Computer-Based Diagnostics and Systematic Analysis of Knowledge [electronic resource] / edited by Dirk Ifenthaler, Pablo Pirnay-Dummer, Norbert M. Seel.
Erişim Adresi
ISBN
9781441956620
Dil Kodu
İngilizce
Yer Numarası
DK/15016
Basım Bildirimi
1st ed. 2010.
Yayın Bilgisi
New York, NY : Springer US : Imprint: Springer, 2010.
Fiziksel Niteleme
XXI, 371 p. online resource.
İçindekiler Notu
Elicitation of Knowledge -- Essentials of Computer-Based Diagnostics of Learning and Cognition -- A Functional View Toward Mental Representations -- Mental Representations and Their Analysis: An Epistemological Perspective -- Multi-decision Approaches for Eliciting Knowledge Structure -- The Problem of Knowledge Elicitation from the Expert’s Point of View -- Aggregation and Classification of Knowledge -- Automated Knowledge Visualization and Assessment -- Deriving Individual and Group Knowledge Structure from Network Diagrams and from Essays -- A Self-Organising Systems Approach to History-Enriched Digital Objects -- Performance Categories: Task-Diagnostic Techniques and Interfaces -- Comaprison and Empirical Testing Strategies -- Graphs and Networks -- Abductive Reasoning and Similarity: Some Computational Tools -- Scope of Graphical Indices in Educational Diagnostics -- Complete Structure Comparison -- Application of Obtained Results -- Computer-Based Feedback for Computer-Based Collaborative Problem Solving -- Modeling, Assessing, and Supporting Key Competencies Within Game Environments -- A Methodology for Assessing Elicitation of Knowledge in Complex Domains: Identifying Conceptual Representations of Ill-Structured Problems in Medical Diagnosis -- Selection of Team Interventions Based on Mental Model Sharedness Levels Measured by the Team Assessment and Diagnostic Instrument (TADI).
Özet, vb.
What is knowledge? How can it be successfully assessed? How can we best use the results? As questions such as these continue to be discussed and the learning sciences continue to deal with expanding amounts of data, the challenge of applying theory to diagnostic methods takes on more complexity. Computer-Based Diagnostics and Systematic Analysis of Knowledge meets this challenge head-on as an international panel of experts reviews current and emerging assessment methodologies in the psychological and educational arenas. Emphasizing utility, effectiveness, and ease of interpretation, contributors critically discuss practical innovations and intriguing possibilities (including mental representations, automated knowledge visualization, modeling, and computer-based feedback) across fields ranging from mathematics education to medicine. These contents themselves model the steps of systematic inquiry, from theoretical construct to real-world application: Historical and theoretical foundations for the investigation of knowledge Current opportunities for understanding knowledge empirically Strategies for the aggregation and classification of knowledge Tools and methods for comparison and empirical testing Data interfaces between knowledge assessment tools Guidance in applying research results to particular fields Researchers and professionals in education psychology, instructional technology, computer science, and linguistics will find Computer-Based Diagnostics and Systematic Analysis of Knowledge a stimulating guide to a complex present and a rapidly evolving future.
Konu
Education.
Educational technology.
Education __ Data processing.
Linguistics.
Educational tests and measurements.
Education.
Digital Education and Educational Technology.
Computers and Education.
Linguistics.
Assessment and Testing.
Educational technology.
Education __ Data processing.
Linguistics.
Educational tests and measurements.
Education.
Digital Education and Educational Technology.
Computers and Education.
Linguistics.
Assessment and Testing.
Diğer Yazarlar
Kurum Adı
Eseri Alıntıla
Referansları kullanmadan önce gözden geçirmeniz ve varsa gerekli düzeltmeleri yapmanız önerilir.
