Lave, J. (1988). The culture of acquisition and the practice of understanding. (IRL report 88-00087). Palo Alto, CA: Institute for Research on Learning.

Hazardous flammable storage cabinets protect workers, reduce fire risks, and improve productivity by storing hazardous liquids in these ...

Sep 10, 2024 — These are the first field-based experiments in the world to directly examine the effectiveness of skimmer airtankers on actively-spreading wildfires.

Arastoopour, G., & Shaffer, D. W. (2015). Epistemography and professional CSCL environment design. Exploring the material conditions of learning: The Computer Supported Collaborative Learning (CSCL) Conference 2015, 7–11 June 2015, Gothenberg, Sweden (Vol. 1, pp. 2014–211). International Society of the Learning Sciences.

Desautel, D. (2009). Becoming a thinking thinker: Metacognition, self-reflection, and classroom practice. The Teachers College Record, 111(8), 1997–2020.

Madani, A., Vassiliou, M. C., Watanabe, Y., Al-Halabi, B., Al-Rowais, M. S., Deckelbaum, D. L., … Feldman, L. S. (2017). What are the principles that guide behaviors in the operating room? Creating a framework to define and measure performance. Annals of Surgery, 265(2), 255–267. http://dx.doi.org/10.1097/SLA.0000000000001962

Gama, C. (2004). Metacognition in interactive learning environments: The reflection assistant model. In J. C. Lester, R. M. Vicari, & F. Paraguaçu (Eds.), Proceedings of the 7th International Conference on Intelligent Tutoring Systems (ITS 2004), 30 August–3 September 2004, Maceió, Alagoas, Brazil (pp. 668–677). Springer: Berlin Heidelberg. http://dx.doi.org/10.1007/b100137

Nash, P., & Shaffer, D. W. (2013). Epistemic trajectories: Mentoring in a game design practicum. Instructional Science, 41(4), 745–771. http:/dx.doi.org/10.1007/s11251-012-9255-0

Mar 25, 2024 — VICTORIA — British Columbia has approved the use of an updated Taser weapon for officers around the province to use as a less-lethal weapon ...

Coutinho, S., Wiemer-Hastings, K., Skowronski, J. J., & Britt, M. A. (2005). Metacognition, need for cognition and use of explanations during ongoing learning and problem solving. Learning and Individual Differences, 15(4), 321–337. https://doi.org/10.1016/j.lindif.2005.06.001

Get free shipping on qualified Combination Grill Gas Grills products or Buy Online Pick Up in Store today in the Outdoors Department.

Autor, D. H., Levy, F., & Murnane, R. J. (2003a). Computer-based technological change and skill demands: Reconciling the perspectives of economists and sociologists. In E. Applebaum, A. D. Bernhardt, & R. J. Murnane, Low-wage America: How employers are reshaping opportunity in the workplace (pp. 121–154). New York: Russell Sage Foundation.

Grant, A. M. (2001). Rethinking psychological mindedness: Metacognition, self-reflection, and insight. Behaviour Change, 18(1), 8–17.

Dodman, D., McGranahan, G., & Dalal-Clayton, B. (2013). Integrating the environment in urban planning and management: Key principles and approaches for cities in the 21st century. Geneva, Switzerland: United Nations Environmental Programme.

i Cancho, R. F., & Solé, R. V. (2001). The small world of human language. Proceedings of the Royal Society of London. Series B: Biological Sciences, 268(1482), 2261–2265. http://dx.doi.org/10.1098/rspb.2001.1800

Kitchener, K. S. (1983). Cognition, metacognition, and epistemic cognition: A three level model of cognitive processing. Human Development, 26, 222–232. https://doi.org/10.1159/000272885

Get the best deals on Police Use Pocket Camcorders when you shop the largest online selection at eBay.com. Free shipping on many items | Browse your ...

Edgar H. Shroyer is Professor Emeritus and former director of the Education of Deaf Children Program at the University of North Carolina at Greensboro.

