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Handling complexity in learning environments : theory and research /
| Clasificación: | Libro Electrónico |
|---|---|
| Autor Corporativo: | |
| Otros Autores: | , |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
Oxford, UK ; Boston :
Elsevier,
2006.
|
| Edición: | 1st ed. |
| Colección: | Advances in learning and instruction series.
|
| Temas: | |
| Acceso en línea: | Texto completo |
Tabla de Contenidos:
- Cover
- Handling Complexity in Learning Environments: Theory and Research
- Contents
- List of Figures
- List of Tables
- Contributors
- Preface
- Introduction
- Setting the Scene: Complexity and Learning Environments
- Complexity
- Complexity and Learning Environments
- Structure of the Book
- References
- How the Human Cognitive System Deals with Complexity
- Introduction
- Defining and Measuring Complexity within a Cognitive Load Theory Framework
- How Human Cognitive Architecture Evolved to Handle Complexity
- Instructional Implications
- Conclusions
- References
- Motivational Challenges Experienced in Highly Complex Learning Environments
- Introduction
- Task Complexity and Motivation
- Conclusion
- References
- Mental Models and Complex Problem Solving: Instructional Effects
- Introduction
- Information Processing and Mental Models
- Problem-Solving in Complex Systems
- Model-Oriented Learning and Instruction
- Lessons Learned from Research
- References
- The Social Complexity in Establishing and Sharing Information Resources
- Introduction
- Three Examples of Collaboratively Establishing and Sharing Information Resources
- Theoretical Framework
- An Experimental Approach for Investigating the Establishment of a Shared Information Pool
- Experimental Results Revealing the Interplay of the Effects of Benefits, Costs and Metaknowledge
- Discussion
- References
- The Culture of the Mathematics Classroom: A Complex Determinant of Students' Learning
- Changing Theoretical Perspectives on Mathematics Education
- Mathematics as a Cultural Activity
- The Mathematics Classroom
- The Explanatory Power of the Culture of the Mathematics Classroom
- Conclusion and Discussion
- References
- Scaffolds for Scientific Discovery Learning
- Introduction
- Inquiry Processes
- Cognitive Scaffolds for Orientation, Hypothesis Generation, and Conclusion
- Cognitive Scaffolds for Experimentation
- Cognitive Scaffolds for Regulation of the Inquiry Process
- Cognitive Scaffolds for Evaluation
- Discussion
- References
- Coping with Complexity in Multimedia Learning
- Introduction
- Managing Essential Processing by Managing Complexity
- Reducing Extraneous Processing by Reducing Complexity
- Signaling
- Summary
- References
- Collaboration Load
- Introduction
- Cognitive Load and Learning
- What Constitutes Collaboration Load?
- Do Computerized Environments Influence Collaboration Load?
- How Can CSCL Designers Tune Collaboration Load?
- Conclusion: Group Cognitive Load
- Acknowledgements
- References
- Balancing Support for Student Learning
- Introduction
- A Model of Balancing Support to Student Learning
- The Case of New Learning: Secondary School Reforms in the Netherlands
- Discussion and Conclusions
- References
- The Use of Instructional Interventions: Lean Learning Environments as a Solution for a Design Problem
- Introduction
- Conceptual Clarifications
- Different Positions
- The Lack of Adequate Use of Instructional Interventions: When Is it a Problem, Who Is to Blame, and What Can Be Done?
- Design Implications
- Instructional Motivation and Knowledgeability
- Suggested Solutions
- Discussion and Conclusions
- References
- Performance Assessment and Learni.