| Images of connected features: |
| | | Combining visual and textual data in the Virtual Solar System (VSS) |  |
| | | Amanda the Panda hint provider |  |
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Connections 
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| Description: |
| This principle calls for situating and organizing guidance so that students and teachers are able to access it when they need it. Guidance is best used when learners know where to find it at any time, but are not required to use it when not needed (a “pull” instead of a “push” process). Guidance in the form of instructions, tips, hints, metacognitive prompts, links to information, and discussions with mentors or peers, can contribute to the development of integrated understanding. |
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Theoretical background:
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Many learning environments either burden learners with too much information at the beginning of a learning process, while they are still not fully engaged in the process, or do not provide sufficient guidance when needed. Davis & Varma (in press) refer to one aspect of this principle involving teachers, as guidance on demand, and state that “new teachers should be allowed the opportunity to request contextualized guidance when they need it”. They show how educative hints in CASES provide teachers with ideas, for example, about how to enact instructional recommendations. The examples below show how this principle is used to support two audiences: students, in the first example, and teachers in the second example.
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| Tips (Challenges, Limitations, Tradeoffs, Pitfalls): |
| need to add |
| References (Off-line): |
Kali, Y., Fortus, D., & Ronen-Fuhrmann, T. (in press). Synthesizing TELS and CCMS design knowledge. In Y. Kali, M. C. Linn & J. E. Roseman (Eds.), Designing Coherent Science Education. NY: Teachers College Press.
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| Summary of changes (wiki): |
| Changed name from "Enable just in time guidance" to "Provide just in time guidance" |
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History
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