Order affects the results you get: Different orders of presenting material can lead to qualitatively and quantitatively different learning outcomes. These differences occur in both natural and artificial learning systems. In Order to Learn shows how order effects are crucial in human learning,
instructional design, machine learning, and both symbolic and connectionist cognitive models. Each chapter explains a different aspect of how the order in which material is presented can strongly influence what is learned by humans and theoretical models of learning in a variety of domains. In
addition to data, models are provided that predict and describe order effects and analyze how and when they will occur. The introductory and concluding chapters compile suggestions for improving learning through better sequences of learning materials, including how to take advantage of order effects
that encourage learning and how to avoid order effects that discourage learning. Each chapter also highlights questions that may inspire further research. Taken together, these chapters show how order effects in different areas can and do inform each other. In Order to Learn will be of interest to
researchers and students in cognitive science, education, machine learning.
Order affects the results you get: Different orders of presenting material can lead to qualitatively and quantitatively different learning outcomes. These differences occur in both natural and artificial learning systems. In Order to Learn shows how order effects are crucial in human learning,
instructional design, machine learning, and both symbolic and connectionist cognitive models. Each chapter explains a different aspect of how the order in which material is presented can strongly influence what is learned by humans and theoretical models of learning in a variety of domains. In
addition to data, models are provided that predict and describe order effects and analyze how and when they will occur. The introductory and concluding chapters compile suggestions for improving learning through better sequences of learning materials, including how to take advantage of order effects
that encourage learning and how to avoid order effects that discourage learning. Each chapter also highlights questions that may inspire further research. Taken together, these chapters show how order effects in different areas can and do inform each other. In Order to Learn will be of interest to
researchers and students in cognitive science, education, machine learning.
Preface:
Foreword:
Section 1. Introductory Chapters:
1: Call to order: How and why sequences influence learning
2: Order is the first step to mastery
3: Machine learning: The necessity of order (is order in
order?)
4: Rules of Order: Process models of human learning
5: Order out of chaos: Order in connectionist models
6: Putting things in order: Collecting and analyzing data on
learning
Section 2. Fundamental explanations of order: Example models:
7: An example order for Cognitive skill acquisition
8: An ordered Chaos: Sequences and mental structures
9: Learning in order: Steps of acquiring the concept of the
day/night cycle
10: Timing is in order: Modeling order effects in the learning of
information
11: The effects of order: A model of transfer and critiquing
Section 3. Getting in and out of order: Techniques and examples
from education and instructional design:
12: Getting out of order: Avoiding order effects through
instruction
13: Order or no order: System vs. learner control in sequencing
simulation-based discovery learning
14: Making your own order: Order effects in system- and
user-controlled settings for learning and problem solving
Section 4. Conclusions:
15: All is in order
Epilogue: Let's Educate:
Frank Ritter helped start the College of Information Sciences and
Technology at Penn State, and is affiliated with the psychology,
computer science and engineering departments. He also helped start
the International Conference on Cognitive Modeling and the tutorial
series at the Cognitive Science Conference. He was a Fulbright
Scholar at the Technische Universität Chemnitz in 2005.
Josef Nerb is Professor of Educational Psychology at the University
of Education in Freiburg, Germany, where he also serves as a Vice
Dean for teaching and learning. He earned his Ph.D. at the
University of Freiburg and did a post-doc at the University of
Waterloo, Canada, supported by an Alexander von Humboldt Foundation
fellowship.
Erno Lehtinen is Vice rector and former Dean of the School of
Education at Turku University, where he is a professor of
education. He is a past president of the European Association for
Research on Learning and Instruction (EARLI).
Tim O'Shea is the Principal (President) of the University of
Edinburgh. Previously he was Master of Birkbeck College, and
professor of information technology and education at the Open
University.
"...full of good content and an extensive set of
references."--Ergonomics in Design
"...a detailed book on the role of order in learning. Authors deal
with the main goal of showing the relevance of the sequence of
information, topics, procedures, etc. in learning. The book is very
well organized and it comes from a research program involving five
work groups all interested in learning, and the influence of
'order' on learning... A great effort has been put into guiding the
reader through the contents of the book in a gentle and
effective
manner....I would suggest this book to researchers interested in
the topic of learning and teaching because it develops an original
and uncommon point of view that could be difficult to find in
more
general educational literature; it also provides a valuable
resource to reflect on the role of order in learning and teaching
practice."--Paola Palladino as reviewed in Infant and Child
Development
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