Open Access. Powered by Scholars. Published by Universities.®
- Discipline
-
- Educational Assessment, Evaluation, and Research (3)
- Curriculum and Instruction (2)
- Social and Behavioral Sciences (2)
- Arts and Humanities (1)
- Cognition and Perception (1)
-
- Cognitive Psychology (1)
- Communication (1)
- Communication Technology and New Media (1)
- Courts (1)
- Curriculum and Social Inquiry (1)
- Dispute Resolution and Arbitration (1)
- Education Law (1)
- Educational Psychology (1)
- Educational Sociology (1)
- Epistemology (1)
- Evidence (1)
- Judges (1)
- Junior High, Intermediate, Middle School Education and Teaching (1)
- Jurisprudence (1)
- Law (1)
- Law and Psychology (1)
- Law and Society (1)
- Legal Biography (1)
- Legal Education (1)
- Legal Ethics and Professional Responsibility (1)
- Legal History (1)
- Legal Profession (1)
- Legal Studies (1)
- Legal Writing and Research (1)
- Publication
- File Type
Articles 1 - 5 of 5
Full-Text Articles in Education
Group Of National Experts On The Ahelo Feasibility Study : Engineering Assessment Framework : Ahelo Feasibility Study, Hamish Coates, Sarah Richardson, Jacob Pearce, Julian Fraillon
Group Of National Experts On The Ahelo Feasibility Study : Engineering Assessment Framework : Ahelo Feasibility Study, Hamish Coates, Sarah Richardson, Jacob Pearce, Julian Fraillon
Julian Fraillon
This AHELO Engineering Assessment Framework describes and illustrates the domain of engineering competency that is used in the AHELO Feasibility Study. The framework gives an organisational structure for the domain in terms of engineering knowledge, processes and contexts; describes the types of assessment items that have been developed; and details how reporting will be carried out. - p.4
Group Of National Experts On The Ahelo Feasibility Study : Engineering Assessment Framework : Ahelo Feasibility Study, Hamish Coates, Sarah Richardson, Jacob Pearce, Julian Fraillon
Group Of National Experts On The Ahelo Feasibility Study : Engineering Assessment Framework : Ahelo Feasibility Study, Hamish Coates, Sarah Richardson, Jacob Pearce, Julian Fraillon
Dr Jacob Pearce
This AHELO Engineering Assessment Framework describes and illustrates the domain of engineering competency that is used in the AHELO Feasibility Study. The framework gives an organisational structure for the domain in terms of engineering knowledge, processes and contexts; describes the types of assessment items that have been developed; and details how reporting will be carried out. - p.4
Thinking Like Thinkers: Is The Art And Discipline Of An "Attitude Of Suspended Conclusion" Lost On Lawyers?, Donald J. Kochan
Thinking Like Thinkers: Is The Art And Discipline Of An "Attitude Of Suspended Conclusion" Lost On Lawyers?, Donald J. Kochan
Donald J. Kochan
In his 1910 book, How We Think, John Dewey proclaimed that “the most important factor in the training of good mental habits consists in acquainting the attitude of suspended conclusion. . .” This Article explores that insight and describes its meaning and significance in the enterprise of thinking generally and its importance in law school education specifically. It posits that the law would be best served if lawyers think like thinkers and adopt an attitude of suspended conclusion in their problem solving affairs. Only when conclusion is suspended is there space for the exploration of the subject at hand. The …
Cognitive Effects Of Argument Visualization Tools, Michael H.G. Hoffmann
Cognitive Effects Of Argument Visualization Tools, Michael H.G. Hoffmann
Michael H.G. Hoffmann
External representations play a crucial role in learning. At the same time, cognitive load theory suggests that the possibility of learning depends on limited resources of the working memory and on cognitive load imposed by instructional design and representation tools. Both these observations motivate a critical look at Computer-Supported Argument Visualization (CSAV) tools that are supposed to facilitate learning. This paper uses cognitive load theory to compare the cognitive efficacy of RationaleTM 2 and AGORA.
A Comparative Analysis Of Two Methods For Guiding Discussions Surrounding Controversial And Unresolved Topics, John H. Bickford Iii
A Comparative Analysis Of Two Methods For Guiding Discussions Surrounding Controversial And Unresolved Topics, John H. Bickford Iii
John Bickford
Debates, a popular classroom method, elicit students’ participation and critical thinking. Debates’ focus of winning, at times, generates arguments. Constructive controversy, a researched-based methodological alternative, similarly facilitates students’ engagement and critical thinking while also inventively diminishing arguments through cooperative negotiation (Johnson & Johnson, 2009). The author examines both methods’ impact on students’ engagement, students’ thinking, and the dialogues’ productivity. Three findings and three educationally significant insights emerged.