Arts, J. A. R., Gijselaers, W. H., & Boshuizen, H. P. A. (2006). Understanding managerial problem-solving, knowledge use and information processing: Investigating stages from school to the workplace. Contemporary Educational Psychology, 31(4), 387–410. https://doi.org/10.1016/j.cedpsych.2006.05.005

Troublesome traffic areas use drones to monitor aggressive driver behavior instead of placing patrol cars on the side of these dangerous, frequent crash areas.

Dorogovtsev, S. N., & Mendes, J. F. (2003). Evolution of networks: From biological nets to the Internet and WWW. Oxford, UK: Oxford University Press.

Bagley, E. (2010). The epistemography of an urban and regional planning practicum: Appropriation in the face of resistance. WCER Working Paper 2010-8. Wisconsin Center for Education Research, University of Wisconsin–Madison.

Hacker, D. J., Dunlosky, J., & Graesser, A. C. (Eds.). (2009). Handbook of metacognition in education. Mahwah, NJ: Erlbaum/Taylor & Francis.

Hatfield, D., Shaffer, D. W., Bagley, E. S., Nulty, A., & Nash, P. (2008). Reflection in professional play. Proceedings of the 8th International Conference of the Learning Sciences (ICLS ’08), 24–28 June 2008, Utrecht, Netherlands (Vol. 3, pp. 245–252). International Society of the Learning Sciences.

Novak, J. D., & Cañas, A. J. (2006). The theory underlying concept maps and how to construct them. Pensacola, FL: Florida Institute for Human and Machine Cognition.

Dumais, S., Furnas, G., Landauer, T., Deerwester, S., & Harshman, R. (1988). Using latent semantic analysis to improve access to textual information. In J. J. O’Hare (Ed.), Proceedings of the SIGCHI Conference on Human Factors in Computing Systems (CHI ʼ98), 4–9 April 2009, Boston, MA, USA (pp. 281–285). Washington, DC: Human Factors in Computing Systems. http://dx.doi.org/10.1145/57167.57214

Signs Across America provides a fascinating and unique look at regional variations in American Sign Language. The authors contacted native signers in 25 states to find out their signs for 130 selected words. The results—more than 1,200 signs—are illustrated in this book. It is an invaluable reference for teachers of American Sign Language that explores the subtle differences in signs from different geographic areas.

AgainSign

Lund, K., & Burgess, C. (1996). Producing high-dimensional semantic spaces from lexical co-occurrence. Behavior Research Methods, Instruments, & Computers, 28(2), 203–208. http://dx.doi.org/10.3758/BF03204766

You 're Done inSignLanguage

Friedman, T. L. (2006). The world is flat [updated and expanded]: A brief history of the twenty-first century. New York: Macmillan.

Schön, D. A. (1992). The crisis of professional knowledge and the pursuit of an epistemology of practice. Journal of Interprofessional Care, 6(1), 49–63. http://dx.doi.org/10.3109/13561829209049595

Califf, M. E., & Mooney, R. J. (2003). Bottom-up relational learning of pattern matching rules for information extraction. The Journal of Machine Learning Research, 4, 177–210.

Brown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 18(1), 32–42. https://doi.org/10.3102/0013189X018001032

Linn, M. C., Eylon, B.-S., & Davis, E. A. (2004). The knowledge integration perspective on learning. In M. C. Linn, E. A. Davis, & P. Bell (Eds.), Internet environments for science education (pp. 29–46). Mahwah, NJ: Erlbaum.

Signfor air

2023315 — Examples of Flammable Goods with Higher Flash Points · Flash Point of Diesel Ranging from 52° to 96°, diesel's flash point is considered high ...

