL changed the way we look at |
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| problem solving doesn't always lead to learning |
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| CL extraneous load [image] |
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Definition
Imposed by the manner in which information is presented
--- |
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| CL intrinsic load [image] |
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Definition
Imposed by the learning task complexity, nature of information and available knowledge
FIXED |
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Processing information, automating schema's, active learning.
+++ |
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The combination of mental effort + performance.
--> TURNED OUT NOT TO BE MEASURABLE |
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Definition
1.Goal free (works better if goal is unknown)
2.Worked example (+)
3.Completion problem (+)
4.Split attention (same page info)
5.Redundancy (no overlap in info)
6.Modality
7.Variability (diff types of problems) |
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Definition
All knowledge that cannot be taught.
e.g. mother language |
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All knowledge you need to be taught.
Requires thoughts and instruction. |
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Definition
| Difficult. Paas Scale tries. |
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Definition
Definitions are not clear.
Overload is 'ignored'
Mental effort/efficiency is unclear
Role of working memory is weak
Element interactivity: dependent on task complexity and expertise. |
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Definition
New effects are added all the time.
Seems impossible to falsify.
Old theory seems to be forgotten. |
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Criticism CL
Methodological |
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Definition
Validity of CLT measures
Not able to measure different Loads. |
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Principles contradict each other.
Different measurement methods.
Theory lives alone --> no cross citations. |
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Emphasizing relevant aspects of a multimedia message by means of signals (color coding etc.)
+verbal+pictorial info=more learning |
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yes! overall effective design principle.
Best when there is low prior knowledge. |
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Expertise
Cognitive psychology |
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Definition
| Underlying cognitive processes |
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Term
Expertise
Socio-constructivism |
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Definition
| environment, subjective aspects, collaboration |
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Definition
Consistent superior & domain specific.
Performance of representative task
It is an adaption to task constraints. |
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Definition
| Experts' knowledge is further developed, therefore they are able to recognize more, faster (chess). |
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Definition
Expertise = Intelligence
Being successful in life in sociocultural context.
Know your strong points, correct your weak.
Succes is based on analytical, creative and practical skills.
Successful intelligence is acquired by interaction with the environment. |
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Definition
Developing expertise model:
It all starts with motivation.
metacognition and knowledge leads to learning and thinking. |
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| Expertise characteristics |
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Definition
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| Knowledge in expertise shows as: |
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Definition
synthesize all details in brief/coherent problem definitions.
skip basis steps when explaining.
knowledge is structured and organized, can be used automatically.
e.g. gorilla/teacher. |
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Cognitive psychological view on expertise
Stages
[image] |
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Definition
Novice, competent, proficient, expert, master. (OLD MODEL)
Recollection, recognition, decision and awareness change. |
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Term
Novice
Becoming an expert steps
(Benner) |
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Definition
No experience.
Little situational perception. |
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Advanced Beginner
Becoming an expert steps
(Benner) |
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Definition
Trying tasks on their own
Difficulty trouble shooting
Use guidelines, no holistic understanding |
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Competent
Becoming an expert steps
(Benner) |
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Definition
Develop conceptual models.
Conscious planning, develop routines.
Troubleshooting on your own. |
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Proficient
Becoming an expert steps
(Benner) |
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Definition
Applying on current situations.
Sees holistically and important aspects.
Self corrects and learns from experience.
Makes quicker and better decisions. |
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Expert
Becoming an expert steps
(Benner) |
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Definition
Transcends rules & guidelines.
Works primarily on intuition/deep understanding.
Analytical approaches.
Vision of possibilities and able to deliver. |
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Term
Stage model of skill acquisition
(Fitts & Posner) |
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Definition
Declarative vs. procedural knowledge
1.cognitive phase (declarative encoding)
2.associative phase (debugging, reinforcing)
3.autonomous phase (automatize, speed up) |
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Definition
| Knowledge about facts or things. |
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| Knowledge about how to perform cognitive abilities. Reasoning, decision making, problem solving. |
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Zone of Proximal Development (ZPD)
Dunphy |
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Definition
1. Outside regulation
2. Self-regulation
3. Automation
4. De-automation of performance |
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+easy to use
-distinction between phase is vague
-development processes are not linear
-no empirical evidence |
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| Difference between people in everyday skill and expert performance. |
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Definition
[image]
they keep reflecting and deliberate practice, avoiding arrested development |
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Definition
| When you want to become an expert keep learning. Don't base performance on routine activities, postpone encapsulation. Keep verbalizing knowledge in cognitive and associative phase. |
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Definition
Right complexity level for learner.
