Ritter, F. E., Nerb, J., Lehtinen, E., & O'Shea, T. M. (Eds.) (2007)

Ritter, F. E., Nerb, J., Lehtinen, E., O'Shea, T. M. (Eds.) (2007). In order to learn: How the sequence of topics influence learning. New York: Oxford University Press. (ISBN13: 978 019 517884-5)

In order to learn: How the sequence of topics influence learning

The order that material, for both facts and skills, is presented or explored
by a learner can strongly influence what is learned, how fast performance
increases, and sometimes, even that the material is learned at all. In this
book we argue that these effects are more pervasive and important than
they have previously treated, and we are able to provide a
preliminary summary of what research tells us about how to order
instructional material. We explore some of the foundation topics
in this area of intersection of psychology, of machine learning,
artificial intelligence, and cognitive modeling, and of instructional
design. We include several case studies, and note numerous questions
that will lead to further research projects and provide food for thought for professionals working in these areas such as education.

In order to learn cover

The book is on the Oxford University Press website
and can be ordered now.

Front matter (Publication details (e.g., ISBN), Preface, Forward, Table of Contents, List of contributors)

Table of Contents

Section # Section Title Chapter # Author(s) Chapter Topic
    0a Wood Forward
    0b Ritter, Nerb Preface download
    1 Ritter & Nerb Introduction
I Introductory Chapters    
    2 Reigeluth Instructional design
    3 Corneujols Machine learning
    4 Ritter, Nerb, & Langley Process models
    5 Lane connectionist models
    6 Nerb, Ritter, & Lehtinen Data on learning
II Example Models    
    7 Renkl & Atkinson Ordering instructional events
    8 Gobet & Lane Order effects in learning languages
    9 Morik & Mühlenbrock Learning the night and day cycle
    10 Pavlik Optimizing time and sequences
    11 Ohlsson Order and learning constraints
III Techniques and examples from education and Instructional design
    12 VanLehn Avoiding order effects with instruction
    13 Swaak & De Jong System vs. learner controlled order
    14 Scheiter & Gerjets Design order and user choice
IV Conclusions      
    15 Sweller All is in order
      Oliver Selfridge Epilogue: Let's learn

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Last changed: 1 july 07 -fer