In Order to Learn

How the Sequence of Topics Influences Learning

Edited by Frank E. Ritter, Josef Nerb, Erno Lehtinen, and Timothy M. O'Shea

Oxford Series on Cognitive Models and Architectures

In Order to Learn shows how order effects are crucial in human learning, instructional design, machine learning, and both symbolic and connectionist cognitive models. Each chapter explains a different aspect of how the order in which material is presented can strongly influence what is learned by humans and theoretical models of learning in a variety of domains. In addition to data, models are provided that predict and describe order effects and analyze how and when they will occur.

In Order to Learn

How the Sequence of Topics Influences Learning

Edited by Frank E. Ritter, Josef Nerb, Erno Lehtinen, and Timothy M. O'Shea

Oxford Series on Cognitive Models and Architectures

Description

Order affects the results you get: Different orders of presenting material can lead to qualitatively and quantitatively different learning outcomes. These differences occur in both natural and artificial learning systems. In Order to Learn shows how order effects are crucial in human learning, instructional design, machine learning, and both symbolic and connectionist cognitive models. Each chapter explains a different aspect of how the order in which material is presented can strongly influence what is learned by humans and theoretical models of learning in a variety of domains. In addition to data, models are provided that predict and describe order effects and analyze how and when they will occur. The introductory and concluding chapters compile suggestions for improving learning through better sequences of learning materials, including how to take advantage of order effects that encourage learning and how to avoid order effects that discourage learning. Each chapter also highlights questions that may inspire further research. Taken together, these chapters show how order effects in different areas can and do inform each other. In Order to Learn will be of interest to researchers and students in cognitive science, education, machine learning.

In Order to Learn

How the Sequence of Topics Influences Learning

Edited by Frank E. Ritter, Josef Nerb, Erno Lehtinen, and Timothy M. O'Shea

Oxford Series on Cognitive Models and Architectures

Preface.
Foreword.
Section 1. Introductory Chapters.
1. Call to order: How and why sequences influence learning
2. Order is the first step to mastery
3. Machine learning: The necessity of order (is order in order?)
4. Rules of Order: Process models of human learning
5. Order out of chaos: Order in connectionist models
6. Putting things in order: Collecting and analyzing data on learning
Section 2. Fundamental explanations of order: Example models.
7. An example order for Cognitive skill acquisition
8. An ordered Chaos: Sequences and mental structures
9. Learning in order: Steps of acquiring the concept of the day/night cycle
10. Timing is in order: Modeling order effects in the learning of information
11. The effects of order: A model of transfer and critiquing
Section 3. Getting in and out of order: Techniques and examples from education and instructional design.
12. Getting out of order: Avoiding order effects through instruction
13. Order or no order: System vs. learner control in sequencing simulation-based discovery learning
14. Making your own order: Order effects in system- and user-controlled settings for learning and problem solving
Section 4. Conclusions.
15. All is in order
Epilogue: Let's Educate.

In Order to Learn

How the Sequence of Topics Influences Learning

Edited by Frank E. Ritter, Josef Nerb, Erno Lehtinen, and Timothy M. O'Shea

Oxford Series on Cognitive Models and Architectures

Author Information

Frank Ritter helped start the College of Information Sciences and Technology at Penn State, and is affiliated with the psychology, computer science and engineering departments. He also helped start the International Conference on Cognitive Modeling and the tutorial series at the Cognitive Science Conference. He was a Fulbright Scholar at the Technische Universität Chemnitz in 2005.

Josef Nerb is Professor of Educational Psychology at the University of Education in Freiburg, Germany, where he also serves as a Vice Dean for teaching and learning. He earned his Ph.D. at the University of Freiburg and did a post-doc at the University of Waterloo, Canada, supported by an Alexander von Humboldt Foundation fellowship.

Erno Lehtinen is Vice rector and former Dean of the School of Education at Turku University, where he is a professor of education. He is a past president of the European Association for Research on Learning and Instruction (EARLI).

Tim O'Shea is the Principal (President) of the University of Edinburgh. Previously he was Master of Birkbeck College, and professor of information technology and education at the Open University.

Contributors:

Robert K. Atkinson, Arizona State University, USA
A. Cornuéjois, Laboratoire de Recherche en Infomatique (L.R.I.), Université Paris Sud, France
Ton De Jong, Faculty of Behavioral Sciences, University of Twente, The Netherlands
Peter Gerjets, Knowledge Media Research Center, University of Tübingen, Germany
Fernand Gobet, Department of Human Sciences, Brunel University, UK
Peter C.R. Lane, Department of Computer Science, University of Hertfordshire, UK
Pat Langley, Computational Learning Laboratory, Center for the Study of Language and Information, Stanford University, USA
Erno Lehtinen, Department of Educational Studies, Turku University, Finland
Katharina Morik, University of Dortmund, Germany
Martin Mühlenbrock, German Research Center for Artificial Intelligence
Josef Nerb, Department of Psychology, University of Freiberg, Germany
Stellan Ohlsson, Department of Psychology, University of Illinois at Chicago, USA
Tim O'Shea, Old College, University of Edinburgh, UK
Philip I. Pavlik Jr., Human Computer Interaction Institute, Carnegie Mellon University, USA
Charles M. Reigeluth, School of Education, Indiana University, USA
Alexander Renkl, Department of Psychology, University of Freiberg, Germany
Frank E. Ritter, College of Information Sciences and Technology, Penn State, USA
Oliver G. Selfridge, MIT Media Lab and BBN Technologies, USA
Katharina Scheiter, Department of Applied Cognitive Psychology and Media Psychology, University of Tübingen, Germany
Janine Swaak, Telematica Institut, The Netherlands
John Sweller, School of Education, University of New South Wales, Australia
Kurt VanLehn, Computer Science Department and the Learning Research and Development Center, University of Pittsburgh
David Wood, School of Psychology, University of Nottingham, UK

In Order to Learn

How the Sequence of Topics Influences Learning

Edited by Frank E. Ritter, Josef Nerb, Erno Lehtinen, and Timothy M. O'Shea

Oxford Series on Cognitive Models and Architectures

Reviews and Awards

"...full of good content and an extensive set of references."--Ergonomics in Design

"...a detailed book on the role of order in learning. Authors deal with the main goal of showing the relevance of the sequence of information, topics, procedures, etc. in learning. The book is very well organized and it comes from a research program involving five work groups all interested in learning, and the influence of 'order' on learning... A great effort has been put into guiding the reader through the contents of the book in a gentle and effective manner....I would suggest this book to researchers interested in the topic of learning and teaching because it develops an original and uncommon point of view that could be difficult to find in more general educational literature; it also provides a valuable resource to reflect on the role of order in learning and teaching practice."--Paola Palladino as reviewed in Infant and Child Development