jan elen (139 resultados)

Hardcover. Condición: As New. No Jacket. Pages are clean and are not marred by notes or folds of any kind. ~ ThriftBooks: Read More, Spend Less.

Hardcover. Condición: Good +. Hardcover. 9 3/4" X 6 3/4". xiv, 311pp. Rubbing, toning, and gentle bumps to covers, corners, and edges of paper over boards. A few spots of toning to edges of text block. Pages are clean and unmarked. Binding is sound. ABOUT THIS BOOK: What do we mean when we say that "learning environments are increasingly complex"? What do we know about the cognitive processing that occurs during complex learning? How can we provide effective instructional support for students who must learn and apply complex knowledge? These questions, and related issues, have fascinated educators and educational researchers for many years and are they are the focus of this book. As a tribute to Joost Lowyck, professor educational technology at the K.U. Leuven, eminent scholars from around the globe have contributed to a far reaching analysis of complexity in learning environments from a cognitive perspective. The chapter authors summarize what we know now about complexity and make specific suggestions for educational practice and for future research on complexity. The different contributions in the several chapters discuss theoretical accounts and empirical findings about learning, the learner, and learning environments. Wide-ranging topics include current descriptions of our cognitive architecture, new contributions to cognitive load theory, research and evaluation design considerations, motivation to learn, the influence of prior knowledge, the use of simulations and multimedia, alternative instructional methods and interventions, studies of the classroom context for complex learning and mental model-building. This book is a tribute to Joose Lowyck, professor educational technology at the KU Leuven. International scholars provide far reaching analysis of complexity in learning environments from a cognitive perspective. It makes specific suggestions for educational practice and for future research.(Publisher).

Paperback. Condición: Good. Paperback. 9 1/4" X 6 1/4". ix, 260pp. Mild shelf wear to covers, corners, and edges of paper wraps. Occasional inked underlining to pages. Underlining does not obscure text. Binding is sound. ABOUT THIS BOOK: Within an increasingly multimedia focused society, the use of external representations in learning, teaching and communication has increased dramatically. Whether in the classroom, university or workplace, there is a growing requirement to use and interpret a large variety of external representational forms and tools for knowledge acquisition, problem solving, and to communicate with others. Use of Representations in Reasoning and Problem Solving brings together contributions from some of the world's leading researchers in educational and instructional psychology, instructional design, and mathematics and science education to document the role which external representations play in our understanding, learning and communication. Traditional research has focused on the distinction between verbal and non-verbal representations, and the way they are processed, encoded and stored by different cognitive systems. The contributions here challenge these research findings and address the ambiguity about how these two cognitive systems interact, arguing that the classical distinction between textual and pictorial representations has become less prominent. The contributions in this book explore: -how we can theorise the relationship between processing internal and external representations -what perceptual and cognitive restraints can affect the use of external representations -how individual differences affect the use of external representations -how we can combine external representations to maximise their impact -how we can adapt representational tools for individual differences. Using empirical research findings to take a fresh look at the processes which take place when learning via external representations, this book is essential reading for all those undertaking postgraduate study and research in the fields of educational and instructional psychology, instructional design and mathematics and science education.(Publisher).

Condición: New.

Paperback or Softback. Condición: New. Effectiveness of instructional interventions in higher education. Book.

259 p. Hardcover. Versand aus Deutschland / We dispatch from Germany via Air Mail. Einband bestoßen, daher Mängelexemplar gestempelt, sonst sehr guter Zustand. Imperfect copy due to slightly bumped cover, apart from this in very good condition. Stamped. Sprache: Englisch.

Condición: As New. Unread book in perfect condition.

Paperback. Condición: Used; Very Good. Dispatched, from the UK, within 48 hours of ordering. Though second-hand, the book is still in very good shape. Minimal signs of usage may include very minor creasing on the cover or on the spine.

Condición: New. In.

PF. Condición: New.

Condición: New.

Condición: As New. Unread book in perfect condition.

