排序方式: 共有36条查询结果,搜索用时 15 毫秒
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Nadolski Rob J. Hummel Hans G. K. Rusman Ellen Ackermans Kevin 《Educational technology research and development : ETR & D》2021,69(5):2663-2682
Educational technology research and development - Acquiring complex oral presentation skills is cognitively demanding for students and demands intensive teacher guidance. The aim of this study was... 相似文献
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Antoine C. M. van den Bogaart Richel J. C. Bilderbeek Harmen Schaap Hans G. K. Hummel Paul A. Kirschner 《Technology, Pedagogy and Education》2016,25(5):613-629
This article introduces a dedicated, computer-supported method to construct and formatively assess open, annotated concept maps of Personal Professional Theories (PPTs). These theories are internalised, personal bodies of formal and practical knowledge, values, norms and convictions that professionals use as a reference to interpret and acquire knowledge, and to direct their behaviour, and which vocational students are expected to develop. Monitoring the development of PPTs and assessing their quality are difficult as they are, essentially, mental schemes. Traditional methods, such as semi-structured interviews and concept mapping, are either too labour-intensive to be used in an educational setting or are not able to reveal their full quality. The study presents a new method which is valid, reliable and easy to use in education and which reveals the quality in a way that is comparable to or better than interviews. 相似文献
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Rob J. Nadolski Paul A. Kirschner Jeroen J. G. van Merriënboer Hans G. K. Hummel 《Educational technology research and development : ETR & D》2001,49(3):87-101
Learners are often overwhelmed by the complexity of realistic learning tasks, but reducing this complexity through traditional Instructional Design (ID) methods jeopardizes the authenticity of the learning experience. To solve this apparent paradox, a two-phase ID model is presented. Phase 1 consists of cognitive task analysis, where a systematic approach to problem solving (SAP) is identified in conjunction with skill decomposition and determination of task complexity. In the subsequent design phase, inductive micro-level sequencing based on the four-component ID model (van Merriënboer, 1997) is applied where worked-out examples and problems accompanied by process worksheets assure the necessary variability of practice. Step size in a multiple-step whole-task approach—needed for the process worksheets—is determined on the basis of estimated part-task complexity. A developmental study of the model is illustrated with examples from the domain of law. 相似文献
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Radović Slaviša Hummel Hans G. K. Vermeulen Marjan 《Learning Environments Research》2022,25(3):803-822
Learning Environments Research - The relationship between experience (through practice) and knowledge (by theory) is becoming increasingly important in contemporary educational research and... 相似文献