# Difference between revisions of "Accelerated future learning"

PhilPavlik (Talk | contribs) (→Accelerated future learning) |
|||

Line 1: | Line 1: | ||

=== Accelerated future learning === | === Accelerated future learning === | ||

+ | From the Refinment and Fluency cluster: | ||

Learning that proceeds more effectively and more rapidly because of prior learning. It differs from transfer in its putative generality, not dependent on encounters with similar materials that require similar procedures (transfer). It may include what are called “learning to learn” skills. However, by hypothesis the robust learning produces accelerated learning through component competencies or through gains in efficiency that arise from procedures (e.g. chunking) that can apply to new learning. These procedures do not imply the use of strategic (sense making) strategies associated with “learning to learn”. | Learning that proceeds more effectively and more rapidly because of prior learning. It differs from transfer in its putative generality, not dependent on encounters with similar materials that require similar procedures (transfer). It may include what are called “learning to learn” skills. However, by hypothesis the robust learning produces accelerated learning through component competencies or through gains in efficiency that arise from procedures (e.g. chunking) that can apply to new learning. These procedures do not imply the use of strategic (sense making) strategies associated with “learning to learn”. | ||

+ | |||

+ | From Koedinger's slides at the PSLC lunch: | ||

+ | Accelerated future learning measures | ||

+ | Type A: Complex test items that teach a new knowledge component on the test & then ask students to apply it | ||

+ | Type B: Assessment data collection during future instruction (e.g., next on-line course unit) with treatment no longer in place | ||

+ | Both involve instruction on new knowledge. | ||

+ | |||

+ | For example in algebra, given the instructional problems are something like: | ||

+ | 3x + 10 = 20, 14 - 2x = 40, �25 = 5x - 12 | ||

+ | Then an accelerated future learning measure would involve new instruction that provides a annotated worked example of solving a new type of problem like “3x + 8 = 4x + 2”� and then gives students similar problems like "9 + 4x = 7x - 4". | ||

[[Category:Glossary]] | [[Category:Glossary]] | ||

+ | [[Category:Independent Variables]] |

## Revision as of 14:35, 28 September 2006

### Accelerated future learning

From the Refinment and Fluency cluster: Learning that proceeds more effectively and more rapidly because of prior learning. It differs from transfer in its putative generality, not dependent on encounters with similar materials that require similar procedures (transfer). It may include what are called “learning to learn” skills. However, by hypothesis the robust learning produces accelerated learning through component competencies or through gains in efficiency that arise from procedures (e.g. chunking) that can apply to new learning. These procedures do not imply the use of strategic (sense making) strategies associated with “learning to learn”.

From Koedinger's slides at the PSLC lunch: Accelerated future learning measures Type A: Complex test items that teach a new knowledge component on the test & then ask students to apply it Type B: Assessment data collection during future instruction (e.g., next on-line course unit) with treatment no longer in place Both involve instruction on new knowledge.

For example in algebra, given the instructional problems are something like: 3x + 10 = 20, 14 - 2x = 40, �25 = 5x - 12 Then an accelerated future learning measure would involve new instruction that provides a annotated worked example of solving a new type of problem like “3x + 8 = 4x + 2”� and then gives students similar problems like "9 + 4x = 7x - 4".