The document summarizes three studies on the effects of learning with online erroneous examples. The studies examined:
- Whether advanced students gain more from erroneous examples with help for self-explanation.
- If erroneous examples can improve cognitive skills, conceptual understanding, transfer abilities, and error detection/correction.
- Whether adaptive help plays a role.
Across the three studies, results showed that erroneous examples with help led to better metacognitive skills like error detection and conceptual understanding compared to examples without help or normal problem solving. Advanced students and those with help detecting and correcting errors benefited most. However, conceptual topics like "part of a whole" proved more difficult.
Ellie presentation for digital story learningTim Cheng
The document describes a year-long experimental study that examined the impact of digital storytelling (DST) compared to traditional lecture-based instruction on students' academic achievement, critical thinking skills, and learning motivation. 110 high school students participated in the study, with one group receiving DST instruction and the other receiving traditional lectures. Results showed that the DST group performed significantly better on measures of English academic achievement, critical thinking, and learning motivation compared to the traditional lecture group. Specifically, the DST group scored higher on vocabulary, listening, reading, and writing assessments as well as critical thinking skills involving deduction, interpretation and evaluation of arguments. They also reported higher levels of task value and self-efficacy in learning motivation.
Probing the Efficacy of the Algebra Project: A Summary of FindingsEDD SFSU
The document summarizes findings from a study that compared outcomes of students in the Algebra Project program to outcomes of students not in the program. The study used a mixed methods approach including quantitative analysis of test scores and survey responses, as well as qualitative analysis of teacher interviews and student focus groups.
Key findings include: 1) Quantitative analysis found no significant differences between program and non-program students on algebra test scores or affective survey measures, with a few exceptions. 2) Teacher interviews suggested the Algebra Project curriculum required extensive reworking to align with standards. 3) Student focus groups revealed differences in classroom dynamics and student preferences for the different approaches.
The document summarizes research on the effects of virtual labs and cooperative learning in anatomy instruction. The research found that using virtual anatomy software alone led to lower achievement and motivation compared to cadaver labs. However, incorporating cooperative learning activities such as jigsaw mitigated the negative effects of the virtual software. Students who used the virtual software with jigsaw activities performed better on retention tests and had higher motivation and perceptions of task-technology fit than students who used the software individually. The results suggest cooperative learning can improve virtual anatomy instruction.
Pedaling to the Moon, Mars, and Beyond with the NASA Human Powered Rover TeamTahoe Silicon Mountain
Tahoe Silicon Mountain, a network of technology professionals who live and work in the Tahoe-Truckee area, is pleased to welcome The Academy of Arts, Careers & Technology (AACT) Faculty Advisors from the NASA Human Powered Rover Team to present: “Pedaling to the Moon, Mars, and Beyond.”
The faculty advisors will present an overview of the NASA Human Exploration Rover Challenge, which is an engineering contest to design, fabricate, and race a human powered vehicle on a half mile course, over rough terrain that simulates the surface of the Moon, Mars, and beyond. It is part of NASA’s directive to use educational resources to further research and development.
They will highlight the AACT Rover Team, which won 1st place, Best Rookie Team,
Featherweight Award, and the Neil Armstrong Best Design Award. During the
competition, students were required to assemble their rovers, and then race them on the course with the fewest on-course penalties.
They will also discuss how in this public education setting, students from various academies (engineering, communication arts, business and finance) collaborated in this hands-on educational program, designed to meet the challenges of our 21st century science, technology, engineering, and mathematics (STEM) needs.
The meeting will be on Monday, January 12th, 6-8 pm at Pizza on the Hill, in Tahoe Donner at 11509 Northwoods Blvd., Truckee. A $5 fee includes pizza and salad. Before and after the presentation, there will be time for networking with other technology professionals who live and work in the Tahoe-Truckee region.
This month’s event is sponsored by New Leaders and Freeside.
You can find us on LinkedIn and Facebook and at TahoeSiliconMountain.com or sign up for email meeting announcements here: http://bit.ly/14XGofL.
The document summarizes the Arkansas PACE Grant implementation workshop at Ozarka College regarding developmental and technical math course redesign using NCAT principles. It discusses moving from a traditional math sequence to an emporium model with modularization, mastery-based learning, and computer lab utilization. Data shows improved retention rates and more students completing college-level math requirements under the redesigned model compared to the traditional sequence. Next steps discussed include adding a technical math component, transcripting module progress, outcomes assessment tracking attendance, demographics and early alerts.
This document discusses problem-based learning and its implementation in a classroom action research study. It provides background information on problem-based learning and discusses its benefits. The study aimed to enhance learning outcomes and group cooperation through problem-based learning. It was conducted in an 8th grade class over multiple cycles. Data was collected through observation and tests to analyze student achievement and cooperation. The criteria for success was achieving a good rating on observations of student activity and an 85% pass rate with average scores above the minimum requirements.
An Intelligent Microworld as an Alternative Way to Learn Algebraic ThinkingCITE
This document summarizes a research project that designed and tested an online environment called eXpresser to help students learn algebraic thinking and mathematical generalization. The project involved:
1) Developing eXpresser as an interactive microworld for building patterns and expressing rules that govern the patterns.
2) Conducting design experiments with 11-12 year old students to test eXpresser and gather feedback.
3) Interviewing students and finding that eXpresser helped them articulate relationships between quantities in patterns and validate rules through animation.
4) Designing group tasks for students to share and compare patterns/rules, finding most could determine if rules were equivalent.
Multilevel analysis of collaborative activities based on a Mobile Learning Sc...Irene-Angelica Chounta
CollabTech2014 (http://www.collabtech.org/) - This paper describes the analysis of collaborative mobile learning activities. We explore the use of learning analytics for the evaluation of the performance of stu-dents as individuals and the performance of teams. We argue that traditional met-rics used for learning analytics can provide insight with respect to the quality of the activity and the learning outcome. We propose a way to integrate innovative mobile learning scenarios into traditional classrooms and to analyze collaborative learning activities on both the group and the individual level.
Ellie presentation for digital story learningTim Cheng
The document describes a year-long experimental study that examined the impact of digital storytelling (DST) compared to traditional lecture-based instruction on students' academic achievement, critical thinking skills, and learning motivation. 110 high school students participated in the study, with one group receiving DST instruction and the other receiving traditional lectures. Results showed that the DST group performed significantly better on measures of English academic achievement, critical thinking, and learning motivation compared to the traditional lecture group. Specifically, the DST group scored higher on vocabulary, listening, reading, and writing assessments as well as critical thinking skills involving deduction, interpretation and evaluation of arguments. They also reported higher levels of task value and self-efficacy in learning motivation.
Probing the Efficacy of the Algebra Project: A Summary of FindingsEDD SFSU
The document summarizes findings from a study that compared outcomes of students in the Algebra Project program to outcomes of students not in the program. The study used a mixed methods approach including quantitative analysis of test scores and survey responses, as well as qualitative analysis of teacher interviews and student focus groups.
Key findings include: 1) Quantitative analysis found no significant differences between program and non-program students on algebra test scores or affective survey measures, with a few exceptions. 2) Teacher interviews suggested the Algebra Project curriculum required extensive reworking to align with standards. 3) Student focus groups revealed differences in classroom dynamics and student preferences for the different approaches.
