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Researchers in CREDIT conduct a number of projects attempting to model the processes of learning and perception. An overview of this work can be found on the computational modelling homepage. Principal research areas include:
Computer
Supported Collaborative Learning
This project aims to support colloborative learning in
physics through principled design of distributed
representations within shared simulation environments.
Creating
Reusable Intelligent Tutoring Systems
These projects are involved with the design and evaluation of authoring
tools that allow existing CBT to be reused in ITSs by the addition of
adaptive teaching strategies provided by teachers and trainers. Such tools
allow principles of learning and instruction to be tested in a rigorous
fashion.
The
Development of Contingent Tutoring Systems
This project aims to implement and test computer-based
tutors which will respond contingently to learners' success
and help-seeking.
The
Development Of Skills In Collaboration & Peer
Tutoring
The aims of this study are to develop a profile of skills
underlying peer tutoring abilities in young children.
Investigation focuses on the relations between peer tutoring
ability and theory of mind, planning, comprehension of
narratives and referential communication.
Learning
and Instruction with Law Encoding Diagrams
This project is investigating how LEDs, a novel class of
diagrammatic representations, can assist problem solving,
learning and instruction in science. LEDs capture laws in
their internal structure. Computer based learning
environments exploiting LEDs have been built and evaluated.
Multi-representational
Learning Environments
These projects consider what unique benefits multiple representations may provide
for learning by designing, implementing and evaluating effective learning environments
in areas as diverse for primary mathematics, alchemy and undergraduate biology.
Promoting
Learning in Children with Difficulties
This research examines the effects of a long-term
intervention study designed to promote language and
communication skills in children with moderate learning
difficulties.
Integrated
Learning Systems and Educational Outcomes
Previous research established that significant learning
gains could be made by children using particular ILSs. This
project aims to discover whether this has been sustained
over time for pupils who are no longer using the system.
Modelling
Regulation Principles of Human Activity
The project aims to build models that highlight the
situational and individual characteristics that affect human
learning, performance and reliability in domains such as
air-traffic control and chemical engineering.
Modelling
the Professional Development of Teachers
The project continues work on ILSs by: investigating
strategies for integrating ILS work into the curriculum;
examining the tutor role as a manager and learning support
agent in an ILS environment and; studying the impact of ILS
on professional development of teachers.
Simulation
Based Training For Statistical Process Control
SPC uses a variety of diagrammatic tools for monitoring and
improving the quality of manufacturing and other processes.
This project has developed graphically oriented computer
based training for SPC based on a study of training needs of
manufacturing companies.
Small
Group Teaching of Primary Science
This project is investigating the influence of subject
knowledge and pedagogical knowledge on effective teaching.
It focuses on the use of teacher resource packs and
practical activities when teaching with small groups of
pupils.
Social
Interaction & Play - A Theory Of Mind
Perspective
This research is conducting microgenetic analyses of
children's interactive play behavior from a theory of mind
perspective. It examines how young children's mind-reading
abilities are related to the coordinatation and regulatation
their interactions.
Supporting
Learning With Bridging Analogies
This project applies advances in theoretical psychology to
the teaching of conceptual knowledge of fractions. It aims
to investigate the relationships between abstract
understanding, concrete instantiations and the notational
system in primary mathematics.
Team
Decision Making Under Normal And Extreme Conditions
This projects examines social-emotional and structural
factors affecting decision making.
The
Transition from Sixth Form to Undergraduate
Mathematics
This research focuses on the discontinuity between 6th form
and 1st year university experience of mathematics. It aims
to identify effective conditions of learning at university
and provide guidance to schools and universities to help
students in this transition.
