Model-Based Methods for Assessment, Learning, and Instruction: Innovative Educational Technology at Florida State University

Abstract In this chapter, we describe our research and development efforts relating to eliciting, representing, and analyzing how individuals and small groups conceptualize complex problems. The methods described herein have all been devel-oped and are in various states of being validated. In addition, the methods we describe have been automated and most have been integrated in an online model-based set of tools called HIMATT (Highly Interactive Model-based Assessment Tools and Technologies; available for research purposes a

States and Processes of Learning Communities. Engaging Students in Meaningful Reflection and Learning.

The omnipresence of the Internet and high bandwidth connections has brought about the development of powerful software packages called learning management systems (LMS). An LMS integrates the administration and facilitation of online activities and the distribution of learning materials. In this chapter, it is argued that the use of LMS is limited to only a few technological features and that so far it has failed to promote meaningful learning environments. Therefore, two empirical studies were conducted to investigate these concerns. The first study reports the development of a practicable taxonomy for LMS features. The second study extends the taxonomy for discussion forums. This chapter concludes with future perspectives on the application and extension of the introduced practicable taxonomy for LMS

Comparison and empirical testing strategies: Intermezzo 3 - The innerworkings of knowledge and its structure: Reasoning, comparison, testing, evaluation, decision, and action

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. © Springer Science+Business Media, LLC 2010. All rights reserved

Cognitive Interventions in Mild Alzheimer's Disease: A Therapy-Evaluation Study on the Interaction of Medication and Cognitive Treatment

Background/Aims: Many studies have shown that not only pharmacological treatment but also cognitive stimulation in the early stages of Alzheimer's disease (AD) improves language processing and (other) cognitive functions, stabilizes Activities of Daily Living (ADL) and Instrumental Activities of Daily Living (IADL) functions and increases the subjective quality of life (wherein a combination of pharmacological intervention and cognitive stimulation could provide greater relief of clinical symptoms than either intervention given alone). Today, it is no longer the question of whether cognitive stimulation helps but rather what kind of stimulation helps more than others. Methods: A sample of 42 subjects with mild AD (all medicated with an acetylcholinesterase inhibitor and well adjusted) underwent clinical and cognitive evaluation and participated in a 6-month study with 2 experimental groups (i.e. ‘client-centered' global stimulation vs. cognitive training) and a control group. Since the test performance also depends on the individual test, we used a wide variety of tests; we z-transformed the results and then calculated the mean value for the global cognitive status (using the Mini-Mental State Examination) as well as for the single functional areas. Results: Between-group differences were found, they were overall in favor of the experimental groups. Different functional areas led to different treatment and test patterns. Client-centered, global, cognitive therapy stimulated many cognitive functions and thus led to a better performance in language processing and ADL/IADL. The subjective quality of life increased as well. The cognitive training (of working memory) improved only the ADL/IADL performance (more, however, than client-centered, global, cognitive stimulation) and stabilized the level of performance in the other three functional areas

Challenges for education in a connected world: Digital learning, data rich environments, and computer-based assessment - Introduction to the inaugural special issue of technology, knowledge and learning

The new scope of Technology, Knowledge and Learning emphasizes on the increased interest on adaptive and personalized digital learning environments. Educational researchers are faced with new research challenges in the beginning of the twenty-first century, specifically focusing on digital learning, game-based learning, automated assessment, and learning analytics. Digital learning is defined as any set of technology-based methods that can be applied to support learning and instruction. There are many emerging opportunities for research in digital learning aiming to improve the learner's experience and promoting deeper engagement to achieve higher-order thinking skills and to optimize learning outcomes along with ensuring high-quality learning design and instruction. Digital game-based technologies are entering this field to redefine the meaning of learning and instruction in the twenty-first century