The document summarizes research on the effects of virtual labs and cooperative learning in anatomy instruction. The research found that using virtual anatomy software alone led to lower achievement and motivation compared to cadaver labs. However, incorporating cooperative learning activities such as jigsaw mitigated the negative effects of the virtual software. Students who used the virtual software with jigsaw activities performed better on retention tests and had higher motivation and perceptions of task-technology fit than students who used the software individually. The results suggest cooperative learning can improve virtual anatomy instruction.
Pedaling to the Moon, Mars, and Beyond with the NASA Human Powered Rover TeamTahoe Silicon Mountain
Tahoe Silicon Mountain, a network of technology professionals who live and work in the Tahoe-Truckee area, is pleased to welcome The Academy of Arts, Careers & Technology (AACT) Faculty Advisors from the NASA Human Powered Rover Team to present: “Pedaling to the Moon, Mars, and Beyond.”
The faculty advisors will present an overview of the NASA Human Exploration Rover Challenge, which is an engineering contest to design, fabricate, and race a human powered vehicle on a half mile course, over rough terrain that simulates the surface of the Moon, Mars, and beyond. It is part of NASA’s directive to use educational resources to further research and development.
They will highlight the AACT Rover Team, which won 1st place, Best Rookie Team,
Featherweight Award, and the Neil Armstrong Best Design Award. During the
competition, students were required to assemble their rovers, and then race them on the course with the fewest on-course penalties.
They will also discuss how in this public education setting, students from various academies (engineering, communication arts, business and finance) collaborated in this hands-on educational program, designed to meet the challenges of our 21st century science, technology, engineering, and mathematics (STEM) needs.
The meeting will be on Monday, January 12th, 6-8 pm at Pizza on the Hill, in Tahoe Donner at 11509 Northwoods Blvd., Truckee. A $5 fee includes pizza and salad. Before and after the presentation, there will be time for networking with other technology professionals who live and work in the Tahoe-Truckee region.
This month’s event is sponsored by New Leaders and Freeside.
You can find us on LinkedIn and Facebook and at TahoeSiliconMountain.com or sign up for email meeting announcements here: http://bit.ly/14XGofL.
The document summarizes the Arkansas PACE Grant implementation workshop at Ozarka College regarding developmental and technical math course redesign using NCAT principles. It discusses moving from a traditional math sequence to an emporium model with modularization, mastery-based learning, and computer lab utilization. Data shows improved retention rates and more students completing college-level math requirements under the redesigned model compared to the traditional sequence. Next steps discussed include adding a technical math component, transcripting module progress, outcomes assessment tracking attendance, demographics and early alerts.
This document discusses problem-based learning and its implementation in a classroom action research study. It provides background information on problem-based learning and discusses its benefits. The study aimed to enhance learning outcomes and group cooperation through problem-based learning. It was conducted in an 8th grade class over multiple cycles. Data was collected through observation and tests to analyze student achievement and cooperation. The criteria for success was achieving a good rating on observations of student activity and an 85% pass rate with average scores above the minimum requirements.
An Intelligent Microworld as an Alternative Way to Learn Algebraic ThinkingCITE
This document summarizes a research project that designed and tested an online environment called eXpresser to help students learn algebraic thinking and mathematical generalization. The project involved:
1) Developing eXpresser as an interactive microworld for building patterns and expressing rules that govern the patterns.
2) Conducting design experiments with 11-12 year old students to test eXpresser and gather feedback.
3) Interviewing students and finding that eXpresser helped them articulate relationships between quantities in patterns and validate rules through animation.
4) Designing group tasks for students to share and compare patterns/rules, finding most could determine if rules were equivalent.
Multilevel analysis of collaborative activities based on a Mobile Learning Sc...Irene-Angelica Chounta
CollabTech2014 (http://www.collabtech.org/) - This paper describes the analysis of collaborative mobile learning activities. We explore the use of learning analytics for the evaluation of the performance of stu-dents as individuals and the performance of teams. We argue that traditional met-rics used for learning analytics can provide insight with respect to the quality of the activity and the learning outcome. We propose a way to integrate innovative mobile learning scenarios into traditional classrooms and to analyze collaborative learning activities on both the group and the individual level.
E-Learn 2004 - Learning Styles and Web-Based Design for Secondary StudentsMichael Barbour
Barbour, M. K., & Cooze, M. (2004, November). Learning styles and web-based design for secondary students. Paper presented at the annual World Conference on E-Learning in Corporate, Government, Healthcare and Higher Education, Washington, DC.
Smarter Social Protection?
presented by Marta Favara, Catherine Porter, Tassew Woldehanna
CSAE Conference Presentation, University of Oxford
March 21, 2016
SETC 2004 - Learning Styles and Student Performance in an E-Learning EnvironmentMichael Barbour
This document summarizes research on the relationship between learning styles, intelligence types, and student performance in an e-learning environment. 31 students completed a learning styles inventory and their marks were analyzed. Students with assimilative learning styles and convergent learning styles tended to perform better. Visual learners outperformed auditory and tactile learners. Considerations for instructors include providing more feedback and interaction opportunities. Developers should include more audio elements in e-learning designs.
14th European Workshop on Efficiency and Productivity Analysis (EWEPA)SPINTAN
The document analyzes the efficiency of education spending across countries. It finds that teacher quality is consistently associated with lower school inefficiency, while centralization of decision-making shows mixed results. Specifically, centralization of personnel management is linked to higher inefficiency, but centralization of planning and structures is tied to lower inefficiency. The study uses non-parametric and truncated regression analyses of education inputs, outputs, and decision-making levels across 23 countries from 2002-2010.
EFFECTIVENESS OF INTEGRATING RIDDLES IN TEACHING MATHEMATICS AMONG VIII STAND...Thiyagu K
Mathematics is considered as dry subject and students do not find anything interesting in it. This impression about Mathematics can be reversed with the help of recreational activities in Mathematics. The present study tries to find out the effectiveness of integrating riddles in teaching mathematics among eighth standard students. Two equivalent group experimental-designs are employed for this study. The investigator has chosen 40 eighth standard students for the study. According to the scoring of pre-test, 20 students were chosen as control group and 20 students were chosen as experimental group. Finally the investigator concludes; (a) There is a significant difference between the means of students thought through conventional method and puzzles and riddles way of learning group. (b) There is a significant difference between the means of the Post-Test scores of control group and experimental group students with respect to the knowledge, understanding and application objectives.
The document summarizes a meta-analysis that compared simulation-based instruction to non-simulation instruction and simulation alone to simulation with modifications. For the first comparison, simulation was found to significantly outperform non-simulation, with younger students benefiting more. For the second comparison, simulation with modifications significantly outperformed simulation alone, with no differences found by grade level or study design. The analysis rejected the null hypothesis that there is no difference between the instructional methods in both comparisons.
Matthew 28:17
And when they saw him, they worshipped him: but some doubted.
Matthew 28:18
And Jesus came and spake unto them, saying, All power is given unto me in heaven and in earth.
