Showing papers on "Active learning published in 1975"

Mnemotechnics in Second Language Learning.

Abstract: For some time I have been involved in efforts to develop computer-controlled systems for instruction. One such effort has been a computer-assistedinstruction (CAI) program for teaching reading in the primary grades (Atkinson, 1974) and another for teaching computer science at the college level (Atkinson, in press). The goal has been to use psychological theory to devise optimal instructional procedures—procedures that make moment-by-moment decisions based on the student's unique response history. To help guide some of the theoretical aspects of this work, research has also been done on the restricted but well-defined problem of optimizing the teaching of a foreign language vocabulary. This is an area in which mathematical models provide an accurate description of learning, and these models can be used in conjunction with the methods of control theory to develop precise algorithms for sequencing instruction among vocabulary items. Some of this work has been published, and those who have read about it know that the optimization schemes are quite effective—far more effective than procedures that permit the learner to make his own instructional decisions (Atkinson, 1972a, 1972b; Atkinson & Paulson, 1972). In conducting these vocabulary learning experiments, I have been struck by the incredible variability in learning rates across subjects. Even Stanford University students, who are a fairly select sample, display impressively large betweensubject differences. These differences may reflect differences in fundamental abilities, but it is easy to demonstrate that they also depend on the strategies that subjects bring to bear on the task. Good learners can introspect with ease about a "bag of tricks" for learning vocabulary items, whereas poor

Meaning in Complex Learning

Abstract: Also, combinat ions of words/concepts t h a t have neve r been exper ienced

The Logic of Learning by Discovery

Abstract: In the 1960's there has been a considerable interest in a discovery method of teaching or learning. However, though research on the subject has not been entirely unilluminating and fruitless, it has, at least, been inconclusive. Part of the difficulty has been that there is little agreement concerning what a discovery method is and what a discovery method is supposed to accomplish. Keislar and Shulman (1966) have noted in the summary of their conference on learning by discovery that

Effects of Prompted and Problem-solving Approaches on Learning and Transfer of Motor Skills

Abstract: Educators and trainers are continually seeking more efficient and beneficial methods of learning. To this end, modern technology has facilitated the development of programmed learning packages, both texts and machines. Content is ordered so that students are led from the simple to the more complex. The material is arranged to minimize or to delete errors during the learning process. Through the use of prompts, cueing, and feedback no part of the learner's experience is left to chance. However, this error-free technique of learning is in direct contrast to a trial-and-error learning, or problem solving approach. In the latter situation, the learner is encouraged to respond more freely to the learning situation. Through random but purposeful behavior, incorrect response patterns gradually decrease as correct response patterns are developed and strengthened. Although these two methods of learning would appear to be diametrically opposed, both methods have been successful in promoting learning. In practice, the two techniques have often been found to be complementary in the learning process.

On Science For Young Children.

Abstract:  Encourage exploration.  Let them decide what to try.  Ask questions before giving answers.  Let them get their hands dirty.  Remember that trial and error is not failure.  Listen to their thoughts and ideas without judging. Many things in life focus on the final product, but in science education it’s the process that’s important especially for young children. Science experiences are helping them learn how to learn, how to solve problems, how to evaluate potential solutions, how to decide what options are better than others and finally how to use what they learn in other parts of their lives.

Simulation: Learning by Doing Revisited.

Abstract: &dquo;We’ll bargain with them, that’ll work&dquo; &dquo;Let’s plan better than a democracy, a no-government&dquo; &dquo;We should all share in that decision&dquo; &dquo;Since we’re isolated, we ...&dquo; &dquo;Call me Queen Alice!&dquo; Those are the sounds of elementary children at play. They are experiencing and learning about life, deeply involved in role-playing, practicing the actions of others. Play has been known to be a valuable tool for education since Dewey (1899) stated’;

Learning Styles Today: Implications for Graduate Library Education.

Abstract: Today's students, with their exposure to a great variety of media, tend to prefer a learning experience characterized by: (1) Considerable variety in learning methods; (2) a choice among alternatives as well as some feedback; and (3) quick-moving, active involvement that requires only a short span of concentration. A library science course in principles of materials selection was designed to fulfill these three learning requirements. The method used was an adaptation of the American Society for Information Science 1975 poster sessions; it consisted of a number of simultaneous informal student presentations using graphs, diagrams, data, pictures, and a small amount of text. The class was divided into teams that took turns making presentations and being active participants. In informal evaluations the participants indicated that there was more active learning taking place in this interactive, informal atmosphere than in traditional lecture textbook courses. An additional advantage was seen in the students' opportunity to use and improve communication skills they would need when working in libraries. (LS) *********************************************************************** * * * Documents acquired by ERIC include many informal unpublished materials not available from other sources. ERIC makes every effort to obtain the best copy available. Nevertheless, items of marginal * * * * reproducibility are often encountered and this affects the quality * * of the microfiche and hardcopy reproductions ERIC makes available * * via the ERIC Document Reproduction Service (EDRS). EDRS is not * * responsible for the quality of the original document. Reproductions * * supplied by EDRS are the best that can be made from the original. * ***********************************************************************

A Learning Technology Curriculum: The First Step

Abstract: The concepts of learning technology are based on several decades of research and demonstration. A formal curriculum to train people to enter this field, however, does not exist. To initiate the development of such a course of study a conference was held at American University on March 11 and 12, 1975. This meeting, sponsored by American University and the Society for Applied Learning Technology, brought together a group of experts in this field with experience in both theoretical concepts and general applications. Topics covered included the following: performance architecture; instructional delivery methods and management; learning systems design; and, the cost and economics of various approaches to learning technology. Most concepts were illustrated with a number of current applications. As a result of the meeting it was recommended that a learning technology curriculum be specified, broadly consisting of the following categories: 1) a section on performance architecture or systems design, 2) a grouping...

Application of Educational Technology in the Development of a Learning Experience for a First Year Engineering Course

Abstract: The details of an introductory course in structural theory are presented. The course was designed on a systems concept, making use of varied techniques and procedures to meet the varying course objectives. The report describes the integration of techniques such as television, programmed instruction, practice classes, private study, textbook and workbook into a learning experience for the student. Part of the report is given over to a description of the development of the television program and describes the attempt to apply learning theory to the development of these programs.

A Learning Hierarchies Approach to Social Studies Instruction.

Abstract: (1975). A Learning Hierarchies Approach to Social Studies Instruction. Journal of Curriculum Studies: Vol. 7, No. 2, pp. 151-159.

Computer Assisted Learning for the Future: Some Practical Considerations for Research, Especially with Children and Adolescents who have Handicaps and or Learning Problems

Abstract: The future for the computer as an instructional tool in the school or home is becoming more and more a feasible and viable method of instruction One group which may benefit even more than others from this form of instruction are the handicapped and students with learning problems If more teachers and professionals are to be involved in research on computer assisted learning, there are quite a few considerations and problems they should be made aware of The opinions and considerations briefed in this paper are based on the author's research over the last six years Presently, this research involves a pilot project using computer‐assisted learning at three schools: a school for the deaf, a school for multiple‐handicapped children and a school for children with learning problems In any form of research involving computer‐assisted learning there are many considerations that have to be taken into account Some of these are basic to any form of good educational research and will be discussed in bri