Hardcover. Condición: new. Hardcover. This book describes research outcomes on domain-specific serious games. The first part of the book focuses on the design and major characteristics of actual (mainly math-related) serious games. The second part of the book presents recent empirical studies on these games, exploring topics such as the effectiveness of serious games for learning and increasing motivation and the influence of learners domain-specific and game competencies. The integration of serious games into the curriculum and subsequent performance and motivation outcomes are also presented. This book describes research outcomes on domain-specific serious games. The second part of the book presents recent empirical studies on these games, exploring topics such as the effectiveness of serious games for learning and increasing motivation and the influence of learners domain-specific and game competencies. Shipping may be from multiple locations in the US or from the UK, depending on stock availability.

Condición: As New. Unread book in perfect condition.

Condición: New. pp. XI, 259 54 illus., 50 illus. in color. Softcover reprint of the original 1st ed. 2015 edition NO-PA16APR2015-KAP.

Condición: New. pp. 280 1st ed. 2015 edition NO-PA16APR2015-KAP.

Hardback, Francais, sous jacquette originale d'editeur, 16x24 cm., 550 pp. ISBN 9789058672117. Symbolae Facultatis Litterarum Lovaniensis - Series A : 28. Op de vooravond van zijn emeritaat kan Mark Debrock terugblikken op een rijk gevulde carriere. Hij is een van de grondleggers van de Vlaamse Romanistiek met fonetiek en toegepaste linguistiek als uitverkoren werkterrein. Tegelijk is hij de bezieler van een bijdetijdse en onderzoeksmatig onderbouwde lerarenopleiding. Verder heeft hij zich geprofileerd als een efficient beleidsman via functies als Groepsvoorzitter Humane Wetenschappen en Coordinator Onderwijsbeleid. Rode draad doorheen dit alles is ongetwijfeld zijn gedreven inzet voor het onderwijs in al zijn facetten. Dit is meteen de centrale invalshoek waarrond de bundel is samengesteld. Een eerste luik is gewijd aan taaldidactiek met bijdragen rond vaardigheidstraining, het gebruik van corpora en het uitwerken van pedagogische grammatica's en woordenboeken. Het tweede luik focust op onderzoek omtrent taalverwerving en taalonderwijs, op de vernieuwde lerarenopleiding, en op onderwijsbeleid en onderwijsinnovatie. De 27 bijdragen aan dit huldealbum zijn evenveel "tableaux vivants" van een onderwijsrealiteit in volle beweging. A la veille de son emeritat, Mark Debrock peut s'estimer heureux d'avoir parcouru une carriere aussi bien remplie. Il est l'un des fondateurs des etudes romanes en Flandre. La phonetique et la linguistique appliquee constituent ses domaines de predilection. Il est egalement l'inspirateur d'une agregation de l'enseignement secondaire et superieur sans cesse actualisee et ancree dans une solide base scientifique. Il s'est egalement profile comme un gestionnaire performant en assumant de multiples fonctions, notamment celle de Vice-Recteur, charge d'abord des Sciences Humaines et ensuite de l'Enseignement. Le fil rouge a travers toutes ces activites est son engagement pour tout ce qui touche de pres ou de loin a l'enseignement et a la formation (continue). Voila l'ancrage principal des differentes contributions a ce recueil. Un premier volet est consacre a la didactique des langues et comprend des contributions dans le domaine de l'acquisition des differentes habiletes langagieres, l'exploitation de corpus et l'elaboration de grammaires pedagogiques et de dictionnaires d'apprentissage. Le deuxieme volet porte sur les recherches concernant l'acquisition et l'enseignement des langues, la nouvelle agregation de l'enseignement secondaire et superieur, la politique de l'enseignement et l'innovation didactique. Les 27 contributions constituent autant de "tableaux vivants" d'un univers en pleine mouvance. 0 g.

Condición: New.

Condición: New.

Condición: As New. Unread book in perfect condition.