Matthew 28:19
Go ye therefore, and teach all nations, baptizing them in the name of the Father, and of the Son, and of the Holy Ghost: {teach...: or, make disciples, or, Christians of all nations}
Matthew 28:20
Teaching them to observe all things whatsoever I have commanded you: and, lo, I am with you alway, even unto the end of the world. Amen (KJV)
How do we become champions in God’s pattern the secret 5-smooth stones revealedHis-Love Outreach Ministry
Jeremiah 6:16
Thus says the LORD: "Stand in the ways and see, And ask for the old paths, where the good way is, And walk in it; Then you will find rest for your souls. But they said, ’We will not walk in it.’
The document discusses the concept of the triple bottom line and sustainability. It begins by explaining that the triple bottom line, coined in 1994, refers to measuring a company's performance based on three pillars: profit, people, and planet. This aims to evaluate both the financial and environmental/social impacts of a business. It then provides more details on what sustainability means, the importance of considering environmental and social impacts for long term business success, and how the triple bottom line framework involves taking responsibility for stakeholders beyond just shareholders.
Este documento explica el método de Cramer para resolver sistemas de ecuaciones lineales. Se presentan cuatro ejemplos donde se forma una matriz con los coeficientes de las ecuaciones y se calculan los determinantes de la matriz y de las matrices modificadas reemplazando columnas. La división de los determinantes da los valores de las incógnitas. Los dos últimos ejemplos no tienen solución única porque sus determinantes son cero.
Este documento explica el método de Cramer para resolver sistemas de ecuaciones lineales. Presenta cuatro ejemplos de sistemas de 3 ecuaciones con 3 incógnitas. Para cada sistema, se forma una matriz y se calculan los determinantes de la matriz original y de las matrices modificadas reemplazando cada columna. Estos determinantes permiten calcular los valores de las incógnitas. Los dos primeros sistemas tienen solución única mientras que los otros dos no la tienen porque sus determinantes son cero.
The document is from His-Love Outreach Ministry International in Lagos, Nigeria. It contains several bible verses and passages about God's relationship with believers. The document discusses that God knows each individual by name, loves everyone, and will always fulfill his promises. It also mentions that God protects and provides for believers, controls both heaven and earth, and that Jesus Christ will return again someday. The document aims to encourage believers and share messages of faith.
eQNova Digital Media services helps companies build great brands by creating engaging experiences for consumers wherever they live in the digital world. Our marketing and design capabilities, rooted in digital, combine consumer insight, technology and creativity. We create Consumer experiences that are as dynamic, elegant, and interesting as the people using them. We help brands connect with people. We understand just what makes the digital sphere so different. So no matter which direction this revolution heads, your business will be ready for next wave.
The document summarizes three studies on the effects of learning from online erroneous examples. The studies examined whether presenting erroneous examples with or without help improved 6th-10th grade students' cognitive skills, metacognitive skills, conceptual understanding, and transfer abilities regarding fractions.
The first study found that students who received erroneous examples with help performed better on metacognitive measures like error detection and correction compared to students in the control group. The second study also found benefits of erroneous examples with help for metacognitive skills and lower cognitive load. The third and largest study replicated these findings and showed additional benefits of erroneous examples with help for cognitive skills, conceptual understanding, and transfer.
Matthew 28:17
And when they saw him, they worshipped him: but some doubted.
Matthew 28:18
And Jesus came and spake unto them, saying, All power is given unto me in heaven and in earth.
Matthew 28:19
Go ye therefore, and teach all nations, baptizing them in the name of the Father, and of the Son, and of the Holy Ghost: {teach...: or, make disciples, or, Christians of all nations}
Matthew 28:20
Teaching them to observe all things whatsoever I have commanded you: and, lo, I am with you alway, even unto the end of the world. Amen. (KJV)
"The harvest is past, The summer is ended, And we are not saved!" For the hurt of the daughter of my people I am hurt. I am mourning; Astonishment has taken hold of me. Is there no balm in Gilead, Is there no physician there? Why then is there no recovery For the health of the daughter of my people? (Jeremiah 8:20-22 NKJV)
The document outlines five steps to build godly champions: 1) have a justified cause by following Jesus Christ, 2) receive supernatural endowment, 3) accept expert counsel from Jesus, 4) receive supernatural supply, and 5) follow Christ daily by denying yourself and taking up your cross. It encourages the reader to follow Jesus Christ by believing in him, attending church regularly, and studying the Bible.
There are many unanswered questions about faith in Christ, even to those that confessed christianity. This is the essence the Holy spirit inspired this message, so your doubt could be cleared away by my strong faith in Christ Jesus.
eQNova provides digital media and marketing services including strategic planning, communication design, advertising, branding, search engine optimization, and social influence marketing. They have expertise in web technologies and developing digital experiences using frameworks like Drupal, Django, and WordPress. They work with clients across industries to help brands engage customers online and measure the impact on business goals.
BIM (Building Information Modeling) is a digital representation of physical and functional characteristics of a facility that serves as a shared knowledge resource for information about a facility. BIM allows for relationships between facility information to be created and is focused on saving resources throughout the facility lifecycle. BIM works by accurately modeling steel members, connections, 3D positioning, and simulations to identify collisions and illustrate the design. It influences the design process from early stages and reduces costs of changes throughout the lifecycle. BIM benefits various stakeholders involved in a facility including owners, designers, engineers, contractors, and facility managers.
And when they saw him, they worshipped him: but some doubted. And Jesus came and spake unto them, saying, All power is given unto me in heaven and in earth. Go ye therefore, and teach all nations, baptizing them in the name of the Father, and of the Son, and of the Holy Ghost: {teach...: or, make disciples, or, Christians of all nations} Teaching them to observe all things whatsoever I have commanded you: and, lo, I am with you alway, even unto the end of the world. Amen. (Matthew 28:17-20 KJV)
The document summarizes three studies on the effects of learning with online erroneous examples. The studies examined:
- Whether advanced students gain more from erroneous examples with help for self-explanation.
- If erroneous examples can improve cognitive skills, conceptual understanding, transfer abilities, and error detection/correction.
- Whether adaptive help plays a role.
Across the three studies, results showed that erroneous examples with help led to better metacognitive skills like error detection and conceptual understanding compared to examples without help or normal problem solving. Advanced students and those with help detecting and correcting errors benefited most. However, conceptual topics like "part of a whole" proved more difficult.
E-Learn 2004 - Learning Styles and Web-Based Design for Secondary StudentsMichael Barbour
Barbour, M. K., & Cooze, M. (2004, November). Learning styles and web-based design for secondary students. Paper presented at the annual World Conference on E-Learning in Corporate, Government, Healthcare and Higher Education, Washington, DC.
Smarter Social Protection?
presented by Marta Favara, Catherine Porter, Tassew Woldehanna
CSAE Conference Presentation, University of Oxford
March 21, 2016
SETC 2004 - Learning Styles and Student Performance in an E-Learning EnvironmentMichael Barbour
This document summarizes research on the relationship between learning styles, intelligence types, and student performance in an e-learning environment. 31 students completed a learning styles inventory and their marks were analyzed. Students with assimilative learning styles and convergent learning styles tended to perform better. Visual learners outperformed auditory and tactile learners. Considerations for instructors include providing more feedback and interaction opportunities. Developers should include more audio elements in e-learning designs.