Velardi, P., Fabriani, P., & Missikoff, M. (2001). Using text processing techniques to automatically enrich a domain ontology. Proceedings of the International Conference on Formal Ontology in Information Systems (FOIS ’01), 17–19 October 2001, Ogunquit, Maine, USA (pp. 270–284). New York: ACM. http://dx.doi.org/10.1145/505168.505194

Southavilay, V., Yacef, K., Reimann, P., & Calvo, R. A. (2013). Analysis of collaborative writing processes using revision maps and probabilistic topic models. Proceedings of the 3rd International Conference on Learning Analytics and Knowledge (LAK ’13), 8–12 April 2013, Leuven, Belgium (pp. 38–47). New York: ACM. http://dx.doi.org/10.1145/2460296.2460307

Shaffer, D. W., Rogers, B., Eagan, B. R., & Marquart, C. (2016). rhoR: Rho for inter-rater reliability [Computer software]. https://CRAN.R-project.org/package=rhoR.

Spector, J. M., Merrill, M. D., Elen, J., & Bishop, M. J. (2013). Handbook of research on educational communications and technology. Springer Science & Business.

Xun, G. E., & Land, S. M. (2004). A conceptual framework for scaffolding III-structured problem-solving processes using question prompts and peer interactions. Educational Technology Research and Development, 52(2), 5–22. http://dx.doi.org/10.1007/BF02504836

Blei, D. M., & Lafferty, J. D. (2009). Topic models. In A. N. Srivastava & M. Sahami (Eds.), Text mining: Classification, clustering, and applications (pp. 71–94). Boca Raton, FL: CRC Press.

7 days ago — An Australian police officer who Tasered 95-year-old great-grandmother Clare Nowland in her care home has been found guilty of manslaughter.

Ullmann, T. D., Wild, F., & Scott, P. (2012). Comparing automatically detected reflective texts with human judgements. Proceedings of the 2nd Workshop on Awareness and Reflection in Technology-Enhanced Learning (AR-TEL ʼ12), 18 September 2013, Saarbrucken, Germany (pp. 101–116).

Graesser, A. C., Foltz, P. W., Rosen, Y., Shaffer, D. W., Forsyth, C., & Germany, M. (in press). Challenges of assessing collaborative problem solving. In E. Care, P. Griffin, & M. Wilson (Eds.), Assessment and Teaching of 21st Century Skills. Springer.

2023126 — Police body cameras create an objective record of video and audio that can independently verify events. Knowing that cameras are on often helps ...

Hatfield, D. L., & Shaffer, D. W. (2010). The epistemography of journalism 335: Complexity in developing journalistic expertise. Proceedings of the 9th International Conference of the Learning Sciences (ICLS 2010), 29 June–2 July 2010, Chicago, IL, USA (Vol. 1, pp. 628–635). International Society of the Learning Sciences.

McAleese, R. (1998). The knowledge arena as an extension to the concept map: Reflection in action. Interactive Learning Environments, 6(3), 251–272.

Gibson, A., & Kitto, K. (2015). Analysing reflective text for learning analytics: An approach using anomaly recontextualisation. Proceedings of the 5th International Conference on Learning Analytics and Knowledge (LAK ʼ15), 16–20 March 2015, Poughkeepsie, NY, USA (pp. 275–279). New York: ACM. http://dx.doi.org/10.1145/2723576.2723635

Schön, D. A. (1984). The architectural studio as an exemplar of education for reflection-in-action. Journal of Architectural Education, 38(1), 2–9. http://dx.doi.org/10.1080/10464883.1984.10758345

Wood, D., Bruner, J., & Ross, G. (1976). The role of tutoring in problem solving. Journal of Child Psychology and Child Psychiatry, 17, 89−100. http://dx.doi.org/10.1111/j.1469-7610.1976.tb00381.x

Shaffer, D. W. (2006). Epistemic frames for epistemic games. Computers and Education, 46(3), 223–234. http://dx.doi.org/10.1016/j.compedu.2005.11.003

Babysignall

Newman, M. E. (2004). Analysis of weighted networks. Physical Review E, 70(5), 056131. https://doi.org/10.1103/PhysRevE.70.056131

Street ASL

Ruckelshaus, C., & Leberstein, S. (2014). Manufacturing low pay: Declining wages in the jobs that built America’s middle class. http://www.nelp.org/page/-/Justice/2014/Manufacturing-Low-Pay-Declining-Wages-Jobs-Built-Middle-Class.pdf?nocdn=1

Landauer, T. K., McNamara, D. S., Dennis, S., & Kintsch, W. (2007). Handbook of latent semantic analysis. Mahwah, NJ: Erlbaum.

