Solving instructional design dilemmas to develop a Video Enhanced Rubric with modeling examples to support mental model development of complex skills: the Viewbrics-project use case
Author:
Funder
Nationaal Regieorgaan Onderwijsonderzoek
Publisher
Springer Science and Business Media LLC
Subject
Education
Link
http://link.springer.com/content/pdf/10.1007/s11423-019-09668-1.pdf
Reference62 articles.
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2. Ackermans, K., Rusman, E., Brand-Gruwel, S., & Specht, M. (2018). The dilemmas of formulating theory-informed design guidelines for a video enhanced rubric. In Communications in Computer and Information Science (Vol. 829, pp. 123–136). https://doi.org/10.1007/978-3-319-97807-9_10
3. Ainsworth, S. (2006). DeFT: A conceptual framework for considering learning with multiple representations. Learning and Instruction, 16(3), 183–198. https://doi.org/10.1016/j.learninstruc.2006.03.001 .
4. Bandura, A. (1986). Social foundations of thought and action : A social cognitive theory/Albert Bandura. Englewood Cliffs, N.J: Prentice-Hall.
5. Bertsch, S., Pesta, B. J., Wiscott, R., & McDaniel, M. A. (2007). The generation effect: a meta-analytic review. Memory & Cognition, 35(2), 201–210. https://doi.org/10.3758/BF03193441 .
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