User contributions
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- 23:51, 30 November 2019 (diff | hist) . . (+1) . . Cold calling (current)
- 14:25, 1 January 2019 (diff | hist) . . (+130) . . Classroom (→Examples) (current)
- 14:24, 1 January 2019 (diff | hist) . . (+75) . . Classroom (→Examples)
- 14:23, 1 January 2019 (diff | hist) . . (+2,686) . . Class script
- 14:13, 1 January 2019 (diff | hist) . . (-8) . . Classroom (→Explainer autonomy)
- 14:12, 1 January 2019 (diff | hist) . . (+26) . . N Classroom script (Redirected page to Class script) (current)
- 14:12, 1 January 2019 (diff | hist) . . (+247) . . Classroom (→Examples)
- 14:10, 1 January 2019 (diff | hist) . . (+4) . . Classroom (→The set of learners)
- 14:09, 1 January 2019 (diff | hist) . . (+2,346) . . Classroom
- 14:00, 1 January 2019 (diff | hist) . . (+28) . . Classroom (→Parameters to evaluate classrooms on)
- 14:00, 1 January 2019 (diff | hist) . . (+4) . . Number of explainers and learners (current)
- 04:16, 1 January 2019 (diff | hist) . . (+1,083) . . N Direct instruction (Created page with "== Definition == '''Direct instruction''' ('''DI''') is a learning strategy where the material being learned is communicated directly from the explainer to the learner, poten...") (current)
- 04:10, 1 January 2019 (diff | hist) . . (+587) . . Classroom (→Examples)
- 04:06, 1 January 2019 (diff | hist) . . (+847) . . Classroom
- 04:02, 1 January 2019 (diff | hist) . . (+6) . . Cold calling
- 04:01, 1 January 2019 (diff | hist) . . (-275) . . Cold calling
- 04:00, 1 January 2019 (diff | hist) . . (+2,428) . . Classroom size (→Mechanisms of effect of classroom size and other confounding variables) (current)
- 03:48, 1 January 2019 (diff | hist) . . (+37) . . N Template:Further (Created page with "<tt>Further information: {{{1}}}</tt>") (current)
- 03:47, 1 January 2019 (diff | hist) . . (+168) . . Classroom size
- 03:46, 1 January 2019 (diff | hist) . . (+2,749) . . N Classroom size (Created page with "== Definition == '''Classroom size''' refers to the number of students (learners) physically present in a classroom. It generally excludes the instructor (explainer) and...")
- 03:20, 1 January 2019 (diff | hist) . . (+664) . . Classroom (→The set of learners)
- 02:56, 1 January 2019 (diff | hist) . . (+497) . . Classroom (→Examples)
- 02:42, 1 January 2019 (diff | hist) . . (+3,938) . . Classroom
- 02:16, 1 January 2019 (diff | hist) . . (+26) . . Classroom
- 02:16, 1 January 2019 (diff | hist) . . (+931) . . N Classroom (Created page with "The '''classroom''' refers to a general, widely found, class of learning environments with the following characteristics: * A single (primary) explainer and multiple learners...")
- 13:24, 3 August 2018 (diff | hist) . . (-51) . . Cold calling
- 13:23, 3 August 2018 (diff | hist) . . (+3) . . Widget:YouTube (current)
- 14:32, 27 November 2017 (diff | hist) . . (+22) . . N User:Vipul/Sandbox (Created page with "<math>e^{\pi^2}</math>") (current)
- 15:39, 6 September 2016 (diff | hist) . . (+2) . . User:Vipul/sandbox (current)
- 15:39, 6 September 2016 (diff | hist) . . (+48) . . N User:Vipul/sandbox (Created page with "Hello <math>\frac{e^{\sqrt{pi}}}{t^2 + 1}</math>")
- 01:00, 17 August 2016 (diff | hist) . . (+1) . . Cold calling (→Advantages)
- 18:38, 28 September 2014 (diff | hist) . . (+1) . . Gain score (→Case of correlated measurement errors) (current)
- 16:27, 28 September 2014 (diff | hist) . . (+388) . . Error-spotting exercise (→Disadvantages) (current)
- 14:42, 26 June 2014 (diff | hist) . . (-1) . . MediaWiki:Sidebar (current)
- 16:26, 22 June 2014 (diff | hist) . . (+42) . . Switch off (→Learning-specific distraction (subject matter)) (current)
- 16:24, 22 June 2014 (diff | hist) . . (+573) . . N Split attention effect (Created page with "==Definition== The '''split attention effect''' is an effect seen in poorly designed instructional materials where comprehending the material requires constant toggling betwe...") (current)
- 16:13, 22 June 2014 (diff | hist) . . (+280) . . N Worked-example effect (Created page with "==Definition== The '''worked-example effect''' is a learning effect where exposure to worked examples helps people acquire mastery. A worked example is a step-by-step demonst...") (current)
- 23:46, 24 May 2014 (diff | hist) . . (+468) . . Overfitting (→Remedies for overfitting) (current)
- 23:30, 24 May 2014 (diff | hist) . . (+95) . . Teaching to the test (→For a criterion-referenced assessment) (current)
- 20:15, 24 May 2014 (diff | hist) . . (+39) . . Overfitting (→Remedies for overfitting)
- 20:14, 24 May 2014 (diff | hist) . . (+698) . . Overfitting (→Remedies for overfitting)
- 20:10, 24 May 2014 (diff | hist) . . (+268) . . Overfitting (→Remedies for overfitting)
- 20:06, 24 May 2014 (diff | hist) . . (+2,781) . . N Overfitting (Created page with "==Definition== '''Overfitting''' is a concept from machine learning that also applies in the context of human learning and pedagogy, though it is not a standard term in this...")
- 18:31, 24 May 2014 (diff | hist) . . (+112) . . Error-spotting exercise
- 18:25, 24 May 2014 (diff | hist) . . (+312) . . In-class desk work (current)
- 18:24, 24 May 2014 (diff | hist) . . (+3,412) . . N In-class desk work (Created page with "==Definition== '''In-class desk work''' refers to a setup where students in the classroom spend some time working on course-related material assigned by the instructors while...")
- 18:12, 24 May 2014 (diff | hist) . . (0) . . Cold calling
- 18:06, 24 May 2014 (diff | hist) . . (+156) . . Classroom instruction as performance (current)
- 18:03, 24 May 2014 (diff | hist) . . (+749) . . Classroom speech technique (→Accent) (current)
- 18:01, 24 May 2014 (diff | hist) . . (+2,015) . . N Classroom speech technique (Created page with "This page describes general strategies for instructors in terms of how they speak in the classroom. It is a component of classroom instruction as performance. ==Parameter...")
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