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Practicing connections: A new design framework for developing courseware in rich domains
PROCEEDING

, California State University, Los Angeles, United States ; , University of California, Los Angeles, United States

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Las Vegas, NV, United States ISBN 978-1-939797-35-3 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Abstract

Students of complex domains (such as statistics) gain some knowledge of a large assortment of concepts and skills, yet often fail to comprehend the core ideas that link these concepts and procedures together. In order to give students a more coherent view of a rich domain, and thus a more flexible understanding that can be applied appropriately across a number of situations, we develop a framework for instructional design based on research in cognitive science called the Practicing-Connections Hypothesis. We implement that framework in a free online interactive textbook for introductory statistics. We report on the initial design of the course and our first experiences implementing these ideas.

Citation

Son, J. & Stigler, J. (2018). Practicing connections: A new design framework for developing courseware in rich domains. In Proceedings of E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 862-867). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE). Retrieved November 17, 2019 from .

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