By Frank E. Ritter, Josef Nerb, Erno Lehtinen, Timothy M. O'Shea
Order impacts the implications you get: diversified orders of proposing fabric may end up in qualitatively and quantitatively assorted studying results. those transformations take place in either common and synthetic studying platforms. In Order to Learn exhibits how order results are an important in human studying, educational layout, laptop studying, and either symbolic and connectionist cognitive types. every one bankruptcy explains a unique element of the way the order during which fabric is gifted can strongly impression what's discovered by way of people and theoretical versions of studying in quite a few domain names. as well as facts, types are only if expect and describe order results and study how and once they will take place. The introductory and concluding chapters assemble feedback for bettering studying via larger sequences of studying fabrics, together with the best way to benefit from order results that inspire studying and the way to prevent order results that discourage studying. every one bankruptcy additionally highlights questions that could encourage extra study. Taken jointly, those chapters convey how order results in numerous parts can and do tell one another. In Order to Learn could be of curiosity to researchers and scholars in cognitive technological know-how, schooling, computer studying.
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Extra resources for In Order to Learn: How the Sequence of Topics Influences Learning
Spiral Sequencing In spiral sequencing, the learners master a topic or task gradually in several passes. They learn the basics of one topic or task, then another, and another, and so on before returning to learn each one in greater depth. They spiral back through all of the topics or tasks, learning each one in greater depth with each pass until the necessary depth is reached for all of them. The main advantage of spiral sequencing is its built-in synthesis and review. The interrelationships among topics or tasks may be learned more easily using the spiral approach because it allows similar aspects of the various topics or tasks to be learned close in time to each other.
However, a K–12 or higher education context is very different in that the needs are much less clear and depend largely on values. Furthermore, students have interests that may be unrelated to the values of the community and the parents. And the beneﬁts of the instruction may not become apparent until many years later. All of these factors make it much more difﬁcult to say whether scope makes a difference or, perhaps more accurately, what kinds of difference scope makes. Clearly, the differences scope makes vary from one student to another and from one ‘‘stakeholder’’ to another in the educational system.
Furthermore, cycling back to learn an earlier topic or task in greater depth provides a periodic review of the earlier one. On the other hand, the main disadvantage of spiral sequencing is disruption. Once a particular topic or task has been started, learners get into a particular frame of mind (schema). Frequently switching disrupts their thought development. In addition, switching may disrupt the efﬁcient management of material resources needed as they progress from one topic or task to the next.