Paul A. Kirschner

About:

Paul A. Kirschner is professor of Educational Psychology and Programme Director of the Learning and Cognition programme at the Centre for Learning Sciences and Technologies at the Open Universiteit Nederland. He is an internationally recognized expert in his field. A few notable examples of this is his election to both the CSCL Board (within the International Society for the Learning Sciences) and the Executive Committee of the Society of which he is a past President (2010-2011).  He is chief editor of the Journal of Computer Assisted Learning, associate editor of Computers in Human Behavior, and has published a very successful book Ten Steps to Complex Learning (now in its second revised edition).  He also co-edited two other books (Visualizing Argumentation and What we know about CSCL). 

Areas of expertise:

• Computer Supported Collaborative Learning
• Lifelong learning
• Information and communication technology in education – Initial and lifelong
• Practicals in higher education for the acquisition of cognitive, academic skills and competencies
• Development of learning materials for teacher extensive education and distance learning
• Design of electronic study environments for education
• Text characteristics and learning processes
• Open educational resources

From:  ou-nl / Academia.edu

http://ou-nl.academia.edu/PaulKirschner

Article and Video Link(s):

Google Scholar Articles Page link:  http://scholar.google.com/citations?user=6c3HTBIAAAAJ&hl=en

1.  Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching Educational Psychologist vol 41, issue 2.

Link: http://www.tandfonline.com/doi/abs/10.1207/s15326985ep4102_1#preview

Article description:  Evidence for the superiority of guided instruction is explained in the context of our knowledge of human cognitive architecture, expert–novice differences, and cognitive load. Although unguided or minimally guided instructional approaches are very popular and intuitively appealing, the point is made that these approaches ignore both the structures that constitute human cognitive architecture and evidence from empirical studies over the past half-century that consistently indicate that minimally guided instruction is less effective and less efficient than instructional approaches that place a strong emphasis on guidance of the student learning process. The advantage of guidance begins to recede only when learners have sufficiently high prior knowledge to provide “internal” guidance. Recent developments in instructional research and instructional design models that support guidance during instruction are briefly described.

2.      Identifying the pitfalls for social interaction in computer-supported collaborative learning environments: a review of the research Computers in Human Behavior vol. 19, issue 3.
Link:  http://www.sciencedirect.com/science/article/pii/S07475632020005724.      

3. Taking the Load Off a Learner's Mind: Instructional Design for Complex Learning  Educational Psychologist vol.38, issue 1.
Link:  http://www.tandfonline.com/doi/abs/10.1207/S15326985EP3801_2#.UdT48PnvsrU

4.      Cognitive load theory: implications of cognitive load theory on the design of learning Learning and Instruction vol. 12, issue 1


5.      Paul Kirschner – Urban Legends in Modern Education (YouTube video)
Part 1 of 2 link:  http://www.youtube.com/watch?v=J3YTpfDysBA

Part 2 of 2 link:  http://www.youtube.com/watch?v=agPTfWNPIkE

6.      Paul Kirschner – The Social Aspects of Computer Supported Collaborative Learning (YouTube video):  http://www.youtube.com/watch?v=Azo6W7xMEJw

Other Notable Web Activity:

Kirschner’s Twitter address:  https://twitter.com/P_A_Kirschner

Kirschner’s FaceBook page:  https://www.facebook.com/PaulAKirschner

Kirschner’s LinkedIn profile:  Search “Paul A. Kirschner”
Kirschner is a member of the following linked in groups:  Association for Educational Communities and Technology (AECT), AECT Design and Development Division, American Educational Research Association (AERA), Bronx Science Alumni, CELSTEC, Computer Supported Collaborative Learning, ELAN, Educational Psychology, Earli, Future of Learning,Higher Education Research Network, International Society of Learning Sciences, ICO, Open Ed Tech, Serious Games Groups, and Technology-Enhanced Learning in Europe.