14th European Workshop on Efficiency and Productivity Analysis (EWEPA)SPINTAN
The document analyzes the efficiency of education spending across countries. It finds that teacher quality is consistently associated with lower school inefficiency, while centralization of decision-making shows mixed results. Specifically, centralization of personnel management is linked to higher inefficiency, but centralization of planning and structures is tied to lower inefficiency. The study uses non-parametric and truncated regression analyses of education inputs, outputs, and decision-making levels across 23 countries from 2002-2010.
EFFECTIVENESS OF INTEGRATING RIDDLES IN TEACHING MATHEMATICS AMONG VIII STAND...Thiyagu K
Mathematics is considered as dry subject and students do not find anything interesting in it. This impression about Mathematics can be reversed with the help of recreational activities in Mathematics. The present study tries to find out the effectiveness of integrating riddles in teaching mathematics among eighth standard students. Two equivalent group experimental-designs are employed for this study. The investigator has chosen 40 eighth standard students for the study. According to the scoring of pre-test, 20 students were chosen as control group and 20 students were chosen as experimental group. Finally the investigator concludes; (a) There is a significant difference between the means of students thought through conventional method and puzzles and riddles way of learning group. (b) There is a significant difference between the means of the Post-Test scores of control group and experimental group students with respect to the knowledge, understanding and application objectives.
The document summarizes a meta-analysis that compared simulation-based instruction to non-simulation instruction and simulation alone to simulation with modifications. For the first comparison, simulation was found to significantly outperform non-simulation, with younger students benefiting more. For the second comparison, simulation with modifications significantly outperformed simulation alone, with no differences found by grade level or study design. The analysis rejected the null hypothesis that there is no difference between the instructional methods in both comparisons.
Matthew 28:17
And when they saw him, they worshipped him: but some doubted.
Matthew 28:18
And Jesus came and spake unto them, saying, All power is given unto me in heaven and in earth.
Matthew 28:19
Go ye therefore, and teach all nations, baptizing them in the name of the Father, and of the Son, and of the Holy Ghost: {teach...: or, make disciples, or, Christians of all nations}
Matthew 28:20
Teaching them to observe all things whatsoever I have commanded you: and, lo, I am with you alway, even unto the end of the world. Amen (KJV)
How do we become champions in God’s pattern the secret 5-smooth stones revealedHis-Love Outreach Ministry
Jeremiah 6:16
Thus says the LORD: "Stand in the ways and see, And ask for the old paths, where the good way is, And walk in it; Then you will find rest for your souls. But they said, ’We will not walk in it.’
The document discusses the concept of the triple bottom line and sustainability. It begins by explaining that the triple bottom line, coined in 1994, refers to measuring a company's performance based on three pillars: profit, people, and planet. This aims to evaluate both the financial and environmental/social impacts of a business. It then provides more details on what sustainability means, the importance of considering environmental and social impacts for long term business success, and how the triple bottom line framework involves taking responsibility for stakeholders beyond just shareholders.
Este documento explica el método de Cramer para resolver sistemas de ecuaciones lineales. Se presentan cuatro ejemplos donde se forma una matriz con los coeficientes de las ecuaciones y se calculan los determinantes de la matriz y de las matrices modificadas reemplazando columnas. La división de los determinantes da los valores de las incógnitas. Los dos últimos ejemplos no tienen solución única porque sus determinantes son cero.
Este documento explica el método de Cramer para resolver sistemas de ecuaciones lineales. Presenta cuatro ejemplos de sistemas de 3 ecuaciones con 3 incógnitas. Para cada sistema, se forma una matriz y se calculan los determinantes de la matriz original y de las matrices modificadas reemplazando cada columna. Estos determinantes permiten calcular los valores de las incógnitas. Los dos primeros sistemas tienen solución única mientras que los otros dos no la tienen porque sus determinantes son cero.
The document is from His-Love Outreach Ministry International in Lagos, Nigeria. It contains several bible verses and passages about God's relationship with believers. The document discusses that God knows each individual by name, loves everyone, and will always fulfill his promises. It also mentions that God protects and provides for believers, controls both heaven and earth, and that Jesus Christ will return again someday. The document aims to encourage believers and share messages of faith.
eQNova Digital Media services helps companies build great brands by creating engaging experiences for consumers wherever they live in the digital world. Our marketing and design capabilities, rooted in digital, combine consumer insight, technology and creativity. We create Consumer experiences that are as dynamic, elegant, and interesting as the people using them. We help brands connect with people. We understand just what makes the digital sphere so different. So no matter which direction this revolution heads, your business will be ready for next wave.
The document summarizes three studies on the effects of learning from online erroneous examples. The studies examined whether presenting erroneous examples with or without help improved 6th-10th grade students' cognitive skills, metacognitive skills, conceptual understanding, and transfer abilities regarding fractions.
The first study found that students who received erroneous examples with help performed better on metacognitive measures like error detection and correction compared to students in the control group. The second study also found benefits of erroneous examples with help for metacognitive skills and lower cognitive load. The third and largest study replicated these findings and showed additional benefits of erroneous examples with help for cognitive skills, conceptual understanding, and transfer.
Matthew 28:17
And when they saw him, they worshipped him: but some doubted.
Matthew 28:18
And Jesus came and spake unto them, saying, All power is given unto me in heaven and in earth.
Matthew 28:19
Go ye therefore, and teach all nations, baptizing them in the name of the Father, and of the Son, and of the Holy Ghost: {teach...: or, make disciples, or, Christians of all nations}
Matthew 28:20
Teaching them to observe all things whatsoever I have commanded you: and, lo, I am with you alway, even unto the end of the world. Amen. (KJV)
"The harvest is past, The summer is ended, And we are not saved!" For the hurt of the daughter of my people I am hurt. I am mourning; Astonishment has taken hold of me. Is there no balm in Gilead, Is there no physician there? Why then is there no recovery For the health of the daughter of my people? (Jeremiah 8:20-22 NKJV)
The document outlines five steps to build godly champions: 1) have a justified cause by following Jesus Christ, 2) receive supernatural endowment, 3) accept expert counsel from Jesus, 4) receive supernatural supply, and 5) follow Christ daily by denying yourself and taking up your cross. It encourages the reader to follow Jesus Christ by believing in him, attending church regularly, and studying the Bible.
There are many unanswered questions about faith in Christ, even to those that confessed christianity. This is the essence the Holy spirit inspired this message, so your doubt could be cleared away by my strong faith in Christ Jesus.
eQNova provides digital media and marketing services including strategic planning, communication design, advertising, branding, search engine optimization, and social influence marketing. They have expertise in web technologies and developing digital experiences using frameworks like Drupal, Django, and WordPress. They work with clients across industries to help brands engage customers online and measure the impact on business goals.
BIM (Building Information Modeling) is a digital representation of physical and functional characteristics of a facility that serves as a shared knowledge resource for information about a facility. BIM allows for relationships between facility information to be created and is focused on saving resources throughout the facility lifecycle. BIM works by accurately modeling steel members, connections, 3D positioning, and simulations to identify collisions and illustrate the design. It influences the design process from early stages and reduces costs of changes throughout the lifecycle. BIM benefits various stakeholders involved in a facility including owners, designers, engineers, contractors, and facility managers.