Dijital Kaynak
MARC Görünümü
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505 0 |aElicitation of Knowledge -- Essentials of Computer-Based Diagnostics of Learning and Cognition -- A Functional View Toward Mental Representations -- Mental Representations and Their Analysis: An Epistemological Perspective -- Multi-decision Approaches for Eliciting Knowledge Structure -- The Problem of Knowledge Elicitation from the Expert’s Point of View -- Aggregation and Classification of Knowledge -- Automated Knowledge Visualization and Assessment -- Deriving Individual and Group Knowledge Structure from Network Diagrams and from Essays -- A Self-Organising Systems Approach to History-Enriched Digital Objects -- Performance Categories: Task-Diagnostic Techniques and Interfaces -- Comaprison and Empirical Testing Strategies -- Graphs and Networks -- Abductive Reasoning and Similarity: Some Computational Tools -- Scope of Graphical Indices in Educational Diagnostics -- Complete Structure Comparison -- Application of Obtained Results -- Computer-Based Feedback for Computer-Based Collaborative Problem Solving -- Modeling, Assessing, and Supporting Key Competencies Within Game Environments -- A Methodology for Assessing Elicitation of Knowledge in Complex Domains: Identifying Conceptual Representations of Ill-Structured Problems in Medical Diagnosis -- Selection of Team Interventions Based on Mental Model Sharedness Levels Measured by the Team Assessment and Diagnostic Instrument (TADI).
520 |aWhat is knowledge? How can it be successfully assessed? How can we best use the results? As questions such as these continue to be discussed and the learning sciences continue to deal with expanding amounts of data, the challenge of applying theory to diagnostic methods takes on more complexity. Computer-Based Diagnostics and Systematic Analysis of Knowledge meets this challenge head-on as an international panel of experts reviews current and emerging assessment methodologies in the psychological and educational arenas. Emphasizing utility, effectiveness, and ease of interpretation, contributors critically discuss practical innovations and intriguing possibilities (including mental representations, automated knowledge visualization, modeling, and computer-based feedback) across fields ranging from mathematics education to medicine. These contents themselves model the steps of systematic inquiry, from theoretical construct to real-world application: Historical and theoretical foundations for the investigation of knowledge Current opportunities for understanding knowledge empirically Strategies for the aggregation and classification of knowledge Tools and methods for comparison and empirical testing Data interfaces between knowledge assessment tools Guidance in applying research results to particular fields Researchers and professionals in education psychology, instructional technology, computer science, and linguistics will find Computer-Based Diagnostics and Systematic Analysis of Knowledge a stimulating guide to a complex present and a rapidly evolving future.
650 0|aEducation.
650 0|aEducational technology.
650 0|aEducation|xData processing.
650 0|aLinguistics.
650 0|aEducational tests and measurements.
650 14|aEducation.
650 24|aDigital Education and Educational Technology.
650 24|aComputers and Education.
650 24|aLinguistics.
650 24|aAssessment and Testing.
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700 1 |aPirnay-Dummer, Pablo.|eeditor.|4edt|4http://id.loc.gov/vocabulary/relators/edt
700 1 |aSeel, Norbert M.|eeditor.|4edt|4http://id.loc.gov/vocabulary/relators/edt
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041 |aeng
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050 4|aL1-991
072 7|aJN|2bicssc
072 7|aEDU000000|2bisacsh
072 7|aJN|2thema
082 04|a370|223
090 |aDK/15016
245 10|aComputer-Based Diagnostics and Systematic Analysis of Knowledge|h[electronic resource] /|cedited by Dirk Ifenthaler, Pablo Pirnay-Dummer, Norbert M. Seel.
250 |a1st ed. 2010.
264 1|aNew York, NY :|bSpringer US :|bImprint: Springer,|c2010.
300 |aXXI, 371 p.|bonline resource.
