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Diagnostic Monitoring of Skill and Knowledge Acquisition

Diagnostic Monitoring of Skill and Knowledge Acquisition Author Norman Frederiksen
ISBN-10 9781136564314
Release 2013-07-04
Pages 528
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An adjunct to the increased emphasis on developing students' critical thinking and higher order skills is the need for methods to monitor and evaluate these abilities. These papers provide insight into current techniques and examine possibilities for the future. The contributors to Diagnostic Monitoring of Skill and Knowledge Acquisition focus on two beliefs: that new kinds of tests and assessment methods are needed; and that instruction and learning can be improved by developing new assessment methods based on work in cognitive science.



Intelligent Learning Environments and Knowledge Acquisition in Physics

Intelligent Learning Environments and Knowledge Acquisition in Physics Author Andree Tiberghien
ISBN-10 9783642847844
Release 2012-12-06
Pages 283
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The NATO workshop ''Knowledge acquisition in the domain of physics and intelligent learning environments" was held in Lyon, France, July 8-12, 1990. A total of 31 researchers from Europe (France, Germany, Greece, Italy, Portugal, and the U. K. ), the U. S. A. , and Japan worked together. This proceedings volume contains most of the contributions to the workshop. The papers show clearly the main directions of research in intelligent learning environments. They display a variety of points of view depending on the researcher's own background even when a single domain of teaching, namely physics, is considered. We acknowledge the assistance of Michael Baker, who was responsible for reviewing the English of the contributions. February 1992 Andree TIberghien Heinz Mandl Table of Contents Introduction 1 1. Teaching Situations and Physics Knowledge Introductory University Courses and Open Environment Approaches: The Computer as a Multi-role Mediator in Teaching/Learning Physics 5 E. Balzano, P. Guidoni, M. Moretti, E. Sassi, G. Sgueglia Practical Work Aid: Knowledge Representation in a Model Based AI System 21 J. Courtois Simultaneous Processing of Different Problem Aspects in Expert Problem Solving: An Analysis in the Domain of Physics on the Basis of Formal Theories of Commonsense Knowledge 35 A. Hron Modelis: An Artificial Intelligence System Which Models Thermodynamics Textbook Problems 47 G. Tisseau 2. Different Approaches to Student Modelling Steps Towards the Formalisation of a Psycho-logic of Motion 65 J. Bliss, J.



Foundations of Knowledge Acquisition

Foundations of Knowledge Acquisition Author Susan Chipman
ISBN-10 9781461531722
Release 2012-12-06
Pages 339
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One of the most intriguing questions about the new computer technology that has appeared over the past few decades is whether we humans will ever be able to make computers learn. As is painfully obvious to even the most casual computer user, most current computers do not. Yet if we could devise learning techniques that enable computers to routinely improve their performance through experience, the impact would be enormous. The result would be an explosion of new computer applications that would suddenly become economically feasible (e. g. , personalized computer assistants that automatically tune themselves to the needs of individual users), and a dramatic improvement in the quality of current computer applications (e. g. , imagine an airline scheduling program that improves its scheduling method based on analyzing past delays). And while the potential economic impact ofsuccessful learning methods is sufficient reason to invest in research into machine learning, there is a second significant reason: studying machine learning helps us understand our own human learning abilities and disabilities, leading to the possibility of improved methods in education. While many open questions remain aboutthe methods by which machines and humans might learn, significant progress has been made.



Student Modelling The Key to Individualized Knowledge Based Instruction

Student Modelling  The Key to Individualized Knowledge Based Instruction Author Jim E. Greer
ISBN-10 9783662030370
Release 2013-06-29
Pages 392
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This book is the result of a NATO sponsored workshop entitled "Student Modelling: The Key to Individualized Knowledge-Based Instruction" which was held May 4-8, 1991 at Ste. Adele, Quebec, Canada. The workshop was co-directed by Gordon McCalla and Jim Greer of the ARIES Laboratory at the University of Saskatchewan. The workshop focused on the problem of student modelling in intelligent tutoring systems. An intelligent tutoring system (ITS) is a computer program that is aimed at providing knowledgeable, individualized instruction in a one-on-one interaction with a learner. In order to individualize this interaction, the ITS must keep track of many aspects of the leamer: how much and what he or she has leamed to date; what leaming styles seem to be successful for the student and what seem to be less successful; what deeper mental models the student may have; motivational and affective dimensions impacting the leamer; and so ono Student modelling is the problem of keeping track of alI of these aspects of a leamer's leaming.



