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| LEADER |
04661nam a2200325 a 4500 |
| 001 |
1904660 |
| 005 |
20171111234740.0 |
| 008 |
061102s2006 enka ob 011 0 eng d |
| 020 |
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|a 0080462731
|q (electronic bk.)
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| 020 |
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|a 9780080462738
|q (electronic bk.)
|z 0080449867
|q (Cloth)
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| 040 |
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|a N$T
|b eng
|e pn
|
| 050 |
|
4 |
|a LB1062
|b .H25 2006eb
|
| 245 |
0 |
0 |
|a Handling complexity in learning environments :
|b theory and research /
|c edited by Jan Elen, Richard E. Clark.
|
| 250 |
|
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|a 1st ed.
|
| 260 |
|
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|a Oxford, UK ;
|b Elsevier,
|c 2006.
|a Boston :
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| 300 |
|
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|a 1 online resource (xiv, 311 pages) :
|b illustrations.
|
| 490 |
1 |
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|a Advances in learning and instruction series
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| 500 |
|
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|a "Published in association with the European Association for Learning and Instruction."
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| 504 |
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|a Includes bibliographical references and indexes.
|
| 505 |
0 |
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|a 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.
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| 650 |
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0 |
|a Cognitive learning.
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| 650 |
|
0 |
|a Learning, Psychology of.
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| 650 |
|
0 |
|a Instructional systems
|x Design.
|
| 650 |
|
7 |
|a EDUCATION
|x Educational Psychology.
|
| 650 |
|
7 |
|a Cognitive learning.
|
| 650 |
|
7 |
|a Instructional systems
|x Design.
|
| 700 |
1 |
|
|a Elen, Jan.
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| 710 |
2 |
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|a European Association for Research on Learning and Instruction.
|
| 856 |
4 |
0 |
|u http://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=166975
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| 952 |
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|a CY-NiOUC
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|c 998a
|d 945l
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|z Books
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