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Comparing either experimental, machine learning or computational data allows us to estimate the magnitude of effects (Keith et al., 2021). Comparing, for instance, kinetic data of reactions helps determine the magnitude of reaction speed, for instance, influenced by changes of electronic substituent effects (Trabert and Schween, 2018). However, to estimate what “good” means requires answering the question “Good, compared to what” and essentially answering the question “why is it better? Purposeful case comparisons may engage learners in meaningful sense-making about organic reactions. This assumption is further supported by studies in psychology that have highlighted the educational value of using case comparisons to assist students in grasping new concepts (Schwartz and Bransford, 1998; Gentner et al., 2003). In particular, Gentner et al. (2003) found that comparing two cases simultaneously was more effective for learning than studying five single cases in sequence.
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In contrast to the intrinsic cognitive load, the extraneous cognitive load is about how learning materials are designed (Sweller, 2010). The more superfluous or irrelevant information learners are presented with, the greater the possibility that they will not be able to distinguish between relevant and irrelevant information and will be distracted, which increases extraneous cognitive load. To minimize extraneous cognitive load for learners, it is therefore advisable to use design principles such as Mayer’s, which are evidence-based and conducive to learning (Mayer, 2021).
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It causes a lot of economic burden, of injury burden and hospital system use burden." When she was taken on a recent site visit for a new facility, she noticed a long hallway and suggested designers put in some benches so that a patient who needs to take a rest can stop along the way. CSULB faculty are invited to join this intensive, in-person workshop to explore principles of online course design based on the Quality Matters (QM) Rubric. Design Matters is an ally for diversity, equity, and inclusion, involving designers regardless of their ethnic background, sexual orientation, gender, or disability.
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This requires univariate reasoning and a strong focus on how the leaving group, in this case, the bromide or the chloride ion, is influencing the kinetic outcome of the reaction. Case comparisons can be adapted to more complex ones by changing a second variable, for example, several substituents or positions. The lower part of Figure 1 illustrates a case comparison that requires multivariate reasoning, as not only the leaving group (bromide or chloride-ion) but also the nature of the substrate (e.g., carbonyl vs. double bond) influences the reaction kinetic. Thus, learners have to weigh multiple arguments and justify their decisions based on the strength of implicit properties, in this case, mesomeric and inductive effects (Lieber and Graulich, 2022; Watts et al., 2023). In a quantitative study, we tested if a highlighting technique actually supports students to attend to relevant areas of organic chemistry case comparisons and solve them more successfully. Thus, we created tutorial videos with case comparisons and used a dynamic moving dot highlighting representational features, which was synchronized with the information given as a verbal explanation in parallel (Rodemer et al., 2020; Eckhard et al., 2022).
This theme will explore the ways in which design can be impactful and profitable, how design can stay relevant and ultimately how to measure and demonstrate the value of design to a business’ bottom line. Since 2015, Design Matters has been sharing stories about new movements in design, giving inspiration to designers from all over the world, growing each year and reaching 1000 participants pre-Covid in 2019, and again from 2022 on. Design Matters landed for the first time in Tokyo in 2020, and in Mexico City and Lagos in 2023. Since 2020 Design Matters has hosted its conferences in a hybrid way – online & in-person. We advocate for using a combination of education, experience, and passage of the nationally recognized NCIDQ exam as the qualification requirements.
Supporting students to learn meaningfully with case comparisons
What Matters to Mina Alikhani – PRINT Magazine - PRINT Magazine
What Matters to Mina Alikhani – PRINT Magazine.
Posted: Tue, 30 Jan 2024 08:00:00 GMT [source]
Her writing and illustrations have appeared in the New York Times, the Washington Post, New York Magazine, Print, Design Observer, and Fast Company. Her artwork has been included at prestigious universities and museums around the world. Overall, comparing cases as a task design can offload the working memory and engage multiple cognitive processes that are essential for learning and problem-solving when they match the capability of the learners (Roelle and Berthold, 2015). When we, as interior designers, know how state laws impact us, we can be a more educated, stronger advocacy base to make real change for the interior design profession.
It can also allow us to model a certain sequence of comparing by highlighting, for example, a starting point of comparison and then the sequential decoding process. Implicit chemical properties cannot be read out of the functional group but need to be linked to it. When the attention of the learner is on the relevant features of a representation, the respective implicit information needs to be added, either in terms of verbal or written information.
We advocate to raise the bar, to ensure that qualified interior designers can practice to their fullest capabilities by providing them with the tools needed to succeed in California both independently and as part of a corporate partnership. Strengthening the profession benefits California consumers by increasing competition and ensuring access for interior designers to work independently, as they are qualified to do, in non-structural, non-seismic code-based built environments. In California, interior design advocates in the state should know that California law provides for the certification of interior designers per the Business and Professions Code section 5800, et seq.(BPC 5800).
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When we compare two situations, objects, or reactions, we look for shared relationships. These relationships could either be similarities in surface features or relational features, such as causal or functional ones. Surface features are always visible features and details of a situation or object and, thus, are easy to discern.
Purposefully comparing and reasoning through case comparisons can help regain the focus on conceptual understanding in organic chemistry but has not yet been fully explored in instructional design as well as assessments. Multiple studies have documented the potential of using case comparisons compared to more traditional task formats, characterized the type of reasoning that can be elicited from learners, and integrated case comparisons into laboratory experiments. We illustrated therein how, based on various theories of cognition and instruction, comparing can serve as a valuable process for selecting attention, limiting the extraneous cognitive load as well as focusing on implicit and explicit properties and cause-effect relationships.
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