Receive feedback on performance.
Sufficient possibilities for repetition.
Possibility to correct mistakes.
!!FEEDBACK AND REFLECTION!! |
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Term
10.000 hour norm for experts
(Ericsson, 1993) |
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Definition
Violinist study. Practice at least an hour (preferred in morning).
After 10.000 differences are significant. |
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| Professional as a learner |
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Definition
| Professional as a learner who continuously construct knowledge by interpretation of their own behavior and beliefs in the work context. Reflection and experiences as means for learning. |
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Adaptive Expertise
Ericsson article |
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Definition
| The expertise to deal with change and innovation. Deal with situations where routines are not sufficient anymore. |
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| Optimal innovation corridor |
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Definition
| The optimal line between routine expert and frustrated novice. Becoming the adaptive expert. |
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Adaptive Expertise Characteristics
Ericsson article |
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Definition
Domain-specific knowledge and skills.
Domain-independent skills
Regulation processes
Past experience |
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Definition
Interpretive validity argumentation.
Able to replace validity edumetrics. |
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Argument-based approach
High-stake tests
Kane |
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Definition
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Argument-based approach
Each argument has its own interpretive validity argumentation
Kane |
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Definition
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High stake test
Validating test design - test centered
Mislevy/Olivera |
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Definition
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Definition
| Determining the constructs that will be assessed (Knowledge/Skills/Attitudes) |
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Definition
| Making claims for the operationalization of the assessment |
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Term
[image]
Conceptual Assessment Framework |
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Definition
| Developing blueprint for the design of the assessment |
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Term
[image]
Assessment Delivery |
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Definition
| Administering assessment, scoring, decision making.. |
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Cognitive validity
Validity framework
Pellegrino |
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Definition
Student understanding
Expertise development |
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Instructional validity
Validity framework
Pellegrino |
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Definition
Which test is suited in time.
Alignment curriculum
Alignment instruction |
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Inferential validity
Validity framework
Pellegrino |
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Definition
How accurate is the scoring itself.
Reliable information
Accurate information
Formative purposes |
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| Pellegrino: 'The use of progress information...serves to structure the claims made about the tasks including their appropriateness for use in an instructional context.' |
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Definition
Combination of online and face-to-face learning.
It is done deliberatly.
Wide or narrow definitions.
According to some: using ICT. |
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| Different types of 'blended' situations |
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Definition
Formal-informal.
Workplace-classroom
Instruction types
Online and offline |
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Term
| Advantages blended learning |
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Definition
Easier to implement some activities (quiz)
Promote active learning
Apply Learning Analytics
Adapt to learners' needs
More accessible.
Potential cost reduction. |
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| Disadvantages blended learning |
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Definition
Students' (lack of) self-management
More demanding/time consuming.
