Caste: A system for exhibiting learning strategies and regulating uncertainties

Pask, Gordon; Scott, Bernard

doi:10.1016/s0020-7373(73)80008-2

Cited by 72 publications

(36 citation statements)

References 10 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…In a series of experiments (Pask, 1979(Pask, , 1988Pask and Scott, 1973), Pask and his colleagues monitored the routes taken by learners through a range of complex academic topics. In these experiments, people used one of two basic approaches.…”

Section: Pask's Learning Styles and Strategiesmentioning

confidence: 99%

Matching/mismatching revisited: an empirical study of learning and teaching styles

Ford

Chen

2001

Brit J Educational Tech

213

122

View full text Add to dashboard Cite

He has published widely in the field of learning styles and individual differences in relation to computer-based learning environments. He was co-director of the British Library research project "Information Skills for Studentcentred Learning", and is currently researching individual differences in relation to Internet use. Email: N.Ford@sheffield.ac.uk; tel: +44 114 222 2637; fax: +44 114 278 0300. Sherry Y. Chen is a PhD student at Sheffield University's Department of Information Studies. Her current research focuses on the role of individual differences and levels of learner control in hypermedia learning environments, particularly related to learning styles. She has worked as a system analyst in the parliamentary library of Taiwanese government, and as a part-time lecturer in Fu Jen Catholic University, Taiwan. Email: LIP96YC@sheffield.ac.uk; tel: +44 114 222 2665; fax: +44 114 278 0300. AbstractThis paper presents results of a research project that explored the relationship between matching and mismatching instructional presentation style (breadthfirst and depth-first) with students' cognitive style (field-dependence/-independence) in a computer-based learning environment. 73 postgraduate students were asked to create Web pages using HTML, using instructional materials that were either matched or mismatched with their cognitive styles. Significant differences in performance on a multiple choice test of conceptual knowledge were found for students learning in matched and mismatched conditions. Performance in matched conditions was significantly superior to that in mismatched conditions. However, significant effects were found for gender, matching mainly affecting male students. Performance on a practical test of Web page creation was not linked to matching or mismatching, but was linked to an interaction between gender and instructional presentation style. The findings provide support for the notion that matching and mismatching can have significant effects on learning outcomes. The paper concludes with suggestions for further research. IntroductionFor long educational practitioners and researchers have sought to provide instruction optimally matched to each learner's individual needs. Whilst we are still far from such an ideal, a number of models of individual differences have been developed over the years and we are arguably better placed than ever before to study, refine and implement

show abstract

Section: Pask's Learning Styles and Strategiesmentioning

confidence: 99%

Matching/mismatching revisited: an empirical study of learning and teaching styles

Ford

Chen

2001

Brit J Educational Tech

213

122

View full text Add to dashboard Cite

show abstract

“…Pask's "CASTE" system (Pask, 1973) also takes a more didactic line of this sort, not allowing the student to attempt goals for which they have not already mastered the prerequisites. However, the basic design of the underlying theoretical framework of Conversation Theory gives equal status to teacher and student goals.…”

Section: Control Of Domain Descriptionmentioning

confidence: 99%

Computers and the emancipation of students: giving control to the learner

Laurillard

1987

Instr Sci

View full text Add to dashboard Cite

The paper considers two basic models of the teaching-learning process, described as the "didactic" and the "communication" model. These are applied to Computer Assisted Leaming (CAL) in order to demonstrate that CAL has generally embodied a didactic model of teaching and learning. This imposes an unnecessary restriction on the student's freedom to choose their (Note 1) learning style, and the paper discusses how it is possible for CAL to support a less didactic model and to give more control to the student.

show abstract

“…For some time, however, an alternative to both of them has been under construction by cyberneticians. Work such as that of Pask (1965bPask ( , 1973 suggests that machine-based systems can developed which can learn from the learner, can adapt to the learner's strategy for learning, and can redesign the presentations (on a conversational-tutorial pattern) in ways superior to those achieved by human tutors. Romiszowski concludes that this has certainly been the case with machines such as the SAKI keyboard trainer for high-speed sensory-motor skills.…”

Section: An Adaptive Approach To Learning Sensory-motor Skillsmentioning

confidence: 99%

Does interactivity require multimedia? The case of SAKI

Horwood

1993

ALT-J

View full text Add to dashboard Cite

SAKI is a self-adaptive touch-typing tutor with a pedigree dating back to the mid-1950s. Even in its most recent form it eschews the temptation to present itself with the trimmings now commonly associated with microcomputer products. This paper argues that while the absence of such features may be a limiting factor in the commercial success of the program, SAKI is nevertheless a prime example of the way in which a computer can successfully react to and interact with a user, and indeed one which would actually lose educational value if it were to undergo an interface-lift. It should be noted that Eurotech is the official distributor of SAKI

show abstract

Caste: A system for exhibiting learning strategies and regulating uncertainties

Cited by 72 publications

References 10 publications

Matching/mismatching revisited: an empirical study of learning and teaching styles

Matching/mismatching revisited: an empirical study of learning and teaching styles

Computers and the emancipation of students: giving control to the learner

Does interactivity require multimedia? The case of SAKI

Contact Info

Product

Resources

About