Mutawa, Abdullah M.; Muttawa, Jamil Abdul Kareem Al; Sruthi, Sai
In: Applied Sciences, Bd. 13, Ausg. 8, S. 4983, 2023, ISSN: 2076-3417.
Abstract | Links | BibTeX | Schlagwörter: advanced technologies, e-learning, H5P, interactive learning, learning analytics, O
@article{Mutawa2023,
title = {The Effectiveness of Using H5P for Undergraduate Students in the Asynchronous Distance Learning Environment},
author = {Abdullah M. Mutawa and Jamil Abdul Kareem Al Muttawa and Sai Sruthi},
url = {https://doi.org/10.3390/app13084983},
doi = {10.3390/app13084983},
issn = {2076-3417},
year = {2023},
date = {2023-04-15},
journal = {Applied Sciences},
volume = {13},
issue = {8},
pages = {4983},
abstract = {As the COVID-19 pandemic caused many schools to go online, asynchronous distant learning has become popular. One of the main challenges of asynchronous distance learning is keeping students engaged and motivated, as they do not have the same engagement with their peers and teachers as in traditional face-to-face learning environments. HTML 5 package (H5P) is an interactive learning tool that has the potential to fill this need due to its numerous immediate interactive features, such as interactive videos, pop quizzes, and games during media playback. This study investigates the effectiveness of using H5P and Moodle in asynchronous distance learning environments for undergraduate students. The data collection methods included pre-and post-surveys for Moodle and H5P and the questions related to the student perspectives towards H5P features. The technology acceptance model (TAM) is employed to find student satisfaction. The results of this study suggest that both the H5P and Moodle could be valuable tools for making E-learning more effective. The interactive and engaging nature of H5P can provide students with a more enjoyable and effective learning experience, helping to keep them motivated and engaged throughout their studies.},
keywords = {advanced technologies, e-learning, H5P, interactive learning, learning analytics, O},
pubstate = {published},
tppubtype = {article}
}
Limburg, Anika; Salden, Peter; Mundorf, Margret; Weßels, Doris
Plagiarismus in Zeiten Künstlicher Intelligenz Artikel
In: Zeitschrift für Hochschulentwicklung (ZFHE), Bd. 17, Ausg. 3, S. 91–106, 2022, ISSN: 2219-6994.
Abstract | Links | BibTeX | Schlagwörter: A, AI, artificial intelligence, gute wissenschaftliche Praxis, KI, Künstliche Intelligenz, Natural Language Processing, plagiarism, Plagiarismus, reflective science, Schreibdidaktik, writing tools
@article{Limburg2022,
title = {Plagiarismus in Zeiten Künstlicher Intelligenz},
author = {Anika Limburg and Peter Salden and Margret Mundorf and Doris Weßels},
editor = {Ines Langemeyer and Ernst Schraube and Peter Tremp},
url = {https://doi.org/10.3217/zfhe-17-03/06},
doi = {10.3217/zfhe-17-03/06},
issn = {2219-6994},
year = {2022},
date = {2022-10-01},
journal = {Zeitschrift für Hochschulentwicklung (ZFHE)},
volume = {17},
issue = {3},
pages = {91–106},
abstract = {Software auf Basis Künstlicher Intelligenz aus dem Bereich des Natural Language Processing hat das Potenzial, wissenschaftliches Schreiben grundlegend zu verändern. Entsprechende Tools können bereits erstaunlich kohärente Texte in wissenschaftlichem Ton produzieren. Dies führt zu fundamentalen Fragen guter wissenschaftlicher Praxis und akademischer Kultur. Wir diskutieren diese Entwicklung vor dem Hintergrund einer Befragung deutscher Schreibdidaktiker:innen und arbeiten Fragen heraus, die im Zusammenhang mit KI-Schreibtools zukünftig von zentraler Bedeutung sein werden. Abschließend schlagen wir einen Passus für eine Selbstständigkeitserklärung vor, der den Entwicklungen Rechnung trägt.},
keywords = {A, AI, artificial intelligence, gute wissenschaftliche Praxis, KI, Künstliche Intelligenz, Natural Language Processing, plagiarism, Plagiarismus, reflective science, Schreibdidaktik, writing tools},
pubstate = {published},
tppubtype = {article}
}
Edelsbrunner, Sarah; Ebner, Martin; Schön, Sandra
Strategien zu offenen Bildungsressourcen an österreichischen öffentlichen Universitäten: Eine Analyse der Leistungsvereinbarungen 2022–2024 Konferenzbeitrag
In: Standl, Bernhard (Hrsg.): Digitale Lehre nachhaltig gestalten, S. 209–214, Gesellschaft für Medien in der Wissenschaft Waxmann, Münster, New York, 2022, ISBN: 978-3-8309-4633-5.
