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In Order to Learn: How the sequence of topics influences learning (Advances in Cognitive Models and Architecture)

In Order to Learn: How the sequence of topics influences learning (Advances in Cognitive Models and Architecture)

by Frank E . Ritter (Editor), JosefNerb (Editor), ErnoLehtinen (Editor), TimothyO'Shea (Editor)

  • New

    Hardcover 2007

    $171.52
Synopsis

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.

$171.52

Quantity

20+ in stock

More Information

Format: Hardcover
 Pages: 256
 Edition: 1
 Publisher: OUP USA
Published: 16 Aug 2007
ISBN 10: 019517884X
ISBN 13: 9780195178845

Media Reviews

.. .full of good content and an extensive set of references. --Ergonomics in Design


.. .a detailed book on the role of order in learning. Authors deal with the main goal of showing the relevance of the sequence of information, topics, procedures, etc. in learning. The book is very well organized and it comes from a research program involving five work groups all interested in learning, and the influence of 'order' on learning... A great effort has been put into guiding the reader through the contents of the book in a gentle and effective manner....I would suggest this book to researchers interested in the topic of learning and teaching because it develops an original and uncommon point of view that could be difficult to find in more general educational literature; it also provides a valuable resource to reflect on the role of order in learning and teaching practice. --Paola Palladino as reviewed in Infant and Child Development


Author Bio

Frank Ritter helped start the College of Information Sciences and Technology at Penn State, and is affiliated with the psychology, computer science and engineering departments. He also helped start the International Conference on Cognitive Modeling and the tutorial series at the Cognitive Science Conference. He was a Fulbright Scholar at the Technische Universit t Chemnitz in 2005.

Josef Nerb is Professor of Educational Psychology at the University of Education in Freiburg, Germany, where he also serves as a Vice Dean for teaching and learning. He earned his Ph.D. at the University of Freiburg and did a post-doc at the University of Waterloo, Canada, supported by an Alexander von Humboldt Foundation fellowship.

Erno Lehtinen is Vice rector and former Dean of the School of Education at Turku University, where he is a professor of education. He is a past president of the European Association for Research on Learning and Instruction (EARLI).

Tim O'Shea is the Principal (President) of the University of Edinburgh. Previously he was Master of Birkbeck College, and professor of information technology and education at the Open University.