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Anchored Instruction, Situated Cognition, Ill-structured Problem-Solving: A Cognitive Evaluation of Multimedia Case-based Instruction
PROCEEDINGS

, University of Missouri-Columbia, United States

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Quebec City, Canada ISBN 978-1-880094-63-1 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Abstract

Effective literacy teachers share a variety of instructional traits such as the ability to kidwatch, cognitively reflect, and make informed decisions based on ill-structured and complex data. Teacher educators face the challenge of helping preservice teachers develop such traits so as to prepare them to be successful literacy teachers. One method being used is case-based instruction (CBI). With the support of three grants, over a six-year period, we created a series of multimedia cases for literacy education referred to as ChALK (Children As Literacy Kases). The purpose of this empirical report is to weave together insights that emerged during multiple investigations into the use of ChALK and compare them with findings from other CBI studies. During this session we will demonstrate ChALK and discuss research findings.

Citation

Baker, E. (2007). Anchored Instruction, Situated Cognition, Ill-structured Problem-Solving: A Cognitive Evaluation of Multimedia Case-based Instruction. In T. Bastiaens & S. Carliner (Eds.), Proceedings of E-Learn 2007--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 2322-2327). Quebec City, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved March 29, 2020 from .

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