Potential cost increase. |
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| Design challenges with blended learning instruction |
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Definition
1.incorporating flexibility(control for learner, goals to achieve)
2.stimulating interaction(nudge learners)
3.facilitating students' learning processes(checking log ins)
4.fostering an affective learning climate(feel safe to learn) |
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Term
He (2016)
Flipped classroom |
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Definition
Prior to a class: new material
During class: explanations, practice, active
Required presence during classes
After class: reflection and checking |
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Term
| Findings flipped classroom |
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Definition
Large divisions in opinion satisfaction
Induce procrastination
Achievement/learning outcomes similar |
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Moderator outcomes flipped classroom
/ implications |
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Definition
+ keep face-to-face time equal
+quizzes
measurements in social sciences better than in natural sciences |
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Definition
| Measurement, analysis and reporting data about learners, with the purpose of understanding and optimizing learning in the environments in which it occurs. |
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| Implications of learning analytics |
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Definition
Adaptive task selection
Metacognition
Awereness
Well-being (not reading)
Personalization |
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Measurements at home
Learning analytics |
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Definition
| note taking, text marking, looking at study guides, checking additional material, social media. |
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Measurements in class
Learning analytics |
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Definition
| attendance, asking questions, making notes, time spent studying, breaks taken, |
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Measurements other
Learning analytics |
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Definition
| hours of sleep, smiling, toilet visits |
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| Real life settings data --> infrared camera, eye tracking etc. |
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| Not noticeable, 'stealth', assessment during the natural occurring moves. |
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| Only using activity data does not foster learning |
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| Game Based Learning Characteristics |
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Definition
Goal/challenge, interactivity, feedback, interactivity, rules/constraints
+/- competition and narrative |
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Definition
| Balance between characteristics in order to let the player engaged, in a mental state where he/she keeps playing. |
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| Learning outcomes when playing games |
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Definition
Cognitive (knowledge&skills)
Motor (acquisition&compilation)
affective (attitude, well-being, self-efficacy)
communicative (negotiate, collaboration, communicate) |
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| Serious games/game based learning/educational games/ etc.... |
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Definition
| same same most of the time: Model of reality and put it in a digital device. |
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Definition
| The use of games characteristics in reality: e.g. leader board, skill levels etc. |
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The Intuitive learning problem
[image] |
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Definition
Solving problems in games does not mean transfer to real world problems.
Articulation (connecting game aspects with prior knowledge, learners don't do this themselves->instructional design) |
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Instructional design to connect game content with prior knowledge
Scaffolding |
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Definition
Not giving all the options, information to a novice at ones.
Helps to overcome information overload. |
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Instructional design to connect game content with prior knowledge
Feedback |
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Definition
Explanatory feedback (superior to no and corrective feedback) helps the learner to continue the game.
Overcome knowledge gaps. |
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Instructional design to connect game content with prior knowledge
Self explanations |
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Definition
Players had to explain how they solved the problem, it helped with transfer.
Did not help their flow in the game. |
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Definition
| important to connect the layers to overcame the lack of motivation |
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| Product/process data. It is unobtrusive, focus on formative assessment. |
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| Empirical evidence for GBL |
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Definition
Learning effect & motivation = disappointing
GBL yields higher learning, and retention persists longer (moderate effect)
Motivation is not significant higher. |
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Definition
+Multiple sessions boosts learning effects.
+Working in groups works better. |
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Definition
Values/goals, ability/beliefs, behavior.
An abstract concept, no consensus among researchers. Hard to measure (self-report has limits) |
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Definition
| In the long run, motivation has an significant positive effect on achievement. |
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Definition
| Something you want to do, comes from within. Does not need to be regulated from outside. |
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Definition
External regulation (teacher says so)
Introjected Regulation (pressure by others+self)
Indentified regulation (value the outcome)
Intergrated regulation (value the task) |
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Definition
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Definition
[image]
You feel controlled to do something. |
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Definition
[image]
Autonomously motivated. |
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Definition
| Vansteenkiste: motiviation is not a spectrum. You can have both. Good quality is better than high quanitity. |
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| Expectancy * value theory |
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Definition
Value: Do i want to? (intrinsic, utitlity, cost)
Expectancy: Can i do it? (efficacy belief)
--> Effort: Do i try my best? |
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Conceptualized with intrinsic motivation, emotions, flow. It can be pos or neg (at the same time)
Automatic and implicit. |
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Extrinsic motivation, attainment, utility, cost. It can be pos or neg (at the same time).
Deliberate. |
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| Unified model of task-specific motivation |
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Definition
| Cognitive and affective valences: four dimensions. Positive -> approach taken, Negative -> avoidance. |
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| Autonomy suppertive (choices etc.), structure, involvement LEAD TO Autonomy, COmpetence and Relatedness LEAD TO |
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Definition
+Intrinsic autonomous motivation
-Extrinsic controlled motivation
-A-motivation |
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