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|Title:||Effects of Innovation versus Efficiency Tasks on Recall and Transfer in Individual and Collaborative Learning Contexts|
|Publisher:||International Society of the Learning Sciences|
|Citation:||Sears, D. (2006). Effects of Innovation versus Efficiency Tasks on Recall and Transfer in Individual and Collaborative Learning Contexts. In Barab, S. A., Hay, K. E., & Hickey, D. T. (Eds.), The International Conference of the Learning Sciences: Indiana University 2006. Proceedings of ICLS 2006, Volume 2 (pp. 681-687). Bloomington, Indiana, USA: International Society of the Learning Sciences.|
|Abstract:||Two experiments tested the effects of a framework for promoting productive collaboration and transfer. The framework uses the dimensions of innovation and efficiency to characterize learning tasks according to the types of knowledge they should promote. Innovation tasks involve the construction of novel solutions to unfamiliar problems while efficiency tasks feature repeated application of optimal solutions. The former are intended to help students appreciate key features of an expert solution while the latter aim to increase speed and accuracy. The overarching hypothesis was that having an opportunity to innovate would promote productive collaboration and learning more than efficiently copying and studying correct answers. The first experiment, involving third graders, found benefits of innovation for individual learning. The second, with university students working collaboratively, found effects of innovation on interaction.|
|Appears in Collections:||ICLS 2006|
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