SignLanguage for try again

DiSessa, A. A. (1988). Knowledge in pieces. In G. Forman & P. Pufall (Eds.), Constructivism in the computer age (pp. 47–70). Hillsdale, NJ: Erlbaum.

Rupp, A. A., Gushta, M., Mislevy, R. J., & Shaffer, D. W. (2010). Evidence-centered design of epistemic games: Measurement principles for complex learning environments. The Journal of Technology, Learning and Assessment, 8(4). https://ejournals.bc.edu/ojs/index.php/jtla/article/view/1623

Schön, D. A. (1995). Knowing-in-action: The new scholarship requires a new epistemology. Change, November/December, 27–34. http://dx.doi.org/10.1080/00091383.1995.10544673

Miller, T. M., & Geraci, L. (2011). Training metacognition in the classroom: The influence of incentives and feedback on exam predictions. Metacognition and Learning, 6(3), 303–314. http://dx.doi.org/10.1007/s11409-011-9083-7

Autor, D. H., Levy, F., & Murnane, R. J. (2003b). The skill content of recent technological change: An empirical exploration. Quarterly Journal of Economics, 118(4), 1279–1333. https://doi.org/10.1162/003355303322552801

Susan P. Shroyer is a former teacher and administrator at the North Carolina School for the Deaf in Greensboro and a former lecturer in the Department of Specialized Education Services at the University of North Carolina at Greensboro.

Kim, Y. R., Park, M. S., Moore, T. J., & Varma, S. (2013). Multiple levels of metacognition and their elicitation through complex problem-solving tasks. The Journal of Mathematical Behavior, 32(3), 377–396. https://doi.org/10.1016/j.jmathb.2013.04.002

Wood, P. K. (1983). Inquiring systems and problem structures: Implications for cognitive development. Human Development, 26, 249–265. http://dx.doi.org/10.1159/000137808

202257 — NSW Ambulance CAD (Computer Aided Dispatch) system down for thirteen ... 911 Dispatcher Research Research to improve emergency service software.

Arastoopour, G., Chesler, N. C., & Shaffer, D. W. (2014). Epistemic persistence: A simulation-based approach to increasing participation of women in engineering. Journal of Women and Minorities in Science and Engineering, 20(3), 211–234.

Andrzejewski, D., Zhu, X., & Craven, M. (2009). Incorporating domain knowledge into topic modeling via Dirichlet forest priors. Proceedings of the 26th Annual International Conference on Machine Learning (ICML ’09), 14–18 June 2009, Montreal, Quebec, Canada (pp. 25–32). New York: ACM. http://dx.doi.org/10.1145/1553374.1553378

Svarovsky, G. N., & Shaffer, D. W. (2006). Design meetings and design notebooks as tools for reflection in the engineering design course. Proceedings of the 36th Annual Frontiers in Education Conference (FIE 2006), 27 October–1 November 2006, San Diego, CA, USA (pp. 7–12). IEEE.

Weeber, M., Klein, H., de Jong‐van den Berg, L., & Vos, R. (2001). Using concepts in literature‐based discovery: Simulating Swanson’s Raynaud–fish oil and migraine–magnesium discoveries. Journal of the American Society for Information Science and Technology, 52(7), 548–557. http://dx.doi.org/10.1002/asi.1104

Murnane, R. J., & Levy, F. (1993). Why today’s high-school-educated males earn less than their fathers did: The problem and an assessment of responses. Harvard Educational Review, 63(1), 1–20. https://doi.org/10.17763/haer.63.1.7585v420548725x0