And when they saw him, they worshipped him: but some doubted. And Jesus came and spake unto them, saying, All power is given unto me in heaven and in earth. Go ye therefore, and teach all nations, baptizing them in the name of the Father, and of the Son, and of the Holy Ghost: {teach...: or, make disciples, or, Christians of all nations} Teaching them to observe all things whatsoever I have commanded you: and, lo, I am with you alway, even unto the end of the world. Amen. (Matthew 28:17-20 KJV)
The document summarizes three studies on the effects of learning with online erroneous examples. The studies examined:
- Whether advanced students gain more from erroneous examples with help for self-explanation.
- If erroneous examples can improve cognitive skills, conceptual understanding, transfer abilities, and error detection/correction.
- Whether adaptive help plays a role.
Across the three studies, results showed that erroneous examples with help led to better metacognitive skills like error detection and conceptual understanding compared to examples without help or normal problem solving. Advanced students and those with help detecting and correcting errors benefited most. However, conceptual topics like "part of a whole" proved more difficult.
Using worked example to teach the role of focal question: building conceptual...Paulo Correia
The document discusses using a worked example (WE) to teach graduate students about the role of focus questions in concept mapping. An experimental group studied a process-oriented WE on focus questions, while a control group did not. Both groups then completed near and far transfer tests on concept mapping. Results found no effect of the WE on the near transfer tests, but it somewhat hindered performance on the far transfer test of declaring a focus question. The WE format may have imposed too much extraneous cognitive load, leaving little working memory capacity to actually learn about focus questions. Changes to the WE format are being considered for future studies.
Effects of Advance Organizers on Learning and Retention from a Fully Web-base...Baiyun Ch
The purpose of this study is to investigate the short-term and long-term effects of two kinds of advance organizers (AOs), a visual concept map and a text outline. The AOs were administered in a fully Web-based course in health care ethics. The outcome measures are students’ knowledge acquisition and application in two posttests.
This study was conducted through a post-test only control group design with a random assignment. The population of the study involved 166 college students who participated in this online class in their junior or senior year. The voluntary research participants were randomly assigned into the two treatment groups and one control group.
The treatment of AO was administered as an integral part of a one-week-long online module on the topic of patient-physician relationships. Students of the two treatment groups were presented with one of the two AOs, while the control group was instructed to proceed to textbook reading without an AO. Then, students were tested on the subject matter with two parallel posttests. Both posttests were composed of a multiple-choice question quiz and a set of scenario-based essay questions. The students took posttest I at the end of the instructional week, and posttest II four weeks after. A survey and interviews were also conducted to supplement the quantitative results with contextual information.
The findings do not demonstrate a statistically significant AO effect among the treatment groups and the control group. However, in agreement with the previous research, this study shows a positive but inconclusive benefit of using AOs for students’ short-term knowledge acquisition. The students using a concept map consistently obtained higher learning achievements than individuals using a text outline. More importantly, this study reiterated the proposition that students of lower-learning abilities benefit more from using an AO for online learning than those of higher-learning abilities.
The current study extends our knowledge on the use of AOs in fully Web-based educational environments. The results indicated that although AOs more often than not have small facilitative effects for learners, they are not equally effective for all learners in all learning situations. The incorporation of the instructional strategies, such as AOs, in Web-based courses and programs might benefit online learners, especially those students of lower verbal and analytical abilities, or of lower prior knowledge of the material-to-be-learned.
“TSEWG” Model for Teaching Students How to Solve Exercises with GeoGebra Soft...theijes
The paper introduces the TSEWG model which can be used to guide students how to solve mathematics exercises in the classroom with the help of the dynamic software GeoGebra. From field test of the model, we found that two remarkable utilities of TSEWG were: (1) to help students predict the answer of an exercise; (2) to help students discover strategies for solving the exercise. Therefore, teaching mathematics with TSEWG can improve the quality of mathematics education in secondary schools.
This document summarizes a study investigating factors associated with success in technological problem solving among secondary school students. The study defined technological problem solving, developed a conceptual framework, and designed a study involving a well-defined problem task. Data was collected through observation, photographs, and audio recordings of student groups. Analysis identified the most and least successful groups. Overall, more successful groups engaged more in task discussion, demonstrated knowledge verbally and through solutions, spent longer planning conceptually, utilized more positive management, and engaged in more analytical reflection. They also exhibited less tension and were more affected by the competitive task environment.
The document discusses research on using GPS-based educational trails and geocaching to improve student learning compared to traditional classroom lessons. It presents the objectives, methodology, and results of case studies conducted on trails in Nördlinger Ries and Rhine-meadows. The studies found that students who participated in the GPS-based trails had better learning outcomes than the control groups who received traditional lessons, particularly on subject-specific content. Gender differences in learning were also analyzed. The document concludes that GPS-based outdoor learning is more effective than indoor classes alone.
Don't walk: Rasch to join the questionnaire trend!Matthew Apple
This document discusses the development and analysis of a questionnaire on demotivation in English language learning among Japanese high school students. It provides details on:
1. The study designed a 40-item questionnaire asking students about factors that diminished their motivation to study English in high school.
2. The data from 1,266 students was analyzed using confirmatory factor analysis and Rasch analysis to validate the constructs measured.
3. Previous research identified common demotivating factors including teachers, class environment, experiences of failure, class materials, and lack of interest. The current study aimed to validate these constructs.
Increase Spatial Learning in Formal and Informal SettingsEduSkills OECD
The CERI OECD/National Science Foundation International Conference took place in Paris, at the OECD Headquarters on 23-24 January 2012. Here the presentation of Session 2, Formal Learning, Item 1.
Multimedia, Simulations, and Learning TransferAndy Saltarelli
The document discusses a study that examined the effects of using multimedia and virtual simulations (Anatomy and Physiology Revealed 2.0 or APR 2.0) versus cadaver dissection alone on learning transfer in an undergraduate anatomy course. 233 students were randomly assigned to either use APR 2.0 or dissect cadavers alone during a two-week unit, and their identification and explanatory transfer was assessed. Results showed students who dissected cadavers alone performed better on both types of transfer questions than those who used APR 2.0. The study suggests hands-on interaction may better support learning transfer than virtual simulations alone.
Using PowerPoint as a game design tool in science education. sikojp
This document discusses using PowerPoint games as an educational tool for science learning. It describes how students can create self-contained PowerPoint games to review course content. Prior research on using games had mixed results, with some studies finding no significant differences in student performance compared to traditional reviews. The document outlines a study that found students who reviewed with a homemade PowerPoint game performed better on a chemistry test than those using a worksheet. It also discusses implications and areas for further research.
This document provides an introduction to research methods. It discusses why understanding research methods is important for interdisciplinary researchers and outlines different types of research such as quantitative, qualitative, and mixed methods. It also discusses how to experimentally measure learning, including within and between subjects designs. The document provides examples of how to design studies to obtain desired results and addresses important statistical concepts like independent and dependent variables. It raises considerations for survey design and cautions about assumptions of parametric statistics.
ProblemA statistics professor wished to determine whether stud.docxwkyra78
Problem
A statistics professor wished to determine whether students devote equal amounts of preparation time to in-class and take-home final examinations (each student can have only one final exam). A study?was conducted, using 14 member random samples. When preparing for an in-class final examination, the participants devoted an average of 17.2 hours with a standard deviation of 4.3 hours. For the take-home final examination, the mean was 21.8 hours with a standard deviation of 3.6 hours.
