Download e-book for iPad: Cognitive Tools for Learning by David H. Jonassen (auth.), Piet A. M. Kommers, David H.

By David H. Jonassen (auth.), Piet A. M. Kommers, David H. Jonassen, J. Terry Mayes, Alcindo Ferreira (eds.)

ISBN-10: 3642772226

ISBN-13: 9783642772221

ISBN-10: 3642772242

ISBN-13: 9783642772245

Hypermedia know-how wishes an artistic procedure from the outset within the layout of software program to facilitate human pondering and studying. This booklet opens a dialogue of the potential for hypermedia and similar techniques to supply open exploratory studying environments. The papers within the ebook are in line with contributions to a NATO complex learn Workshop held in July1990 and are grouped into six sections: - Semantic networking as cognitive instruments, - specialist structures as cognitive instruments, - Hypertext as cognitive instruments, - Collaborative verbal exchange instruments, - Microworlds: context-dependent cognitive instruments, - enforcing cognitive instruments. The publication could be worthwhile if you happen to layout, enforce and evaluation studying courses and who search to flee from inflexible strategies like programmed guide and behavioristic methods. The e-book provides ideas for exploratory structures that transcend present metaphors of guide and provokes the reader to imagine in a brand new method concerning the cognitive point of human-computer interaction.

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The lessons were similar in their goals, but different in design and subject matter. The teachers cooperated during the design of the lessons, and also while discussing the final evaluation data. A 'lesson' consisted of: • The teacher's guide, delivering practical notes on how and when to start working with TextVision. • The training material for the students. The lessons dealt with the period 1920 - 1950 and concentrated on 'The Rise and Fall of National Socialism' and 'The Cold War'. • A TextVision text base with its concept maps.

Roc]( - 'n'-roll. ry Figure 10 Tuning the configuration of the concept graph This new relationship manifests itself also at the graphic level. As 'Folk music' has not yet been included in the network, it is created now and is placed on a default spot in the upper left comer of the network window, TextVision and the Visualization oCKnowledge 43 As 'Folk music' is embraced by square brackets, the user will immediately know that 'Folk music' did not previously belong to the concepts in the network.

The switch from the text to the graphic level and vice versa should be as natural as possible. This means that both representations should fit the same environment; which remains constant for the user. This means no nested or hidden modes. 3. 1 Intrinsic Presentation Strategy in the Program Due to recent theories about how presentation of new infonnation should be adapted to the actual state of knowledge of the user, we decided to start the interaction sequence at the graphic level. In the network displayed in Figure 1, we see ten concepts which are connected by lines.

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Cognitive Tools for Learning by David H. Jonassen (auth.), Piet A. M. Kommers, David H. Jonassen, J. Terry Mayes, Alcindo Ferreira (eds.)


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