29.7.06
internet: tourism
Online Search Drove Nearly 10 Million UK Travel Purchases between December 2005 and February 2006 >>>
28.7.06
26.7.06
20.7.06
eLearning: great!
Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching,
Educational Psychologist, 2006, Vol. 41, No. 2, Pages 75-86
by
ABSTRACT:
Evidence for the superiority of guided instruction is explained in the context of our knowledge of human cognitive architecture, expert–novice differences, and cognitive load. Although unguided or minimally guided instructional approaches are very popular and intuitively appealing, the point is made that these approaches ignore both the structures that constitute human cognitive architecture and evidence from empirical studies over the past half-century that consistently indicate that minimally guided instruction is less effective and less efficient than instructional approaches that place a strong emphasis on guidance of the student learning process. The advantage of guidance begins to recede only when learners have sufficiently high prior knowledge to provide "internal" guidance. Recent developments in instructional research and instructional design models that support guidance during instruction are briefly described.
by
Paul A. Kirschner
Educational Technology Expertise Center, Open University of the Netherlands, Research Centre Learning in Interaction, Utrecht University, The Netherlands
John SwellerSchool of Education, University of New South Wales
Richard E. ClarkRossier School of Education, University of Southern California
ABSTRACT:
Evidence for the superiority of guided instruction is explained in the context of our knowledge of human cognitive architecture, expert–novice differences, and cognitive load. Although unguided or minimally guided instructional approaches are very popular and intuitively appealing, the point is made that these approaches ignore both the structures that constitute human cognitive architecture and evidence from empirical studies over the past half-century that consistently indicate that minimally guided instruction is less effective and less efficient than instructional approaches that place a strong emphasis on guidance of the student learning process. The advantage of guidance begins to recede only when learners have sufficiently high prior knowledge to provide "internal" guidance. Recent developments in instructional research and instructional design models that support guidance during instruction are briefly described.
12.7.06
7.7.06
internet: l'altra copertina
la versione rilegata di: L. Cantoni & S. Tardini, Internet, Routledge, London and New York 2006
internet: search engines
shopwiki search by color >>>
Pay-Per-Percentage of Impressions: An Advertising Method that is Highly Robust to Fraud, by Joshua Goodman (Microsoft Research) >>>
Edward Tse - Interactions Inventor: look at the video!
Pay-Per-Percentage of Impressions: An Advertising Method that is Highly Robust to Fraud, by Joshua Goodman (Microsoft Research) >>>
Edward Tse - Interactions Inventor: look at the video!
6.7.06
amministrazione pubblica: due programmi di eccellenza
Accelerated Executive Development Program (AEXDP), Canada >>>
UK Public Sector Training >>> (especially learders UK >>>)
UK Public Sector Training >>> (especially learders UK >>>)
5.7.06
internet: Over 50% of New Hires were sourced from the Internet in 2005
2006 DirectEmployers Association Recruiting Trends Survey >>>
4.7.06
1.7.06
un nuovo libro!
Da leggere!
Hans Sedlmayr, La rivoluzione dell'arte moderna & Memorandum sull'arte ecclesiastica cattolica, con Premesse di S.E. Mons. Mauro Piacenza, di Alessandro Pagano e di Massimo Lippi, a cura di Lorenzo Cantoni, Cantagalli, Siena 2006.
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