Question
Is the hypothesis one-tailed or two-tailed (what type of hypothesis)?
A.
one-tailed hypothesis
B.
two-tailed hypothesis
C.
null hypothesis
D.
directional hypothesis
E.
Both B and C are correct
In order to test for differences in the effects of five diet programs, the researcher recruited 60 people who wished to reduce their weight. They were randomly assigned to five groups. Each group met on a regular basis and each group was taught different techniques for weight loss. The dependent variable was the weight loss for the individual participant. The question was Is there a significant difference in the effects due to the different techniques??
A.
t test for dependent samples
B.
one-sample t test
C.
t test for independent samples
D.
one-way ANOVA
E.
Pearson?s correlation coefficient
F.
coefficient of determination (COD)
Problem
A university professor proposes to implement an experimental course that she believes may help statistics comprehension in graduate students. To evaluate the ?effectiveness? of the course (the professor is not sure whether the course will help or hurt student comprehension), the professor administers a pretest to the experimental group prior to the course. After the course is finished, the professor administers the same exam again (i.e., a posttest). Scores on the tests are graded and reported as follows:
Problem 1 Data Set
Pretest Scores
Posttest Scores
100
99
65
87
74
80
97
99
95
88
75
75
91
104
107
81
66
77
101
87
94
75
88
70
Question
What is the most appropriate statistic to use to solve this problem?
A.
t test for dependent samples
B.
one-sample t test
C.
t test for independent samples
D.
one-way ANOVA
E.
Pearson?s correlation coefficient
F.
correlation of determination (COD)
A statistics professor wishes to determine whether students devote equal amounts of preparation time to in-class and take-home final examinations (each student can have only one final exam). A study is conducted, using 14 member random samples. When preparing for an in-class final examination, the participants devoted an average of 17.2 hours, with a standard deviation of 4.3 hours. For the take-home final examination, the mean was 21.8 hours, with a standard deviation of 3.6 hours.
Question
What is the most appropriate statistic to answer the question?
A.
t test for dependent samples
B.
one-sample t test
C.
t test for independent samples
D.
one-way ANOVA
E.
Pearson?s correlation coefficient
F.
coefficient of determ ...
Math Resources! Problems, tasks, strategies, and pedagogy. An hour of my 90-min session on math task design at Cal Poly Pomona for a group of teachers (mainly elementary school).
The document summarizes research on the effects of a digital intervention on the development of algebraic expertise in students. The intervention involved students using a digital module for 6 hours over 6 parts. Testing of 324 students across 9 schools found that post-test scores were significantly higher than pre-test scores, indicating the module was effective. Additional factors that predicted higher post-test scores included previous knowledge, time spent in self-testing and summative assessment modes, and general attitude towards mathematics. The digital module included features like formative feedback, worked examples, and "crisis tasks" to challenge students' problem-solving strategies.
UMUC Biology 102103Lab 7 Ecology of OrganismsINSTRUCTIONS · T.docxmarilucorr
UMUC Biology 102/103Lab 7: Ecology of OrganismsINSTRUCTIONS: · To conduct your laboratory exercises, use the links to the instructions for each lab, found in the “Course Content” section of the classroom.
· On your own and without assistance, complete this Lab 7 Answer Form electronically and submit it via the Assignments Folder by the date listed on your Course Schedule (under Syllabus).
· Type your answers into the shaded boxes provided after the questions. The boxes will expand as you type.
· When necessary, insert graphs prepared in Excel, or image files (scans, photos, etc.) into the clear boxes provided.
· Save your Lab 7 Answer Form in the following format: LastName – Bio 102 Lab – Lab 7 Answer Form (e.g., Largen – Bio 102 Lab – Lab 7 Answer Form).· You should submit your document in a Word (.doc or .docx) or Rich Text Format (.rtf) for best compatibility.
· Please note that this answer form also serves as a grading rubric. The grading information for each question is provided in red text in parentheses following each question/graph/table, etc. Skipping a requested question, part of a question, table, graph, etc., will result in the designated amount of percentage points being deducted from the grade for this lab answer form.
-continued-
Experiment 1: Effects of pH on Radish Seed Germination
Table 1: pH and % Radish Seed Germination (NOTE: First row will contain only pH information, rows 1-7 will contain the total number of seeds germinated as of that day)
(each cell is worth 2 point, for a total of 48 points)
Stage/Day Observations (initial pH, then # seeds germinated)
Acetic Acid
Sodium Bicarbonate
Water
Initial pH
Day 1
Day 2
Day 3
Day 4
Day 5
Day 6
Day 7
Take a picture of your results. Include a note with your name and date on an index card in the picture. Insert picture here (3 points):
-continued-
Questions
1. Prepare a graph. Construct a line graph based on the data from Table 1 in the space below. Place the day on the x axis, and the number of seeds germinated on the y axis. Be sure to include three lines (4 points each), a title (2 points), a label and units on the x and y axes (8 points), and provide a legend (2 points) describing which line corresponds to each plate (e.g., blue = acetic acid, green = sodium bicarbonate, etc…). You can prepare your graph in MS Excel and insert the image in the space below or you can prepare your graph by hand and scan it or photograph it and insert the image below. (worth 24 points)
2. Was there any noticeable effect on the germination rate of the radish seeds as a result of the pH? Compare and contrast the growth rate for the control with the alkaline and acidic solutions. (1st part of question worth 2 points, 2nd part of question worth 4 points, for a total of 6 points)
3. According to your results would you say that the radish has a broad pH tolerance? Why or why not? Use your data to support your answer. (1st part of question worth 2 points, 2nd ...
This document discusses learning analytics dashboards and how to design them effectively. It provides examples of existing learning analytics dashboards such as SNAPP, GISMO, and the Student Activity Meter. Common issues with dashboards are outlined, such as having too many screens, inadequate data context, and poor visualizations. The document recommends designing dashboards by reducing non-data elements, enhancing data visualization, and organizing information to support its intended meaning and use.
The document outlines the agenda and objectives for year 2 of a collaborative project between a school board and university aimed at enhancing math teaching and learning through technology. The agenda includes sharing lessons on problem solving strategies, formative assessment, and planning school visits. The objectives are to further develop communities of practice around math education and digital tools, test solutions to identified problems in student learning, and strengthen the partnership. Key activities involve video-based lesson studies, reflective practice, and continuing the professional learning network.
This document provides an overview of an ACT preparation course. It begins with an introduction and table of contents. It then covers what the ACT is, the different sections of the ACT, how the ACT is scored, and what will be covered in this preparation course. The course aims to improve scores through full-length practice tests, PowerPoint slides on content and strategies, and targeted exercises. Students are advised to take thorough notes, complete all assignments, and practice frequently in order to maximize their preparation.