Cognitively Diagnostic Assessment

Cognitively Diagnostic Assessment Author Paul D. Nichols
ISBN-10 9781136483868
Release 2012-12-06
Pages 488
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During the past two or three decades, research in cognitive science and psychology has yielded an improved understanding of the fundamental psychological nature of knowledge and cognitive skills that psychological testing attempts to measure. These theories have reached sufficient maturity, making it reasonable to look upon them to provide a sound theoretical foundation for assessment, particulary for the content of assessments. This fact, combined with much discontentedness over current testing practices, has inspired efforts to bring testing and cognitive theory together to create a new theoretical framework for psychological testing -- a framework developed for diagnosing learners' differences rather than for ranking learners based on their differences. This volume presents some initial accomplishments in the effort to bring testing and cognitive theory together. Contributors originate from both of the relevant research communities -- cognitive research and psychometric theory. Some represent collaborations between representatives of the two communities; others are efforts to reach out in the direction of the other community. Taking fundamentally different forms, psychometric test theory assumes that knowledge can be represented in terms of one or at most a few dimensions, whereas modern cognitive theory typically represents knowledge in networks -- either networks of conceptual relationships or the transition networks of production systems. Cognitively diagnostic assessment is a new enterprise and it is evident that many challenging problems remain to be addressed. Still, it is already possible to develop highly productive interactions between assessment and instruction in both automated tutoring systems and more conventional classrooms. The editors hope that the chapters presented here show how the reform of assessment can take a rigorous path.



Reading Disabilities

Reading Disabilities Author R.M. Joshi
ISBN-10 9789401119887
Release 2013-03-11
Pages 344
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The present volume is based on the proceedings of the Advanced Study Institute (ASI) sponsored by the North Atlantic Treaty Organization (NATO). The Institute was conducted at the beautiful Chateau de Bonas, near Toulouse, France in October, 1991. A number of scholars from different countries participated in the two-week institute on differential diagnosis and treatments of reading and writing problems. The accepted papers for this volume are divided into three sections: (a) Differential diagnosis of reading disabilities; (b) Access to language-related component processes; and (c) Reading/spelling strategies. The other papers appear in a companion volume: Developmental and Acquired Dyslexia: Neuropsychological and Neurolinguistic Perspectives, also coedited by Joshi and Leong and published by Kluwer Academic Publishers. Several people and organizations have helped us in this endeavor and their assistance is gratefully acknowledged. Our special thanks are due to: the Scientific Affairs Division of NATO for providing the major portion of the financial support; Dr. L. V. da Cunha of NATO and Dr. THo Kester and Mrs. Barbara Kester of the International Transfer of Science and Technology (ITST) for their help and support of the various aspects of the institute; Mr. Charles Stockman and the entire staff of the Chateau de Bonas for making our stay a pleasant one by helping us to run the Institute smoothly. We also wish to thank our reviewers and the following people for other assistance: Christi Martin, and Xi-wu Fang.



International Handbook of Educational Evaluation

International Handbook of Educational Evaluation Author T. Kellaghan
ISBN-10 9789401003094
Release 2012-12-06
Pages 1060
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Thomas Kellaghan Educational Research Centre, St. Patrick's College, Dublin, Ireland Daniel L. Stufflebeam The Evaluation Center, Western Michigan University, Ml, USA Lori A. Wingate The Evaluation Center, Western Michigan University, Ml, USA Educational evaluation encompasses a wide array of activities, including student assessment, measurement, testing, program evaluation, school personnel evalua tion, school accreditation, and curriculum evaluation. It occurs at all levels of education systems, from the individual student evaluations carried out by class room teachers, to evaluations of schools and districts, to district-wide program evaluations, to national assessments, to cross-national comparisons of student achievement. As in any area of scholarship and practice, the field is constantly evolving, as a result of advances in theory, methodology, and technology; increasing globalization; emerging needs and pressures; and cross-fertilization from other disciplines. The beginning of a new century would seem an appropriate time to provide a portrait of the current state of the theory and practice of educational evaluation across the globe. It is the purpose of this handbook to attempt to do this, to sketch the international landscape of educational evaluation - its conceptual izations, practice, methodology, and background, and the functions it serves. The book's 43 chapters, grouped in 10 sections, provide detailed accounts of major components of the educational evaluation enterprise. Together, they provide a panoramic view of an evolving field.



Changing Assessments

Changing Assessments Author Bernard R. Gifford
ISBN-10 9789401129688
Release 2012-12-06
Pages 337
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Bernard R. Gifford As we edge toward the year 2000, the information age is a reality; the global marketplace is increasingly competitive; and the U.S. labor force is shrinking. Today more than ever, our nation's economic and social well-being hinges on our ability to tap our human resources-to identify talent, to nurture it, and to assess abilities and disabilities in ways that help every individual reach his or her full potential. In pursuing that goal, decision-makers in education, industry, and government are relying increasingly on standardized tests: sets of question- with identical directions, time limits and tasks for all test-takers-designed to permit an inference about what someone knows or can do in a particular area. CALIBRATING DIFFERENCE Our emphasis on standardized testing rests on a premise that is so basic it often escapes notice: that we humans are different from each other in ways that are both meaningful and measurable. We differ in terms of cognitive ability; aptitude for performing different kinds of mental and physical tasks; temperament; and interests. But somehow, without sufficient examination, we have taken a great collective leap from that commonplace to the notion that there are precise, measurable gradations of innate ability that can be used to direct children to the right classrooms, and adults to the right job slots.