Condición: New.

Condición: New. pp. 272.

Hardcover. Condición: Brand New. 280 pages. 9.25x6.25x0.75 inches. In Stock.

Condición: Acceptable. Item in acceptable condition! Textbooks may not include supplemental items i.e. CDs, access codes etc.

Hardcover. Condición: Good. 4th ed. 2014. Ships in a BOX from Central Missouri! May not include working access code. Will not include dust jacket. Has used sticker(s) and some writing or highlighting. UPS shipping for most packages, (Priority Mail for AK/HI/APO/PO Boxes).

Condición: New.

Condición: New. pp. 272.

Hardcover. Condición: Near Fine. 1st Edition. Hardcover, viii + 213 pages, NOT ex-library. Book is clean and bright throughout with unmarked text, free of inscriptions and stamps, firmly bound. Minor handling wear. Issued without a dust jacket. -- This volume brings together essays from leading researchers to explore the complex relationship between individuals' beliefs and their capacity for cognitive flexibility. It examines how pre-existing epistemological beliefs - what people believe about the nature of knowledge and knowing - can either facilitate or hinder their ability to adapt their thinking, learn from new information, and solve complex problems. The work delves into how these beliefs influence learning in specific domains like science and history, and it explores the challenges of promoting more sophisticated, flexible belief systems through instruction. It serves as a key resource for researchers in educational psychology, cognitive science, and instructional design. -- Contents: 1 Introduction; 2 Personal Epistemology: Nomenclature, Conceptualizations, and Measurement / Jeremy Briell, Jan Elen 3 Generative Nature of Epistemological Judgments: Focusing on Interactions Instead of Elements to Understand the Relationship Between Epistemological Beliefs and Cognitive Flexibility / Elmar Stahl; 4 Spontaneous Cognitive Flexibility and an Encompassing System of Epistemological Beliefs / Marlene Schommer-Aikins; 5 Personal Epistemology and Philosophical Epistemology: The View of a Philosopher / Richard F. Kitchener; 6 Beliefs About Abilities and Epistemic Beliefs: Aspects of Cognitive Flexibility in Information-Rich Environments / Dorothe Kienhues, Rainer Bromme; 7 Cognitive Flexibility and Epistemic Validation in Learning from Multiple Texts / Tobias Richter; 8 Development of Cognitive Flexibility and Epistemological Understanding in Argumentation / Beate Sodian, Petra Barchfeld; 9 Medical Trainees' Epistemological Beliefs and Their Cognitive Flexibility / Ann Roex, Jan Degryse; 10 Analyzing and Developing Strategy Flexibility in Mathematics Education / Lieven Verschaffel, Koen Luwel; 11 Conclusion; Index -- "With the world and its structures becoming ever more complex, and the nature of future employment becoming ever more unpredictable, the notion of 'cognitive flexibility' has a high profile in educational and psychological debate. The contributions in this volume analyze the nature of cognitive flexibility, as well as the impact of different types of beliefs on cognitive flexibility. Making adequate decisions requires considering input from a variety of continuously evolving sources rather than adhering to predetermined procedures. Adopting a position in a debate necessitates the critical evaluation of different alternatives, while solving a problem entails selecting appropriate problem-solving strategies. Meanwhile, studying requires students to integrate a range of interventions, and treating a patient involves making a differential diagnosis. The common factor, cognitive flexibility, lies at the core of effective functioning in complex, domain-specific environments. Cognitive flexibility can be described as the disposition to consider diverse information elements while deciding on how to solve a problem or to execute a learning-related task in a variety of domains. The concept of 'disposition' implies that individuals will not always demonstrate cognitive flexibility even if they are in principle able to act in a cognitively flexible way. The notion does not require that alternatives are always deliberately considered, which is why this volume's tandem discussion of beliefs is key element of the discussion. Beliefs play a central role in cognitive flexibility and relate to what individuals consider to be important, valid and/or true. Of specific interest is the relationship between epistemological beliefs and cognitive flexibility, especially as a particular subset of epistemological beliefs seems to be a prerequisite to a cognitively flexible disposition.".