336 |atext|btxt|2rdacontent
337 |acomputer|bc|2rdamedia
338 |aonline resource|bcr|2rdacarrier
347 |atext file|bPDF|2rda
505 0 |aElicitation of Knowledge -- Essentials of Computer-Based Diagnostics of Learning and Cognition -- A Functional View Toward Mental Representations -- Mental Representations and Their Analysis: An Epistemological Perspective -- Multi-decision Approaches for Eliciting Knowledge Structure -- The Problem of Knowledge Elicitation from the Expert’s Point of View -- Aggregation and Classification of Knowledge -- Automated Knowledge Visualization and Assessment -- Deriving Individual and Group Knowledge Structure from Network Diagrams and from Essays -- A Self-Organising Systems Approach to History-Enriched Digital Objects -- Performance Categories: Task-Diagnostic Techniques and Interfaces -- Comaprison and Empirical Testing Strategies -- Graphs and Networks -- Abductive Reasoning and Similarity: Some Computational Tools -- Scope of Graphical Indices in Educational Diagnostics -- Complete Structure Comparison -- Application of Obtained Results -- Computer-Based Feedback for Computer-Based Collaborative Problem Solving -- Modeling, Assessing, and Supporting Key Competencies Within Game Environments -- A Methodology for Assessing Elicitation of Knowledge in Complex Domains: Identifying Conceptual Representations of Ill-Structured Problems in Medical Diagnosis -- Selection of Team Interventions Based on Mental Model Sharedness Levels Measured by the Team Assessment and Diagnostic Instrument (TADI).
520 |aWhat is knowledge? How can it be successfully assessed? How can we best use the results? As questions such as these continue to be discussed and the learning sciences continue to deal with expanding amounts of data, the challenge of applying theory to diagnostic methods takes on more complexity. Computer-Based Diagnostics and Systematic Analysis of Knowledge meets this challenge head-on as an international panel of experts reviews current and emerging assessment methodologies in the psychological and educational arenas. Emphasizing utility, effectiveness, and ease of interpretation, contributors critically discuss practical innovations and intriguing possibilities (including mental representations, automated knowledge visualization, modeling, and computer-based feedback) across fields ranging from mathematics education to medicine. These contents themselves model the steps of systematic inquiry, from theoretical construct to real-world application: Historical and theoretical foundations for the investigation of knowledge Current opportunities for understanding knowledge empirically Strategies for the aggregation and classification of knowledge Tools and methods for comparison and empirical testing Data interfaces between knowledge assessment tools Guidance in applying research results to particular fields Researchers and professionals in education psychology, instructional technology, computer science, and linguistics will find Computer-Based Diagnostics and Systematic Analysis of Knowledge a stimulating guide to a complex present and a rapidly evolving future.
650 0|aEducation.
650 0|aEducational technology.
650 0|aEducation|xData processing.
650 0|aLinguistics.
650 0|aEducational tests and measurements.
650 14|aEducation.
650 24|aDigital Education and Educational Technology.
650 24|aComputers and Education.
650 24|aLinguistics.
650 24|aAssessment and Testing.
700 1 |aIfenthaler, Dirk.|eeditor.|0(orcid)0000-0002-2446-6548|1https://orcid.org/0000-0002-2446-6548|4edt|4http://id.loc.gov/vocabulary/relators/edt
700 1 |aPirnay-Dummer, Pablo.|eeditor.|4edt|4http://id.loc.gov/vocabulary/relators/edt
700 1 |aSeel, Norbert M.|eeditor.|4edt|4http://id.loc.gov/vocabulary/relators/edt
710 2 |aSpringerLink (Online service)
773 0 |tSpringer Nature eBook
776 08|iPrinted edition:|z9781441956613
776 08|iPrinted edition:|z9781441956637
776 08|iPrinted edition:|z9781489983770
856 40|uhttps://doi.org/10.1007/978-1-4419-5662-0
912 |aZDB-2-SHU
912 |aZDB-2-SXED
950 |aHumanities, Social Sciences and Law (SpringerNature-11648)
950 |aEducation (R0) (SpringerNature-43721)
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