The Ruleg System for the Construction of Programmed Verbal Learning Sequences

Evans, James L.; Homme, Lloyd; Glaser, Robert

doi:10.1080/00220671.1962.10882862

Cited by 41 publications

(7 citation statements)

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“…Harden & Davis (1998) described PBL as a continuum and adopted a position based on the rul/eg, eg/rul approach. The rule is presented first then the example 'problem', versus example 'problem' covers first and students discover the rule as introduced in programmed learning in the 1960s (Evans et al 1962). The problem acts as a stimulus leading to an interaction between learning responses in the students and the learning environment including the original problem.…”

Section: Theoretical and Philosophical Perspectives Of Pblmentioning

confidence: 99%

The fuzzy world of problem based learning

Hamdy

2008

Medical Teacher

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The AMEE Guide by Taylor & Miflin (2008) in this issue of Medical Teacher offers an excellent critical review on PBL as it is understood and implemented in 2008, reflecting the experience, understanding and position of the authors. As an advocate of PBL and with personal experience of working for 30 years in three medical schools adopting integrated PBL curricula-The Suez Canal University, Egypt, Arabian Gulf University, College of Medicine, Bahrain and the University of Sharjah, College of Medicine, U.A.E. - I have witnessed its evolution and implementation in different contexts and cultures. While keeping an open mind about variabilities in its implementation, and without being entrenched in the orthodoxy of the original philosophy, perhaps I may be able to reflect on some aspects of this controversial and challenging educational strategy.

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Section: Theoretical and Philosophical Perspectives Of Pblmentioning

confidence: 99%

The fuzzy world of problem based learning

Hamdy

2008

Medical Teacher

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“…Using the inductive approach to information presentation, the instances are presented prior to the generalities. According to Evans, Homme, and Glaser (1962) a generality-instance format is best applied when the concept can be understood in abstract form while an instance-generality format is best used when the concept is difficult or too abstract for the learner (Fleming & Levie, 1979).…”

Section: Discussionmentioning

confidence: 99%

Just-in-time information presentation and the acquisition of complex cognitive skills

Kester

Kirschner

Merriënboer

et al. 2001

Computers in Human Behavior

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This paper describes a model for just-in-time (JIT) presentation of information. Learners receive the information needed to carry out a task precisely at the time it is needed. The model is twofold: supportive information is best presented before practising task clusters while prerequisite information is best presented during practice on learning tasks. JIT supportive information presentation promotes schema construction through meaningful learning or elaboration. JIT prerequisite information presentation promotes schema automation through proceduralization or restricted encoding while learning the recurrent aspects of a task. It leads to a reduction in extraneous cognitive load because temporal split attention is avoided. This frees up cognitive capacity for learning the non-recurrent aspects of a complex cognitive skill and so enhances transfer performance. An exploratory, empirical study is described that supports our model. Implications for teaching and teacher training are discussed. # 2001 Published by Elsevier Science Ltd. All rights reserved.In the late 1970s and early 1980s a new concept in inventory management revolutionized Japanese and American manufacturing companies. The traditional just-in-case (JIC) inventory systems based on long production runs, stockpiled inventories and uninterrupted production needed to be replaced by more flexible systems in order to meet new competitive and economic challenges. A just-in-time (JIT) inventory system was introduced to replace the traditional JIC inventory systems (Hoyt, 1996). JIT inventory management is a result of demand-pull production. This concept ''involves the use of demand for a given product to signal when production should occur. The use of demand-pull allows a company to produce only

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“…Rules serve as semantic anchors with which concrete information can be organised (Mayer, 1977(Mayer, , 1979. Evans, Homme, and Glaser (1962) contended that verbal material can categorised in two kinds of statements: rules (ru's) and examples (eg's). 'A ru may be a large number of things: a definition (operational or otherwise), a mathematical formula, an empirical law, a principle, axiom, postulate, or hypothesis.…”

Section: Experiments 2 -Comprehension Of Idea-oriented and Example-orimentioning

confidence: 99%