Cognitive engineering

The Covid-19 pandemic has raised significant challenges for the higher education community worldwide. A particular challenge has been the urgent and unexpected request for previously face-to-face university courses to be taught online. Online teaching and learning imply a certain pedagogical content knowledge (PCK), mainly related to designing and organising for better learning experiences and creating distinctive learning environments, with the help of digital technologies. With this article, we provide some expert insights into this online-learning-related PCK, with the goal of helping non-expert university teachers (i.e. those who have little experience with online learning) to navigate in these challenging times. Our findings point at the design of learning activities with certain characteristics, the combination of three types of presence (social, cognitive and facilitatory) and the need for adapting assessment to the new learning requirements. We end with a reflection on how responding to a crisis (as best we can) may precipitate enhanced teaching and learning practices in the postdigital era.

/pdf/online-university-teaching-during-and-after-the-covid-19-3h8e2qfq5p.pdf

Online University Teaching During and After the Covid-19 Crisis: Refocusing Teacher Presence and Learning Activity

Interactive cognitive complexity theory suggests that simulation games are more effective than other instructional methods because they simultaneously engage trainees’ affective and cognitive processes (Tennyson & Jorczak, 2008). Meta-analytic techniques were used to examine the instructional effectiveness of computer-based simulation games relative to a comparison group (k= 65, N= 6,476). Consistent with theory, posttraining self-efficacy was 20% higher, declarative knowledge was 11% higher, procedural knowledge was 14% higher, and retention was 9% higher for trainees taught with simulation games, relative to a comparison group. However, the results provide strong evidence of publication bias in simulation games research. Characteristics of simulation games and the instructional context also moderated the effectiveness of simulation games. Trainees learned more, relative to a comparison group, when simulation games conveyed course material actively rather than passively, trainees could access the simulation game as many times as desired, and the simulation game was a supplement to other instructional methods rather than stand-alone instruction. However, trainees learned less from simulation games than comparison instructional methods when the instruction the comparison group received as a substitute for the simulation game actively engaged them in the learning experience.

A meta-analytic examination of the instructional effectiveness of computer-based simulation games

http://library.um.ac.id/free-contents/downloadpdf.php/buku/learning-together-and-alone-cooperation-competition-and-individualization-david-w-johnson-roger-t-johnson-23145.pdf

Learning together and alone : cooperation, competition, and individualization / David W. Johnson, Roger T. Johnson

This text is a short summary of the work on pedagogical analysis carried out when EML (Educational Modelling Language) was being developed. Because we address pedagogical meta-models the consequence is that I must justify the underlying pedagogical models it describes. I have included a (far from complete) list with literature used in the pedagogical analysis. I am sorry for its length, but for every pedagogical meta-model it is crucial to define the space of models where it is ‘meta’ to.
As an aid to comprehension, I will use UML diagrams to express static and dynamic relationships when appropriate. All diagrams are drawn from a conceptual perspective and not from an implementation perspective.
This paper is provided as input for the IMS Learning Design group.
Please mail comments, questions and any other reactions to: rob.koper@ou.nl
With thanks to Adrian Rawlings for reviewing this version.

Modeling units of study from a pedagogical perspective: the pedagogical meta-model behind EML

International handbook of financial literacy

https://isiarticles.com/bundles/Article/pre/pdf/32050.pdf

Improving problem solving and creativity through use of complex-dynamic simulations

Cognitive effects from process learning with computer-based simulations

Problem-oriented simulations to develop and improve higher-order thinking strategies

Effects of Training and Assessment in Vocational Education and Training (VET): Reflections on the Methodology of Assessing the Development of Traits of Self-Regulation.

Klaus Breuer

Papers

International handbook of financial literacy

Improving problem solving and creativity through use of complex-dynamic simulations

Cognitive effects from process learning with computer-based simulations

Problem-oriented simulations to develop and improve higher-order thinking strategies

Effects of Training and Assessment in Vocational Education and Training (VET): Reflections on the Methodology of Assessing the Development of Traits of Self-Regulation.