Proceedings of the 25th Annual Cognitive Science Society

Proceedings of the 25th Annual Cognitive Science Society Author Richard Alterman
ISBN-10 9781317759317
Release 2013-12-16
Pages 160
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This volume features the complete text of the material presented at the Twenty-Fifth Annual Conference of the Cognitive Science Society. As in previous years, the symposium included an interesting mixture of papers on many topics from researchers with diverse backgrounds and different goals, presenting a multifaceted view of cognitive science. This volume includes all papers, posters, and summaries of symposia presented at the leading conference that brings cognitive scientists together. The theme of this year's conference was the social, cultural, and contextual elements of cognition, including topics on collaboration, cultural learning, distributed cognition, and interaction.



Artificial Intelligence and Tutoring Systems

Artificial Intelligence and Tutoring Systems Author Etienne Wenger
ISBN-10 9781483221113
Release 2014-05-12
Pages 510
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Artificial Intelligence and Tutoring Systems: Computational and Cognitive Approaches to the Communication of Knowledge focuses on the cognitive approaches, methodologies, principles, and concepts involved in the communication of knowledge. The publication first elaborates on knowledge communication systems, basic issues, and tutorial dialogues. Concerns cover natural reasoning and tutorial dialogues, shift from local strategies to multiple mental models, domain knowledge, pedagogical knowledge, implicit versus explicit encoding of knowledge, knowledge communication, and practical and theoretical implications. The text then examines interactive simulations, existing CAI traditions, and learning environments. The manuscript elaborates on knowledge communication, didactics, and diagnosis. Topics include knowledge presentation and communication, pedagogical contexts, target levels of didactic operations, behavioral and epistemic diagnosis, and aspects of diagnostic experience. The publication is a dependable reference for researchers interested in the computational and cognitive approaches to the communication of knowledge.



Tracing Chains of thought

Tracing Chains of thought Author Benjoe A. Juliano
ISBN-10 3790809225
Release 1996-01-01
Pages 230
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We always seem to be comparing various conceptual structures in many of our higher mental activities. In any case, we use similarities and discrepancies in forming all our conceptual categories. In this book, the authors present a computerized approach to diagnosis: in particular, cognitive diagnosis. It uses fuzzy graph structures called fuzzy cognitive maps (FCMs). These are used in an attempt to model the intriacies of the higher mental processes. The area of structure comparison, focusing on measures of similarity and discrepancy, is also dealt with. A very interesting aspect of the book is how the authors approached the problem of cognitive diagnosis using fuzzy techniques. Some connections and differences from other approaches are also covered. The reader will find this book both informative and interesting.



The Journal of Epsilon Pi Tau

The Journal of Epsilon Pi Tau Author
ISBN-10 MINN:31951P00429814N
Release 1990
Pages
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The Journal of Epsilon Pi Tau has been writing in one form or another for most of life. You can find so many inspiration from The Journal of Epsilon Pi Tau also informative, and entertaining. Click DOWNLOAD or Read Online button to get full The Journal of Epsilon Pi Tau book for free.



Teaching knowledge and intelligent tutoring

Teaching knowledge and intelligent tutoring Author Peter Goodyear
ISBN-10 STANFORD:36105000165089
Release 1991
Pages 417
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Teaching knowledge and intelligent tutoring has been writing in one form or another for most of life. You can find so many inspiration from Teaching knowledge and intelligent tutoring also informative, and entertaining. Click DOWNLOAD or Read Online button to get full Teaching knowledge and intelligent tutoring book for free.



Research Dialogue in Learning and Instruction

Research Dialogue in Learning and Instruction Author
ISBN-10 UOM:39015053426089
Release 1998
Pages
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Research Dialogue in Learning and Instruction has been writing in one form or another for most of life. You can find so many inspiration from Research Dialogue in Learning and Instruction also informative, and entertaining. Click DOWNLOAD or Read Online button to get full Research Dialogue in Learning and Instruction book for free.



Government Reports Announcements Index

Government Reports Announcements   Index Author
ISBN-10 MSU:31293009753942
Release 1989
Pages
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Alberta Journal of Educational Research

Alberta Journal of Educational Research Author
ISBN-10 STANFORD:36105022246966
Release 1999
Pages
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Journal for Research in Mathematics Education

Journal for Research in Mathematics Education Author
ISBN-10 UIUC:30112006367863
Release 1993
Pages
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