Taschenbuch. Condición: Neu. Effectiveness of instructional interventions in higher education | Jan Elen (u. a.) | Taschenbuch | Zeitschrift für Hochschulentwicklung Jg. 16 | Paperback | Kartoniert / Broschiert | Englisch | 2021 | Books on Demand GmbH | EAN 9783753476735 | Verantwortliche Person für die EU: preigu GmbH & Co. KG, Lengericher Landstr. 19, 49078 Osnabrück, mail[at]preigu[dot]de | Anbieter: preigu.

Paperback, English, original editor's jacket, 16x24 cm., xii-274 pp. ISBN 9789061867081. Studia Paedagogica : 8. The development of instructional design as a linking science and, more specifically, the formulation of theoretically sound, empirically valid, and applicable prescriptions may contribute to bridge the gap between theory and practice. In this study, a heuristic approach is proposed that conceptualizes the steps involved in prescriptive research. It is assumed that prescriptions are tight to learning or cognitive tasks, which represent instructional problems in a specific instructional setting. Furthermore, it is argued that prescriptions are to be embedded in an overarching framework. This framework determines the meaning of the prescriptions, restricts their applicability, and may guarantee their mutual compatibility. I.D.-models have been argued to offer such frameworks. The first step of the proposed approach, then, consists of the construction of an I.D.-model. In a second step, this model is elaborated in order to tune it to the learning or cognitive tasks for which prescriptions will be formulated. An analysis of both the available research embedded in the descriptive knowledge base and the specifications of the referent system, results in a number of problem detection- and prediction-rules. These rules provide indications on problems learners may encounter in their efforts to execute the selected task, or link learner characteristics and instructional interventions to learning outcomes. The last step consists of the validation of the prespecified rules in an ecological setting. This empirical validation may lead to prescriptions which applicability is restricted to the settings specified in the referent system. The approach above is followed as an exemplar of prescriptive I.D.-research. A definition of instructional design is provided and five structural components (descriptive knowledge base, referent system, design parameters, design procedures, and design/development processes) of I.D.-models are identified. An analysis of the influence of cognitive research outcomes on instructional design and the elaboration of the approach for prescriptive instructional design research (Chapter 1), precedes the construction of a cognitive oriented instructional design model (C.I.D.-model). The model is completed by outlining design/development processes and the features of some design procedures (Chapter 2). The model gets further elaborated by taking the referent system more fully into account and specifying the model toward a specific cognitive task: determining importance of information-elements in printed instructional materials (Chapter 3). Considering the outcomes of descriptive research about the influence of both learner and text characteristics on both learning from text and text comprehension, an empirical validation study is presented (Chapter 4). Arguing that descriptive research outcomes cannot be directly transformed into prescriptions, but can help to detect problems students eperience and may suggest possible solutions, problem detection- and prediction-rules are identified. Application of problem detection- and prediction-rules leads to the implementation of three types of interventions or support devices: printing important information bold, integrating important information elements in summaries, and restructuring the text. Results (Chapter 5) indicate that (1) overall, students determine importance by applying a 'safety'-strategy; (2) interventions do not lead to improved performance on determining importance or learning outcomes tests, and (3) content prior knowledge influences performance on learning outcomes tests. Overall, no valid prescriptions can be formulated. The overall non-significant results may be due to a variety of reasons. Retrospective interviews suggest that the results may be explained by the non-use or inappropriate function-attribution of instructional interventions by students. This study does not result in valid prescriptions. In addition, questions are to be raised about the C.I.D.-model and, more specifically, the selection of learner-related design parameters. However, these conclusions pertain only to the hypothesis-testing part of the study and do not consider contributions made with regard to the development of cognitive instructional design, and, more methodologically, the explorative aspects of this prescriptive study. 0 g.