Abstract | Links | BibTeX | Schlagwörter: A, higher education, Hochschule, OER, open educational ressources (OER), Österreich
@inproceedings{nokey,
title = {Strategien zu offenen Bildungsressourcen an österreichischen öffentlichen Universitäten: Eine Analyse der Leistungsvereinbarungen 2022–2024},
author = {Sarah Edelsbrunner and Martin Ebner and Sandra Schön},
editor = {Bernhard Standl},
url = {https://doi.org/10.31244/9783830996330},
doi = {10.31244/9783830996330},
isbn = {978-3-8309-4633-5},
year = {2022},
date = {2022-09-01},
urldate = {2022-10-14},
booktitle = {Digitale Lehre nachhaltig gestalten},
volume = {80},
pages = {209–214},
publisher = {Waxmann},
address = {Münster, New York},
organization = {Gesellschaft für Medien in der Wissenschaft},
series = {Medien in der Wissenschaft},
abstract = {Bezugnehmend auf eine Analyse der Rolle von offenen Bildungsressourcen (OER für „Open Educational Resources“) in den Leistungsvereinbarungen österreichischer öf- fentlicher Universitäten der Jahre 2019–2021 (Edelsbrunner, Ebner & Schön, 2021) werden in diesem Beitrag die Entwicklungen des vergangenen Jahres in Bezug zu OER und den Hochschulen in Österreich beschrieben. Zentral ist dabei die Analyse der neuen Leistungsvereinbarungen der 22 öffentlichen österreichischen Universitäten für die Periode 2022–2024 und der Nennung von OER-Aktivitäten. Dabei wird auf- gezeigt, dass nun alle öffentlichen Universitäten OER in den Leistungsvereinbarungen erwähnen, 16 der 22 Universitäten planen sogar weitreichende OER-Aktivitäten. Auch haben weitere Hochschulen OER-Strategien veröffentlicht.},
keywords = {A, higher education, Hochschule, OER, open educational ressources (OER), Österreich},
pubstate = {published},
tppubtype = {inproceedings}
}
Solstad, Hanna Eide
A comparison of manual and automated quality assessment of Open Educational Resources and their reliability Abschlussarbeit
Norwegian University of Science and Technology, 2022.
Abstract | Links | BibTeX | Schlagwörter: O, OER, open educational resources, Qualitätssicherung, quality
@mastersthesis{Solstad2022,
title = {A comparison of manual and automated quality assessment of Open Educational Resources and their reliability},
author = {Hanna Eide Solstad},
url = {https://ntnuopen.ntnu.no/ntnu-xmlui/bitstream/handle/11250/3024682/no.ntnu%3Ainspera%3A112046434%3A23371129.pdf},
year = {2022},
date = {2022-06-01},
urldate = {2023-03-03},
institution = {Faculty of Information Technology and Electrical Engineering, Department of Computer Science},
school = {Norwegian University of Science and Technology},
abstract = {The fourth Sustainable Development Goal is to: "Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all". UNESCO considers Open Educational Resources (OER) vital in achieving this. OERs are educational material shared under an open license permitting free access, use, adaption, and redistribution under few restrictions. The OER movement has regained attention, with COVID-19 forcing millions to study from home. However, there are many challenges to continued growth. One of the most crucial challenges is quality control. Current approaches are mainly built on manual reviews, which are time-consuming and expensive.
This thesis proposes a white-box algorithm that combines theoretical quality knowledge with measurable metrics to give a quality score. The algorithm was developed for the educational resource type Interactive Videos created with the framework H5P. I performed a comparative study of the algorithm and the most adopted approach: manual reviews. 23 H5P users were recruited to perform 107 manual reviews of 57 OERs. The manual reviews scored different quality factors, two overall scores, and could add a comment for each resource. The data were then used to find the degree of agreement between the two methods and their reliability.
The result was low to moderate degree of agreement between the manual reviews and algorithm scores. That means that the algorithm can be a suitable approach in certain cases, but mostly as an addition to other methods. However, the most crucial finding was the low reliability of the manual reviews. The reviews were highly subjective and this has significant implications for this study and all research using reviews as a data source. Future studies need to continue to work on automated approaches but consider how they can be evaluated correctly},
howpublished = {Master’s thesis in Master of Technology in Computer Science},
keywords = {O, OER, open educational resources, Qualitätssicherung, quality},
pubstate = {published},
tppubtype = {mastersthesis}
}
This thesis proposes a white-box algorithm that combines theoretical quality knowledge with measurable metrics to give a quality score. The algorithm was developed for the educational resource type Interactive Videos created with the framework H5P. I performed a comparative study of the algorithm and the most adopted approach: manual reviews. 23 H5P users were recruited to perform 107 manual reviews of 57 OERs. The manual reviews scored different quality factors, two overall scores, and could add a comment for each resource. The data were then used to find the degree of agreement between the two methods and their reliability.
The result was low to moderate degree of agreement between the manual reviews and algorithm scores. That means that the algorithm can be a suitable approach in certain cases, but mostly as an addition to other methods. However, the most crucial finding was the low reliability of the manual reviews. The reviews were highly subjective and this has significant implications for this study and all research using reviews as a data source. Future studies need to continue to work on automated approaches but consider how they can be evaluated correctly
Jordan, Katy; Goshtasbpour, Fereshte
JIME Virtual Special Collection – 2012 to 2022: The Decade of the MOOC Artikel
In: Journal of Interactive Media in Education, Bd. 2022, Ausg. 1, 2022, ISSN: 1365-893X.
