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Implications for the scheduling of theory versus application in learning

Implications for the scheduling of theory versus application in learning

Graham, Deryn (2002) Implications for the scheduling of theory versus application in learning. In: 3rd Annual Conference of the LTSN Centre for Information and Computer Sciences [Proceedings]. LTSN (Learning and Teaching Support Network) / ICS (Centre for Information and Computer Sciences), Newtonabbey, Antrim, Northern Ireland, UK, pp. 11-14. ISBN 0954192710

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Abstract

This paper presents the findings of an experiment which looked at the effects of performing applied tasks (action learning) prior to the completion of the theoretical learning of these tasks (explanation-based learning), and vice-versa. The applied tasks took the form of laboratories for the Object-Oriented Analysis and Design (OOAD) course, theoretical learning was via lectures.

Item Type: Conference Proceedings
Title of Proceedings: 3rd Annual Conference of the LTSN Centre for Information and Computer Sciences [Proceedings]
Additional Information: [1] This paper was first presented at the 3rd Annual Conference of the LTSN Centre for Information and Computer Sciences held from 27-29 August 2002 in Loughborough, UK.
Uncontrolled Keywords: action learning, explanation-based learning, object-oriented analysis and design, OOAD
Subjects: L Education > LB Theory and practice of education
Pre-2014 Departments: School of Computing & Mathematical Sciences
School of Computing & Mathematical Sciences > Department of Information Systems & Digital Media
School of Computing & Mathematical Sciences > eCentre
Related URLs:
Last Modified: 14 Oct 2016 09:01
Selected for GREAT 2016: None
Selected for GREAT 2017: None
Selected for GREAT 2018: None
URI: http://gala.gre.ac.uk/id/eprint/672

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