Search results
Results from the WOW.Com Content Network
For example, let the design effect, for estimating the population mean based on some sampling design, be 2. If the sample size is 1,000, then the effective sample size will be 500. It means that the variance of the weighted mean based on 1,000 samples will be the same as that of a simple mean based on 500 samples obtained using a simple random ...
Design-based learning (DBL), also known as design-based instruction, is an inquiry-based form of learning, or pedagogy, that is based on integration of design thinking and the design process into the classroom at the K-12 and post-secondary levels.
Embodied design grows from the idea of embodied cognition: that the actions of the body can play a role in the development of thought and ideas. [ 1 ] [ 2 ] Embodied design brings mathematics to life; studying the effects of the body on the mind, researchers learn how to design objects and activities for learning. [ 3 ]
Instructional design (ID), also known as instructional systems design and originally known as instructional systems development (ISD), is the practice of systematically designing, developing and delivering instructional materials and experiences, both digital and physical, in a consistent and reliable fashion toward an efficient, effective, appealing, engaging and inspiring acquisition of ...
A sharp, clear, vivid, dramatic, or exciting learning experience teaches more than a routine or boring experience. The principle of intensity implies that a student will learn more from the real thing than from a substitute. Examples, analogies, and personal experiences also make learning come to life.
Universal design calls for "the design of products and environments to be usable by all people, to the greatest extent possible, without the need for adaptation or specialized design". [7] UDL applies this general idea to learning: that curriculum should, from the outset, be designed to accommodate all kinds of learners. [ 1 ]
The worked-example effect is a learning effect predicted by cognitive load theory. [ 1 ] [ full citation needed ] Specifically, it refers to improved learning observed when worked examples are used as part of instruction, compared to other instructional techniques such as problem-solving [ 2 ] [ page needed ] and discovery learning.
Using a different approach, the Center on Postsecondary Education and Disability at the University of Connecticut developed a set of UDI principles that draws on the work of Chickering and Gamson, [8] who had originally published a set of principles for more inclusive postsecondary education, as well as the Principles of Universal Design.