1. Learning from Online Erroneous
Examples
Dimitra Tsovaltzi, Erica Melis, Bruce McLaren,
Ann-Kristin Meyer, Michael Dietrich, Goerge Goguadze
DFKI- University of Saarland - Germany
Dimitra.Tsovaltzi@dfki.de
2. Summary
• Research background
• Research questions
• Studies
• Summary of Results
• Discussion of results
• Conclusion
3. Research Background
• Erroneous Examples (EE): worked out
solutions with errors
• Novel learning opportunities, reflection,
inquiry (Borasi ’95, Müller ’03, Oser&Hascher ’97)
• Benefit of self-explaining correct and
incorrect solutions (Siegler ’02, Siegler&Chen ’08)
• Evidence for erroneous examples with
feedback (Kopp et al ’08)
4. Research Background
BUT
• May be more beneficial to students with
favourable prior knowledge (Grosse&Renkl ’07)
• „why“ self-explanations indispensible (Siegler ’02,
Grosse&Renkl ’08), but
to the detriment of principle-
based explanations (Grosse&Renkl ’08)
Help for self-explanation of errors and principle-based
explanations
Adaptation to counterbalance prior knowledge differences
5. Summary
• Research background
• Research questions
• Studies
• Summary of Results
• Discussion of results
• Conclusion
6. Research Questions
Online Learning of Fractions with Erroneous Examples and Self-
explanation
When?
• Do advanced students, gain more from online erroneous
examples?
How?
• Can online EE improve:
cognitive skills?
conceptual understanding?
transfer abilities improve?
• Can online EE improve error detection and error correction?
• Does adaptive help play a role?
7. Research Questions
• Hypothesis 1: Presenting erroneous examples with help to
students will lead to deeper, more conceptual learning and
better error-detection (i.e., metacogntive) skills, which will
help improve their cognitive skills and will promote transfer.
control group (problem solving) vs. erroneous examples
and erroneous examples with help
• Hypothesis 2: The learning effect of erroneous examples is
conditional on whether students are supported in finding
and correcting the error with additional help.
Help vs. no help
8. Summary
• Research background
• Research questions
• Studies
• Summary of Results
• Discussion of results
• Conclusion
9. Studies
• Similar design:
– NOEE (control): standard exercise (standard feedback,
correct answer)
– EEWOH: standard exercise and erroneous examples
without extra help (standard feedback, correct
answer)
– EEWH: standard exercise and erroneous examples
with extra help
• Different levels: 6th vs. 7th-8th vs. 9th-10th
• Presentation of erroneous examples
11. Study 1: Materials
• Familiarisation
• Intervention
– Standard exercises
Add
– Erroneous examples steps
Please write all individual
thinking steps as if you
• Sequences (6): Results
were thinking aloud. Add
more steps whenever you
– NOEE: SE – SE - SE need to.
– EEWH: SE – EE – SE help
– EEWOH: SE – EE – SE no help
12. Study 1: Materials
• Familiarisation
• Intervention
– Standard exercises
– Erroneous examples
• Sequences (6):
– NOEE: SE – SE - SE
– EEWH: SE – EE – SE help
– EEWOH: SE – EE – SE no help
13. Feedback in ActiveMath
Feedback consists of:
• Correct(√) / incorrect(X) (All conditions)
• error-awareness (EEWH):
“The result cannot be smaller than one“, if two fractions larger than one are added
• self-explanation (EEWH):
“Why is this step wrong?”, “How should Paul add?”
• error-correction (EEWH):
“How does one add fraction with like denominators”
• error-specific (EEWH):
“You did not expand the fractions”
• Worked-out correct solution (All conditions)
14. Study 1: Materials
• Pretest and posttest
– Similar exercises plus erroneous examples with
conceptual questions: “What did Paul not
understand?”
• Questionnaires
motivation, self-efficacy, learning orientation,
cognitive load, error-awareness, critical thinking
16. Study 2: Method
• Design as in Study 1, but one modeling
exercise 7 sequences
• Participants
– paid volunteers in lab studies – German 7th and 8th
grades
– EEWH (8), EEWOH (8), NOEE (8)
17. Study 2:Materials
“2 groups of students get a pizza each. In the
first group there are 3 students, 2 of whom
are girls. In the second group there are 5
students, 4 of which are girls. The pizza is
split equally within every group. Karl is trying
to calculate what part of the pizza the girls of
both groups got together. His result is ¾ of a
pizza. Karl has made an error. Find the error
in Karl’s calculations. Choose the first
erroneous step.”
18. Study 2: Results
Condition EEWH N=8 EEWOH N=7 NOEE N=8
Score Subscore mean(sd)% mean(sd)% mean(sd)%
Cognitive Pretest 73.7(26.7) 71.2(19.7) 77.9(12.4)
Skills Post-pre-diff 2.4(24.4)^ -4.3(26.6) 6.9 (17.9)+
EE-find 68.7(34.7) 75.0(13.4)^ 90.6(12.9)+
EE-correct 57.8(26.7)^ 54.7(21.1) 65.6(20.8)+
Metacognitive EE-ConQuest* 55.2(46.5) 62.5(12.6)+ 61.5(19.4)^
Skills (EE) EE-total 59.3(37.1) 63.7(11.9)^ 69.8(15.0)+
Total-time-on-postEE 8.1(4.3)+ 11.5(4.2)^ 15.5(4.8)
Transfer Transfer 45.2(45.8)^ 38.0(36.0) 67.3(28.5)+
Conc. Underst. Modelling 36.4(42.2)^ 19.8(35.0) 40.8(48.6)+
• Term-grade sig. covariate for conc. questions (F(1,21)=4.49, p=.047, n2 =.18)
• More students could find the error than correct (t(23)=4.89, p<.05 , d=0.59):
– EEWH (t(7)=2.19, p>.05 , d=1.64)
– EEWOH (t(7)=4.83, p<.05 , d=1.15)
– NOEE (t(7)=4.32, p<.05 , d=1.44)
• NOEE more cog. load drop than EEWOH (t(13)=2.52, p<.05, d=1.9)
19. Study 3: Method
• Design as in Study 1 and 2, but
– conceptual sequences: “addition as increasing”, “part
of whole”
– Transformation exercises: 3/5+1/4
– More elaborated “how” questions
– Classroom for ecological validity
– Order of sequence: SE – SE- EE
• Participants
– German school kinds in 9th and 10th grades
– EEWH (18), EEWOH (20), NOEE(19)
20. Study 3: Materials
Error Detection
Phase
Students find the
error
Error-awareness feedback
“The result, walking distance=5 1/30, cannot
be correct. Travel with the bus is already 4/5
of the total distance, so the walking distance
must be less than 1/5”
Step #: walking distance=…path
21. [A2]In results file was named Add-subtr-total
