Designing computer-based cognitive tools to assist learners to interpret graphs and tables

Ferry, Brian; Hedberg, John; Harper, Barry

doi:10.14742/ajet.1844

Cited by 2 publications

(2 citation statements)

References 16 publications

(18 reference statements)

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“…The capacity of this dynamic tool increases with usage. Second, since critical thinking requires concentrated intellectual effort, various cognitive tools (Jonassen et al, 1993) were integrated into the programme to decrease the heavy burden of information processing to facilitate understanding of complex data and support and enhance intellectual endeavours (Ferry et al, 1999).…”

Section: Introductionmentioning

confidence: 99%

New Learning: Re-apprenticing the learner

Stockhausen¹,

Zimitat²

2002

Educational Media International

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AbstractsThe preparation of graduates who are able to use theoretical knowledge to become independent, critical thinkers ready for the workforce and career and life changes is a major problem facing academics in higher education. This paper explores the theoretical background to the development of The Interdisciplinary Critical Thinking Tool ( TICTT), a dynamic Internet tool based on an eclectic educative model that incorporates concepts from cognitive apprenticeship, problem-based learning and critical thinking. Through the use of these concepts, the tool's design re-apprentices the learner to develop contextual knowledge and compare this knowledge to expert ways of knowing. La nouvelle Education: un nouvel apprentissage de l'apprenantLa préparation d'étudiants diplômés qui peuvent utiliser des connaissances théoriques pour devenir des penseurs critiques prts pour faire face des changements de la force de travail, de la cariére et de la vie est un probléme majeur auquel doivent faire face les enseignants de l'enseignement supèrieur. Cet article explore l'arriére plan du Interdisciplinary Critical Thinking Tool ( TICTT), un outil dynamique d'internet fond modèl sur un clectique d'éducation qui incorpore divers concepts depuis l'apprentissage cognitif jusqu' l'enseignement quicebase sur des problémes et la penseé critique. Grâceà l'emploi de ces concepts la structure de cet outil constitue un nouvel apprentissage pour l'apprenant faisant appel un savoir conceptuel et compare ce savoir des méthodes de savoir devéloppés par des experts. Neues Lernen: Zu Fragen des Wieder-in-die-Lehre-Gehens von AbsolventenIm Bereich der akademischen Bildung ist es ein größeres Problem, Absolventen darauf vorzubereiten, Ihre Fähigkeiten im Umgang mit theoretischem Wissen zu nutzen, um auch im eigenen Berufs-und Privatleben unabhängige, Kritische Denker zu werden. Dieses Papier beschreibt den theoretischen Hintergrund zur Entwicklung eines bereichsüberschreitenden dynamischen und kritischen Internet-Denk-Werkzeugs (üTICTT), das auf einem eklektischen erzieherischen Modell basiert, das Konzepte kognitiver Lehre, problemorienten Lernens und kritischen Denkens integriert. Durch die Verwendung dieser Konzepte wird es möglich, dieses Werkzeug so zu gestalten, dass die Studenten wieder lernen, kontextuelles Wissen zu entwickeln und dieses Wissen mit auf fachlichem Weg erworbenem zu vergleichen.

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Section: Introductionmentioning

confidence: 99%

New Learning: Re-apprenticing the learner

Stockhausen¹,

Zimitat²

2002

Educational Media International

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“…At the same time, there have also been attempts to incorporate the cognitive dimension into learning systems [1,3]. In this paper, we describe a system to learn guitar fingering that includes both these features Although guitar is a popular music instrument, it is hard to learn how to play it correctly.…”

Section: Background and Motivationmentioning

confidence: 99%

Cognitively oriented design of a multimedia system to learn guitar fingering

Izumi

International Conference on Computers in Education, 2002. Proceedings.

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In this paper we present the design of a system that combines a cognitive-based approach with multimedia functionality to learn guitar fingering. The implementation of a prototype of the system is described, and preliminary experiments in using the prototype are reported.The results show that the design was quite successful, and met its design criteria. In particular, the prototype overcame many limitations of the traditional learning materials, and transferred the necessary information to the user more intuitively. In the future research, we plan to apply this methodology to design and develop cognitively oriented multimedia learning systems in other domains.

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Designing computer-based cognitive tools to assist learners to interpret graphs and tables

Cited by 2 publications

References 16 publications

New Learning: Re-apprenticing the learner

New Learning: Re-apprenticing the learner

Cognitively oriented design of a multimedia system to learn guitar fingering

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