Introduction to Evidence Centered Design and Lessons Learned From Its Application in a Global E-Learning Program

Behrens, John T.; Mislevy, Robert J.; Bauer, Malcolm; Williamson, David M.; Levy, Roy

doi:10.1207/s15327574ijt0404_1

Cited by 43 publications

(24 citation statements)

References 2 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…• Assembly model, the component of ECD which specifies how the task should be presented to the student (Behrens, Mislevy, Bauer, Williamson, & Levy, 2004;Williamson et al, 2004).…”

Section: Principle 1 Developmental Perspective In E-learning Productsmentioning

confidence: 99%

“…Although the focus of this case study is on developmental perspective and not the measurement model used, we mention here that the measurement model used by NetPASS is based primarily on Bayesian networks, which represent beliefs about student proficiencies as joint probability distributions over the proficiency variables (Levy & Mislevy, 2004). NetPASS gathers responses from students and applies the measurement model to ultimately provide students with instructionally relevant diagnostic feedback, which is expected to help them develop their knowledge, skills, and abilities in computer networking.…”

Section: Principle 1 Developmental Perspective In E-learning Productsmentioning

confidence: 99%

See 1 more Smart Citation

Adaptive technology for e‐learning: principles and case studies of an emerging field

Scalise

Bernbaum

Timms

et al. 2007

J. Am. Soc. Inf. Sci.

View full text Add to dashboard Cite

This article discusses the rapidly emerging field of computer-based assessment for adaptive content in e-learning (National Research Council, 2002), which we call differentiated e-learning. In e-learning products, a variety of assessment approaches are being used for such diverse purposes as adaptive delivery of content, individualizing learning materials, dynamic feedback, cognitive diagnosis, score reporting, and course placement (Gifford, 2001). A recent paper at the General Teaching Council Conference in London, England, on teaching, learning, and accountability described assessment for personalized learning through e-learning products as a "quiet revolution" taking place in education (Hopkins, 2004). In our study, we examine approaches for the use of assessment evidence in e-learning in four case studies. The products in the case studies were selected for exhibiting at least one exemplary aspect regarding assessment and measurement.

show abstract

“…• Assembly model, the component of ECD which specifies how the task should be presented to the student (Behrens, Mislevy, Bauer, Williamson, & Levy, 2004;Williamson et al, 2004).…”

Section: Principle 1 Developmental Perspective In E-learning Productsmentioning

confidence: 99%

Section: Principle 1 Developmental Perspective In E-learning Productsmentioning

confidence: 99%

Adaptive technology for e‐learning: principles and case studies of an emerging field

Scalise

Bernbaum

Timms

et al. 2007

J. Am. Soc. Inf. Sci.

View full text Add to dashboard Cite

show abstract

“…Ideally, the learning measures we implement in future studies should be developed entirely from scratch-and then iteratively refined-using a cognitive processing model, such as Embretson's (1998Embretson's ( , 2002Embretson's ( , 2005 Cognitive Design System, or the EvidenceCentered Design model (Behrens et al 2004;Mislevy et al 2003). Using a variety of protocols, such as task analysis, we need to closely examine the cognitive processes taking place as participants interact with the SimLandia environment and curriculum, in order to establish a refined list of constructs for learning and motivation from a cognitive information processing perspective.…”

Section: Limitations and Future Researchmentioning

confidence: 99%

Collaboration modality, cognitive load, and science inquiry learning in virtual inquiry environments

Erlandson

Nelson

Savenye

2010

Education Tech Research Dev

View full text Add to dashboard Cite

Educational multi-user virtual environments (MUVEs) have been shown to be effective platforms for situated science inquiry curricula. While researchers find MUVEs to be supportive of collaborative scientific inquiry processes, the complex mix of multi-modal messages present in MUVEs can lead to cognitive overload, with learners unable to effectively process the rich information encountered in virtual space. In this study, we investigated the effect of communication modality on cognitive load and science inquiry learning in students completing a science inquiry curriculum in an educational MUVE. Seventy-eight undergraduate education majors from a large southwestern university participated in this control-treatment study. Significant positive results were found for reducing cognitive load for participants communicating through voice-based chat, although this reduction was not found to influence learning outcomes. We conclude that use of voice-based communication can successfully reduce cognitive load in MUVE-based inquiry curricula.Keywords Virtual environments Á Cognitive load Á Collaboration Á Modality Á VoIP One alternative to classroom-based inquiry that has arisen in recent years is curricula embedded within computer-based educational multi-user virtual environments (MUVEs). MUVEs have emerged as a fertile platform for situated inquiry learning environments, especially concerning science inquiry learning processes (Barab et al. 2005;Nelson et al. 2005;Nelson 2007). Briefly, educational MUVEs are three-dimensional (3-D) virtual worlds that afford learners interaction with other humans and software-based agents, both represented through characters called avatars, as part of an open-ended exploratory environment. In these environments, learners can interact with various situated objects (including images, sounds, and other multimedia content) while communicating and collaborating with other learners to investigate scenarios and solve problems of varying complexity (Nelson and Ketelhut 2007).de Jong (2006) notes that one of the biggest challenges for supporting inquiry learning with technology is the seamless integration of collaborative learning and inquiry learning. Another challenge, cited by Kirschner et al. (2006), is that guided inquiry in technologybased environments is more powerful than wholly open-ended exploration. Both of these challenges for science inquiry learning-appropriately guided inquiry learning and integration of collaboration and inquiry learning-are being addressed by researchers implementing MUVEs (e.g., Bers 1999;Corbit 2002;Slator et al. 2004;Dede et al. 2002). In an even broader sense, research in this area is part of a rapidly expanding focus on the use of educational gaming environments for learning (Gee 2003). MUVEs as situated inquiry environmentsSadler et al. (2007) have outlined the need for emphasis upon socioscientific inquiry, or an approach to scientific inquiry learning that includes social and emotional constructs in addition to the typical cognitive skills involved with the...

show abstract

“…The structure and distinguishing features of the assessment program have been described by Behrens et al (2005) with additional information provided by Behrens et al (2004).…”

Section: Instructional Contextmentioning

confidence: 99%

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

2009

View full text Add to dashboard Cite

Simulation environments make it possible for science and engineering students to learn to interact with complex systems. Putting these capabilities to effective use for learning, and assessing learning, requires more than a simulation environment alone. It requires a conceptual framework for the knowledge, skills, and ways of thinking that are meant to be developed, in order to design activities that target these capabilities. The challenges of using simulation environments effectively are especially daunting in dispersed social systems. This article describes how these challenges were addressed in the context of the Cisco Networking Academies with a simulation tool for computer networks called Packet Tracer. The focus is on a conceptual support framework for instructors in over 9,000 institutions around the world for using Packet Tracer in instruction and assessment, by learning to create problemsolving scenarios that are at once tuned to the local needs of their students and consistent with the epistemic frame of ''thinking like a network engineer.'' We describe a layered framework of tools and interfaces above the network simulator that supports the use of Packet Tracer in the distributed community of instructors and students.

show abstract

Introduction to Evidence Centered Design and Lessons Learned From Its Application in a Global E-Learning Program

Cited by 43 publications

References 2 publications

Adaptive technology for e‐learning: principles and case studies of an emerging field

Adaptive technology for e‐learning: principles and case studies of an emerging field

Collaboration modality, cognitive load, and science inquiry learning in virtual inquiry environments

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

Contact Info

Product

Resources

About