Cognitive Tutors: Lessons Learned

This article reviews the 10-year history of tutor development based on the advanced computer tutoring theory (J. R. Anderson, 1983, 1993). We developed production system models in ACT of how students solved problems in LISP, geometry, and algebra. Computer tutors were developed around these cognitive models. Construction of these tutors was guided by a set of eight principles loosely based on the ACT theory. Early evaluations of these tutors usually, but not always, showed significant achievement gains. Best case evaluations showed that students could achieve at least the same level of proficiency as conventional instruction in one third of the time. Empirical studies showed that students were learning skills in production-rule units and that the best tutorial interaction style was one in which the tutor provides immediate feedback, consisting of short and directed error messages. The tutors appear to work better if they present themselves to students as nonhuman tools to assist learning rather than as emulations of human tutors. Students working with these tutors display transfer to other environments to the degree that they can map the tutor environment into the test environment. These experiences have coalesced into a new system for developing and deploying tutors. This system involves selecting a problem-solving interface, constructing a curriculum under the guidance of a domain expert, designing a cognitive model for solving problems in that environment, building instruction around the productions in that model, and deploying the tutor in the classroom. New tutors are being built in this system to achieve the National Council of Teachers of Mathematics (NCTM) standards for high-school mathematics in an urban setting.     

Tom＇s Family

This is Tom.He is an American boy _1_ is twelve. _2_ father is a worker, His mother is a teacher. _3_ teaches _4_ English. She is _5_ good teacher. We all like _6_ .Tom is _7_ good friend. My name is Li Ying._8_ are all in Class Two.Grade One.     

Bringing Research Into Educational Practice: Lessons Learned

Bringing research into educational practice is necessary but does not happen automatically. The Transfercenter for Neuroscience and Learning, at the University of Ulm in Germany, is set up to transfer (neuro)scientific knowledge into educational practice. In doing so we have learned why this does not happen automatically, and have tried to make sure it happens anyway. We have realized that transferring research into educational practice needs a special research approach, which we suggest could be labeled “translational research” as seen in medical research. We have also realized that transfer requires a special type of scientist. We try to hire generalists who work and think interdisciplinarily and who are committed to providing a service to practitioners. Finally, we feel that neuroscience provides a possible foundation for learning sciences.     

女诗人:女性话语的自发者——唐代宫怨诗创作主体考察之一

唐代宫怨诗以作者身份看,大致可以分为两类:女诗人的自我抒发与男诗人的代言之作。女诗人包括有名号的后妃、和亲的公主、普通的宫女三类。这些女诗人的宫怨诗可以说是女性话语的自发者,以我手写我心,真实地透露了她们的心声,其诗歌中哀怨的内容不同而艺术风格相近,都呈现出明显的女性色彩的情感基调和抒情话语模式。     

Learned helplessness in chickens

Evidence of the learned helplessness effect was obtained in 24- to 48-h-old domestic chickens. Twenty-four hours after exposure to escapable shock, inescapable shock, or no shock, subjects were tested on a one-way shuttle task with shock-offset reinforcement. The inescapable shock group showed retarded learning in comparison with other groups. It is argued that the data are difficult to account for in terms of Costello’s (1978) application of the systematic bias in the triadic design.     

Struggle,Practice, and Possibility: Lessons Learned from Marginalized Women of Mexican Descent in Their First Year of College through the CAMP Program

This study examines the ways in which a support and retention scholarship program (College Assistance Migrant Program—CAMP) mediated the first-year college experience of three situationally marginalized, female students of Mexican descent. Findings suggest that educators at all levels of schooling should create opportunities for this population of students to participate in supportive teaching-learning communities. Such communities that practice and promote academically and personally empowering interactions can help these students overcome obstacles and learn to become successful students.     

Lessons Learned from Exemplary Schools

This article presents lessons learned about successful professional development for promoting technology integration from eight exemplary schools. Through a qualitative investigation into school leaders’ and teachers’ intentional goals of improving student engagement and achievement, formal, informal, and individual opportunities are described from these schools. The data led to a deep understanding of the ways these schools implemented PD; in most schools purposeful reconfiguration of the entire curriculum was a corollary to the professional development. We found that the most effective models incorporated district wide, school based, formal and informal opportunities that accommodated preferences in both learning and delivery models.     

What I Learned While Teaching

I arrived in China on November 1 st, 2002.I was teaching in Anhui, a town with 2million people and at the time 6 foreignersincluding my roommate and I. It took me abouta day to adjust to the time difference and thenit was time to work. I was in a class full ofmiddle school students, who were staring at mecuriously. I learned later that they had never seen     

基于神经网络的可学习Kd树

随着维度的增加,使用传统Kd树进行最近邻搜索时效率变低,查询时间变长。为了解决这个问题,采用可学习的Kd树(LK)方法,将待搜索的点输入神经网络,通过神经网络进行定位和查找,最终输出最近邻点的索引值,从而找到最近邻点。结果表明,可使用神经网络代替传统Kd树进行最近邻查找,该方案是有效的、高效的。     

What They Learned: Using Multimedia to Engage Undergraduates in Research

Today’s employers seek high levels of creativity, communication, and critical thinking, which are considered essential skills in the workplace. Engaging undergraduate students in critical thinking is especially challenging in introductory courses. The advent of YouTube, inexpensive video cameras, and easy-to-use video editors provides opportunities to increase students’ skill levels in these areas. In this article I explain the assignment of producing a public service announcement that integrates research, collaborative learning, and creativity into an introductory survey course; and I discuss the support necessary for students’ success. Their products demonstrate increased levels of media literacy, creativity, and critical thinking skills.     

An Integration and Reprise: What We Think We Have Learned

This article summarizes and contrasts the three standard-setting methods described in this special issue: judgmental policy capturing, the extended Angoff method, and the dominant profile method. An integrative summary of findings is presented, followed by conclusions concerning the relative efficacy and utility of the three methods. The article concludes with recommendations for modifying the methods and for further investigations of their psychometric properties.     

课程与文化的关系:向瑞吉欧课程学习什么

课程是社会文化的适应性产物,课程的价值以其文化适宜性为前提。幼教课程应充分考虑所处文化的支持与制约作用,并发挥文化传承与文化选择功能。幼教课程应在文化自觉的基础上,尊重各地区的文化传统以及教师和家长等文化主体在课程设计与实施过程中的自主地位,建构适应我国社会文化的幼教课程。