Design Patterns for Learning and Assessment: Facilitating the Introduction of a Complex Simulation-Based Learning Environment into a Community of Instructors

Frezzo, Dennis C.; Behrens, John T.; Mislevy, Robert J.

doi:10.1007/s10956-009-9192-0

Cited by 43 publications

(19 citation statements)

References 6 publications

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“…By an interface with graphics and instant feedback, students can design and simulate network transmission in the real situation and learn the abstract knowledge which is hard to be observed. Previous studies also pointed out that Packet Tracer-assisted teaching can provide students a more systematic and logical learning environment and improve their learning interests and learning outcome [3], [28].…”

Section: Simulation Learningmentioning

confidence: 99%

A Study on the Effect of Cognitive Style in the Field of STEM on Collaborative Learning Outcome

Lu¹,

Lin²

2018

IJIET

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Abstract-Due to the rapid development of the Internet and information technology, schools of all levels around the world pay special attention to the talent cultivation in the field of science, technology, engineering and mathematics (STEM). In STEM education, the cultivation of knowledge and skills plays an important part, and teamwork and problem-solving abilities are critical soft skills for the future talent.In teaching practice, individual differences have long been a critical issue and an important reference indicator for adaptive teaching. This study adopted a hidden figure test to investigate the difference in learning outcome and activeness among learners with different cognitive styles in the STEM collaborative learning activities. The hidden figure test based on the theory of field-dependent and field-independent cognitive styles, proposed by Witkin (

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Section: Simulation Learningmentioning

confidence: 99%

A Study on the Effect of Cognitive Style in the Field of STEM on Collaborative Learning Outcome

Lu¹,

Lin²

2018

IJIET

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“…According to Frezzo et al (2009), the use of Packet Tracer as an instructional tool can provide students with a relatively structured and logical learning environment [21]. Many studies have also mentioned that the integration of Packet Tracer into teaching can enhance students' interest in learning and improve learning outcomes [3], [21], [22].…”

Section: A Simulation-based Learningmentioning

confidence: 99%

A Study of the Impact of Collaborative Problem-Solving Strategies on Students’ Performance of Simulation-Based Learning — A Case of Network Basic Concepts Course

Lu¹,

Lin²

2017

IJIET

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Abstract-The continued development of the Internet has caused the concepts of network infrastructure and simple network troubleshooting to become important teaching objectives of certain college curricula. However, the abstract nature of network concepts and the high cost of equipment for network-related practice have become educational challenges for teachers in the relevant fields. Therefore, simulation learning and simulation learning software have become major instructional tools to assist teachers. Unfortunately, most simulation learning software is individually manipulated, which may cause feelings of isolation among students during the course of learning. Therefore, in this study, a quasi-experimental approach was utilized to investigate how teaching strategies for simulation learning and for integrating simulation learning with collaborative problem solving (CPS) impacted learning outcomes. Assessments by one-way analysis of covariance revealed that the post-test scores were significantly better in the experimental group than in the control group, suggesting that the integrated educational activities were beneficial to students' learning. The results of this study can serve as a reference for teachers in relevant fields with respect to designing educational activities that can help students learn more effectively and improve students' teamwork abilities.Index Terms-Simulation-based learning, CPS, collaborative problem solving, information and computer education, packet tracer.

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“…The process by which the CBAL ELA framework and existing CBAL ELA assessments were developed falls solidly within the tradition of evidence‐centered design (ECD; Mislevy, Almond, & Lukas, ; Mislevy & Haertel, ), which emerged in large part from efforts to extend the theory of assessment design to cover nontraditional assessments, including simulations and other performance assessments (see, e.g., Frezzo, Behrens, & Mislevy, ; Mislevy, ; Mislevy et al, ; Mislevy, Steinberg, Breyer, Almond, & Johnson, ; Rupp, Gushta, Mislevy, & Shaffer, ; Shute, Masduki, & Donmez, ; West et al, ; Zalles, Haertel, & Mislevy, ).…”

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confidence: 99%

Key Practices in the English Language Arts (ELA): Linking Learning Theory, Assessment, and Instruction

Deane

Sabatini

Feng

et al. 2015

ETS Research Report Series

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This paper presents a framework intended to link the following assessment development concepts into a systematic framework: evidence‐centered design (ECD), scenario‐based assessment (SBA), and assessment of, for, and as learning. The context within which we develop this framework is the English language arts (ELA) for K‐12 students, though the framework could easily be applied to cover reading, writing, and critical thinking skills from pre‐K through college. Central to the framework is the concept of a key practice, drawn from constructivist learning theory, which emphasizes the purposeful social context within which skills are recruited and organized to carry out complex literacy tasks. We argue that key practices provide a key link between existing CBAL™ ELA learning progressions (defined as part of a student model for literacy skills) and the structure of well‐designed SBAs. This structure enables us to design assessments that model a key practice, supporting the systematic creation of task sequences that can be used to support both instruction and assessment.

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Design Patterns for Learning and Assessment: Facilitating the Introduction of a Complex Simulation-Based Learning Environment into a Community of Instructors

Cited by 43 publications

References 6 publications

A Study on the Effect of Cognitive Style in the Field of STEM on Collaborative Learning Outcome

A Study on the Effect of Cognitive Style in the Field of STEM on Collaborative Learning Outcome

A Study of the Impact of Collaborative Problem-Solving Strategies on Students’ Performance of Simulation-Based Learning — A Case of Network Basic Concepts Course

Key Practices in the English Language Arts (ELA): Linking Learning Theory, Assessment, and Instruction

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