Predicting Robust Learning With the Visual Form of the Moment-by-Moment Learning Curve

We present a new method for analyzing a student's learning over time for a specific skill: analysis of the graph of the student's moment-by-moment learning over time. Moment-by-moment learning is calculated using a data-mined model that assesses the probability that a student learned a skill or concept at a specific time during learning (Baker, Goldstein, & Heffernan, 2010 Baker, R. S. J. d., Goldstein, A. B. and Heffernan, N. T. 2010. “Detecting the moment of learning”. In Proceedings of the 10th Annual Conference on Intelligent Tutoring Systems 25–34. In V. Aleven, J. Kay, & J. Mostow (Eds.),pp.Heidelberg, Germany: Springer.[Crossref] , [Google Scholar], 2011). Two coders labeled data from students who used an intelligent tutoring system for college genetics. They coded in terms of 7 forms that the moment-by-moment learning curve can take. These labels are correlated to test data on the robustness of students’ learning. We find that different visual forms are correlated with very different learning outcomes. This work suggests that analysis of moment-by-moment learning curves may be able to shed light on the implications of students’ different patterns of learning over time.     

The role of schemes in designing computerized environments

Schemes are said to underly cognitive processes, including problem solving in Mathematics. An attempt to test the impact of schemes in solving 2-step word-problems was made in an instructional study where two computerized environments were compared. In the S.P.A. (Schemes for Problem Analysis) software, the user works with schemes in order to analyze and solve the problems. When using S.P.A., the solver has to fill in the data in a scheme which is presented graphically. From the scheme the operation is derived in a deterministic manner, and the user (solver) can then calculate the solution. A feedback mechanism follows. In the A.P. (Algebraic Proposer) software the user fills in a table with the data given in the word-problem and then has to find out which operation to use in order to find the solution. The effectiveness of S.P.A. vs. A.P. was empirically examined in an instructional experiment which studied two sixth grade classes during a four month period. The results of the experiment concluded that, in solving easy word problems, both of the two software systems were equally helpful. In harder word-problems, however, those who learned with the S.P.A. experienced more success than those who had learned with A.P. It was also found that S.P.A. was more instrumental in helping low achieving students cope with hard word-problems.     

Broadening communication yet holding back: Teachers’ perceptions of their relationship with students in the SNS-era

Teacher-student relationship is vital for students’ academic, emotional and social development, as well as for teachers’ professional and personal development. This quantitative study examines teacher-student communication and relationship on Facebook among secondary school teachers (N = 180). We examined teachers’ attitudes towards: a) a policy that bans teacher-student Facebook connections; b) using Facebook for learning. Overall, teachers were interested in broadening communication channels with students, in order to empower learning and interpersonal relationship. However, teachers also maintain traditional teacher-student differentiation; they approve using Facebook for learning and disagree with a banning policy, but also prefer using a professional profile for interacting with their students. Data regarding teachers’ perceptions of relationship with their students and SNS-mediated communication present issues regarding means of communication, attitudes towards the policy of banning SNS, standpoints on using Facebook for learning, and preferred profile for communicating with students. We discuss these issues in light of academic, pedagogical, and inter-personal implications.     

Situation model, Text Base and what else? Factors affecting Problem Solving

Our aim in this paper is toidentify factors affecting problem solvingstrategies in the case of a multiplicativecomparative situation, involving threeunknown quantities whose sum is known, andin which comparison relations between twopairs of the quantities are given. Wepropose a model of the complexity of a wordproblem about such situation. The model hasseveral variables, namely, 1) the ratio ofthe number of quantities that are beingcompared to the number of referencequantities (the `reference ratio'); 2) thescheme of the situation, i.e. the type ofrelation between the two given elementarycomparison relations; 3) the order ofpresenting the elementary comparisonrelations; 4) the words used to describethe multiplicative comparison relations (somany times `more' Vs so many times `less').The choice of the values of these variablesin the formulation of a problem is assumedto affect the solver's solution strategy.The most important construct of the modelis what we have called the `complexitylevel' of a solution, namely, the number ofoperations (theoretically) needed to gofrom the text of the problem to analgebraic representation of this solution.An analysis, in terms of the model, of wordproblems that can be formulated about thiskind of situation makes it clear that,while there are several options in solvinga given problem in algebraic terms, some ofthem are simpler (have a lower level ofcomplexity), from the formal standpoint,than others. In fact, the most efficientchoice for the independent variable is onewhich, in the scheme of the situation,stands in the position of the `connector'between the two elementary comparisonrelations. The model is used in analyzingsolution strategies of a set of twelveproblems about this type of multiplicativecomparative situation by 104 teachers and132 15 years old students. In particular,we identify their choices of theindependent variable and discuss theirsolutions in terms of levels of complexity.We also look at their preferences forinterpreting the texts of the problems interms of the word `more' rather than`less'. One of our observations is that,even if they were not aware of it, thesubjects in the study preferred solutionswith a minimal route. There were, however,some exceptions in cases where subjectspreferred to use the least value as theindependent variable, as well as totranslate the `less' relations into the`more' relations regardless of the highcomplexity of this solution. This revised version was published online in August 2006 with corrections to the Cover Date.     

The role of schemes in two-step problems: Analysis and research findings

This study focuses on schemes involved in solving two-step word problems in which one of the two operations is either addition or subtraction and the other is either multiplication or division. Analysis of the problems yielded three possible basic compound schemes: (1) the Hierarchical Scheme, (2) the Shared-Whole Scheme, and (3) the Shared-Part Scheme. Twenty-one problems, in four different contexts, given to about 2000 students in Grades 3 to 6. It was found that Schemes, Operations and their interactions affect the difficulty level of the problems and that the order of difficulty of the 21 problems remained constant at the various grade levels.     

Extrinsic and intrinsic risk factors associated with injuries in young dancers aged 8-16 years

In the present study, we tried to determine the association between joint ranges of motion, anatomical anomalies, body structure, dance discipline, and injuries in young female recreational dancers. A group of 1336 non-professional female dancers (age 8-16 years), were screened. The risk factors considered for injuries were: range of motion, body structure, anatomical anomalies, dance technique, and dance discipline. Sixty-one different types of injuries and symptoms were identified and later classified into four major categories: knee injuries, foot or ankle tendinopathy, back injuries, and non-categorized injuries. We found that 569 (42.6%) out of the 1336 screened dancers, were injured.The following factors were found to be associated with injuries (P < 0.05): (a) range of motion (e.g. dancers with hyper hip abduction are more prone to foot or ankle tendinopathies than dancers with hypo range of motion; (b) anatomical anomalies (scoliotic dancers manifested a higher rate of injuries than non-scoliotic dancers); (c) dance technique (dancers with incorrect technique of rolling-in were found to have more injuries than dancers with correct technique); (d) dance discipline (an association between time of practice en pointe and injury was observed); and (e) early age of onset of menarche decreased risk for an injury. No association between body structure and injury was found. Injuries among recreational dancers should not be overlooked, and therefore precautionary steps should be taken to reduce the risk of injury, such as screening for joint range of motion and anatomical anomalies. Certain dance positions (e.g. en pointe) should be practised only when the dancer has already acquired certain physical skills, and these practices should be time controlled.