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sheryl barnes

sheryl barnes's Public Library

  • we take the interaction between alearner and a specific instructional environment as the unit of analysis
  • The small grain size of such theories and the studies that supportthem leave them mostly untested at the larger grain size of knowledge-rich academic learn-ing. Thus, they tend to be insufficient to constrain instructional design choices
  • intermediate cognitive level, which we refer to as theLearn-ing Event level

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  • Squabbles challenge sleepy thinking

  • cognitive science has, over a number of decades, emerged as something like a discipline out of what were a disparate set of disciplines (e.g., computer science, mathematics, philosophy, linguistics, neuroscience, and psychology).
  • complex adaptive systems
  • situated cognition studies

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