Shaffer, D. W., Hatfield, D., Svarovsky, G., Nash, P. Nulty, A., Bagley, E., Franke, K., Rupp, A. A., & Mislevy, J. R. (2009). Epistemic network analysis: A prototype for 21st century assessment of learning. The International Journal of Learning and Media, 1(2), 33–53. http://dx.doi.org/10.1162/ijlm.2009.0013

Shaffer, D. W. (2012). Models of situated action: Computer games and the problem of transfer. In C. Steinkuehler, K. Squire, & S. Barab (Eds.), Games, learning, and society: Learning and meaning in the digital age (pp. 403–433). Cambridge, UK: Cambridge University Press

“By preserving the variety of unique and traditional signs found across the country, the book is also an important contribution to research about the fourth most used language in the U.S.”

Veenman, M. V., Van Hout-Wolters, B. H., & Afflerbach, P. (2006). Metacognition and learning: Conceptual and methodological considerations. Metacognition and Learning, 1(1), 3–14. http://dx.doi.org/10.1007/s11409-006-6893-0

Chesler, N. C., Ruis, A. R., Collier, W., Swiecki, Z., Arastoopour, G., & Shaffer, D. W. (2015). A novel paradigm for engineering education: Virtual internships with individualized mentoring and assessment of engineering thinking. Journal of Biomechanical Engineering, 137(2), 024701:1-8. http://dx.doi.org/10.1115/1.4029235

Campione, J. C., Shapiro, A. M., & Brown, A. L. (1995). Forms of transfer in a community of learners: Flexible learning and understanding. In A. McKeough, J. Lupart, & A. Marini (Eds.), Teaching for transfer: Fostering generalization in learning (pp. 35–69). Mahwah, NJ: Erlbaum

Learning to solve complex problems — problems whose solutions require the application of more than basic facts and skills — is critical to meaningful participation in the economic, social, and cultural life of the digital age. In this paper, we use a theoretical understanding of how professionals use reflection-in-action to solve complex problems to investigate how students learn this critical 21st-century skill and how we can develop and automate learning analytic techniques to assess that learning. We present a preliminary study examining the automated detection of reflective discourse during collaborative, complex problem solving. We analyze student reflection-on-action in a virtual learning environment, focusing on both reflection in individual discourse and collaborative reflection among students. Our results suggest that it is possible to detect student reflection on complex problems in virtual learning environments, but that different models may be appropriate depending on students’ prior domain experience.

Palinscar, A. S., & Brown, A. L. (1984). Reciprocal teaching of comprehension-fostering and comprehension-monitoring activities. Cognition and Instruction, 1(2), 117–175. http://dx.doi.org/10.1207/s1532690xci0102_1

Siebert-Evenstone, A. L., Arastoopour, G., Collier, W., Swiecki, Z., Ruis, A. R., & Shaffer, D. W. (2016). In search of conversational grain size: Modeling semantic structure using moving stanza windows. In C.‑K. Looi, J. Polman, U. Cress, & P. Reimann (Eds.), Transforming learning, empowering learners: Proceedings of the 12th International Conference of the Learning Sciences (ICLS ’16), 20–24 June 2016, Singapore (Vol. 1, pp. 631–638).

White, S., & Feiner, S. (2009). SiteLens: Situated visualization techniques for urban site visits. Proceedings of the SIGCHI Conference on Human Factors in Computing Systems (CHI ʼ09), 4–9 April 2009, Boston, MA, USA (pp. 1117–1120). New York: ACM. http://dx.doi.org/10.1145/1518701.1518871

Tang, J., Meng, Z., Nguyen, X., Mei, Q., & Zhang, M. (2014). Understanding the limiting factors of topic modeling via posterior contraction analysis. Proceedings of the 31st International Conference on Machine Learning, PMLR, 32(1), 190–198.

Schön, D. A. (1987). Educating the reflective practitioner: Toward a new design for teaching and learning in the professions. San Francisco, CA: Jossey-Bass.

“This book has done all of us the favor of calling our attention to the rich variation in lexical selections in American Sign Language as it is used in various local Deaf communities.”