Study 3: Results - Cognitive Skills
Condition EEWH N=18 EEWOH N=20 NOEE N=19
Type of score Type of Subscore mean(sd)% mean(sd)% mean(sd)%
Pretest 74.5(14.2) 66.4(21.1) 64.9(17.2)
Cognitive
Diff-post-pre-total 8.9(12.8)+ 1.4(23.5) 4.9(18.8)^
Skills
Transform 16.2(23.0)+ 4.9(33.2)^ -10.2(45.4)
•Cog. Skills: EEWH vs. EEWOH (t(30)=2.13, p<.05 , d=0.58)
•Transform:
•main (t(30)=2.42, p<.05 , d=0.66)
•EEWH vs NOEE: (t(23)=2.87, p<.05 , d=0.97)
•More cog load reduction:
•EEWH vs. NOEE (t(30)=2.22, p<.05, d=0.24)
•EEWH vs. EEWOH (t(28)=2.05, p=.05, d=0.14)
22. Study 3: Results - Metacognitive Skills
EEWOH
Condition EEWH N=18 NOEE N=19
N=20
Type of score Type of Subscore mean(sd)% mean(sd)% mean(sd)%
EE-find 61.1(28.7)+ 50.0(28.1) 60.5(28.0)^
EE-correct 40.3(28.0)+ 21.3(30.6) 30.3(33.9)^
Metacognitive EE-ConQuest* 50.9(20.7)+ 50.4(24.9)^ 47.8(25.1)
Skills (EE) EE-total 50.8(22.1)+ 44.5(24.0) 46.8(24.7)^
Total-time-on-EE 5.9(3.2)+ 4.1(3.1) 5.9(3.9)+
• Significantly less students found the error than could correct it
t(56)=, p<.001 , d=0.87
• Also within individual conditions
• EEWH t(20)=3.83, p<.05 , d=0.66
• EEWOH t(19)=5.88, p<.001 , d=0.98
• NOEE t(18)=5.75, p<.001, d=0.97
23. [A2]In results file was named Add-subtr-total
Study 3: Results - Transfer
EEWOH
Condition EEWH N=18 NOEE N=19
N=20
Type of score Type of Subscore mean(sd)% mean(sd)% mean(sd)%
Cog-transf-total 32.0(30.1)+ 20.0(34.3) 29.0(34.6)^
Transfer Conc-transf-total* 46.8(34.7)+ 30.4(29.3)^ 29.5(30.30)
Transfer-total 39.4(20.3)+ 24.3(26.8) 26.5(28.6)^
• EEWH better, but
• No significant results
24. Study 3: Results – Conceptual
Knowledge
Condition EEWH N=18 EEWOH N=20 NOEE N=19
Type of score Type of Subscore mean(sd)% mean(sd)% mean(sd)%
Part-of-whole 11.1(47.3)+ -5.0(59.4)^ -9.9(44.6)
Addition-as-incr 65.3(44.7)+ 56.3(48.6)^ 30.5(46.4)
Conceptual
Subtr-as-decreas 52.9(49.9)+ 27.5(44.4) 34.2(47.3)^
Understanding
Rel-part-of 22.2(42.8)^ 7.5(24.5) 23.7(42.1)+
Modelling-total 54.5(30.5)+ 33.1(24.6) 35.6(27.4)^
• Significant results include:
Modelling in general
o EEWH vs EEWOH (t(30)=2.10, p<.05 , d=0.58)
Modelling “addition as increasing”
o Main (t(54)=2.32, p<.05 , d=0.63)
o EEWH vs NOEE (t(23)=2.35, p<.05 , d=0.64)
• Problem with “part of a whole”
26. Study 3: Results – Conceptual
Knowledge
Condition EEWH N=18 EEWOH N=20 NOEE N=19
Type of score Type of Subscore mean(sd)% mean(sd)% mean(sd)%
Part-of-whole 11.1(47.3)+ -5.0(59.4)^ -9.9(44.6)
Addition-as-incr 65.3(44.7)+ 56.3(48.6)^ 30.5(46.4)
Conceptual
Subtr-as-decreas 52.9(49.9)+ 27.5(44.4) 34.2(47.3)^
Understanding
Rel-part-of 22.2(42.8)^ 7.5(24.5) 23.7(42.1)+
Modelling-total 54.5(30.5)+ 33.1(24.6) 35.6(27.4)^
• Significant results include:
Modelling in general
o EEWH vs EEWOH (t(30)=2.10, p<.05 , d=0.58)
Modelling “addition as increasing”
o Main (t(54)=2.32, p<.05 , d=0.63)
o EEWH vs NOEE (t(23)=2.35, p<.05 , d=0.64)
• Problem with “part of a whole”
27. Summary
• Research background
• Research questions
• Studies
• Summary of Results
• Discussion of results
• Conclusion
28. EEWH >EEWOH
Problem Solving Ceiling effect Ceiling effect
Cognitive
Skills Main effect
Transformation EEWH >NOEE
EEWH >EEWOH
Finding error EEWH >NOEE
Metacognitive
Skills Correcting error
Main effect
total-EE
EEWH>NOEE
Across conditions Across conditions
Finding vs. correcting
NOEE>EEWOH NOEE, EEWOH>EEWH
Main
Understanding Term grade covariate
EEWH >NOEE
Conceptual Modeling [not done] EEWH >EEWOH
Model. “addition as Main effect
[not done] [not done]
increasing” EEWH >NOEE
29. EEWH >EEWOH
Problem Solving Ceiling effect Ceiling effect
Cognitive
Skills Main effect
Transformation EEWH >NOEE
EEWH >EEWOH
Finding error EEWH >NOEE
Metacognitive
Skills Correcting error
Main effect
total-EE
EEWH>NOEE
Across conditions Across conditions
Finding vs. correcting
NOEE>EEWOH NOEE, EEWOH>EEWH
Main
Understanding Term grade covariate
EEWH >NOEE
Conceptual Modeling [not done] EEWH >EEWOH
Model. “addition as Main effect
[not done] [not done]
increasing” EEWH >NOEE
30. EEWH >EEWOH
Problem Solving Ceiling effect Ceiling effect
Cognitive
Skills Main effect
Transformation EEWH >NOEE
EEWH >EEWOH
Finding error EEWH >NOEE
Metacognitive
Skills Correcting error
Main effect
total-EE
EEWH>NOEE
Across conditions Across conditions
Finding vs. correcting
NOEE>EEWOH NOEE, EEWOH>EEWH
Main
Understanding Term grade covariate
EEWH >NOEE
Conceptual Modeling [not done] EEWH >EEWOH
Model. “addition as Main effect
[not done] [not done]
increasing” EEWH >NOEE
31. Summary
• Research background
• Research questions
• Studies
• Summary of Results
• Discussion of results
• Conclusion
32. Discussion
Hypothesis 1: cog., metacog., transfer, concept. for EEWH
• Maybe conceptual knowledge also promotes cognitive
skills
• No effects for other levels but maybe due to ceiling
effect, or due to less conceptual material
• No transfer, but maybe basic-concept should be made
explicit
• Metacognitive skills dependent on level
• Dissociation between declarative vs. procedural
knowledge (Ohlsson ‘96), but students learned
33. Discussion
Hypothesis 2: Help vs. no Help
• Microadaptation: more effects for help
• EE with help to self-explain errors take advantage of
learning opportunities (Ohlsson ‘96)
• Conceptual, principled-based help is useful (van Gog et
al ‘04)
• Correcting the error may not be important lower
cost
Other results: When
• Macroadaptation: EE after practice with SE
• Despite adaptive help, class level may be important
34. Summary
• Research background
• Research questions
• Studies
• Summary of Results
• Discussion of results
• Conclusion
35. Conclusion
• EE can be beneficial
• Previous results on EE and WE in other
domains transfer to only EE and in fractions
(Siegler ’02; Siegler&Chen ’08; Grosse&Renkl
‘07)
• Analogues to aptitude-treatment from
Große&Renkle(07), grade-level importance
• Like Kopp et al (08), help better
36. Learning from Erroneous
Examples
Dimitra Tsovaltzi, Erica Melis, Bruce McLaren,
Ann-Kristin Meyer, Michael Dietrich, Goerge Goguadze
DFKI- University of Saarland - Germany
Dimitra.Tsovaltzi@dfki.de
Thank you!