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A popular repeated-measures design is the crossover study. A crossover study is a longitudinal study in which subjects receive a sequence of different treatments (or exposures). While crossover studies can be observational studies, many important crossover studies are controlled experiments.
The order crossover goes back to Davis [1] in its original form and is presented here in a slightly generalized version with more than two crossover points. It transfers information about the relative order from the second parent to the offspring. First, the number and position of the crossover points are determined randomly.
The competing conventions problem arises when there is more than one way of representing information in a phenotype. For example, if a genome contains neurons A, B and C and is represented by [A B C], if this genome is crossed with an identical genome (in terms of functionality) but ordered [C B A] crossover will yield children that are missing information ([A B A] or [C B C]), in fact 1/3 of ...
A crossover trial has a repeated measures design in which each patient is assigned to a sequence of two or more treatments, of which one may be a standard treatment or a placebo. Nearly all crossover are designed to have "balance", whereby all subjects receive the same number of treatments and participate for the same number of periods.
Learning Engineering is the systematic application of evidence-based principles and methods from educational technology and the learning sciences to create engaging and effective learning experiences, support the difficulties and challenges of learners as they learn, and come to better understand learners and learning. It emphasizes the use of ...
The design phase deals with learning objectives, assessment instruments, exercises, content, subject matter analysis, lesson planning, and media selection. The design phase should be systematic and specific. Systematic means a logical, orderly method that identifies, develops, and evaluates a set of planned strategies for attaining project goals.
But the concept of learning design is probably as old as the concept of teaching. Learning design might be defined as "the description of the teaching-learning process that takes place in a unit of learning (e.g., a course, a lesson or any other designed learning event)". [51] As summarized by Britain, [52] learning design may be associated with:
Methodologically, the learning sciences differs from other fields in educational research. It focuses on the study of learners, their localities, and their communities. The design-based research methodology is often used by learning scientists in their inquiries because this methodological framework considers the subject of study to be a complex system involving emergent properties that arise ...