Abstract | Links | BibTeX | Schlagwörter: A, massive open online course (MOOC), massive open online courses (MOOCs), open education
@article{Jordan2022,
title = {JIME Virtual Special Collection – 2012 to 2022: The Decade of the MOOC},
author = {Katy Jordan and Fereshte Goshtasbpour},
url = {https://doi.org/10.5334/jime.757},
doi = {10.5334/jime.757},
issn = {1365-893X},
year = {2022},
date = {2022-05-25},
journal = {Journal of Interactive Media in Education},
volume = {2022},
issue = {1},
abstract = {In a New York Times article, Pappano (2012) declared 2012 as ‘the year of the MOOC’. It was a year which saw a surge in interest in this new, open form of online higher education. While the initial hype around Massive Open Online Courses (MOOCs) subsided and their form has changed significantly from the first large-scale courses, more learners than ever are registered with the platforms, which have attracted substantial levels of investment. In this special collection, we bring together articles published in the Journal of Interactive Media in Education over the past ten years, which have focused upon MOOCs from a diverse range of research perspectives. First, we provide an overview of major events and trends in relation to MOOCs over the past ten years. We then take a closer look at the 25 papers published in JIME and included in the virtual special collection, arranged in relation to four main themes, including: situating MOOCs; learning design and roles; MOOCs and languages; and accessibility and inclusion.},
keywords = {A, massive open online course (MOOC), massive open online courses (MOOCs), open education},
pubstate = {published},
tppubtype = {article}
}
Barenberg, Jonathan; Dutke, Stephan
In: Unterrichtswissenschaft, Bd. 50, S. 17–36, 2022, ISSN: 2520-873X.
Abstract | Links | BibTeX | Schlagwörter: Abrufübung, Evidence-based teaching, Evidenzbasiertes Lehren und Lernen, Metacognition, Metakognition, O, Retrieval practice, Testeffekt, Testing effect, Transfer
@article{Barenberg2022,
title = {Testen als evidenzbasierte Lernmethode: Empirische und theoretische Gründe für eine Anwendung im Unterricht},
author = {Jonathan Barenberg and Stephan Dutke},
url = {https://doi.org/10.1007/s42010-021-00138-3},
doi = {10.1007/s42010-021-00138-3},
issn = {2520-873X},
year = {2022},
date = {2022-03-01},
journal = {Unterrichtswissenschaft},
volume = {50},
pages = {17–36},
abstract = {In Schule und Hochschule werden Tests meist als Instrument zur Leistungsüberprüfung und -bewertung eingesetzt. Dabei weisen Ansätze des evidenzbasierten Lehrens und Lernens darauf hin, dass Testen als Abrufübung auch zur Lernförderung eingesetzt werden können. Es werden drei Argumente erörtert, die für eine Anwendung von Abrufübungen als Lernmethode in der Unterrichtspraxis sprechen: (1) Entwicklung der Testeffektforschung von Laborkontexten zu Anwendungskontexten sowie direkte Effekte des Testens auf (2) den Transfer von Wissen und (3) auf unterrichtsrelevante, metakognitive Prozesse. Abschließend werden sowohl Schlussfolgerungen für die Umsetzung von Abrufübungen im Unterricht beschrieben als auch Konsequenzen für den Wissenschafts-Praxis-Transfer diskutiert.},
keywords = {Abrufübung, Evidence-based teaching, Evidenzbasiertes Lehren und Lernen, Metacognition, Metakognition, O, Retrieval practice, Testeffekt, Testing effect, Transfer},
pubstate = {published},
tppubtype = {article}
}
Hohenstein, Andreas; Wilbers, Karl (Hrsg.)
Deutscher Wirtschaftsdienst, 2021, ISBN: 978-3-87156-298-3.
Abstract | Links | BibTeX | Schlagwörter: A, Benutzerzentriertes Design, Designdisziplin, Designmethoden, Didaktisches Design, Gestaltung von Lernerfahrungen, Grafikdesign, Human Centered Design, Interaction Design (IxD), learning experience design (LXD), User Experience Design, User Experience Design (UX)
@collection{Kircher2021,
title = {Learning Experience Design - zur Gestaltung von technologiegestützten Lernerfahrungen mit Methoden der Design-Entwicklung},
author = {Jacqueline Kircher and Eva-Maria Burger and Martin Ebner and Sandra Schön},
editor = {Andreas Hohenstein and Karl Wilbers},
url = {https://www.researchgate.net/publication/357002617_Learning_Experience_Design_-_zur_Gestaltung_von_technologiegestutzten_Lernerfahrungen_mit_Methoden_der_Design-Entwicklung},
isbn = {978-3-87156-298-3},
year = {2021},
date = {2021-10-01},
booktitle = {Handbuch E-Learning. Expertenwissen aus Wissenschaft und Praxis – Strategien, Instrumente, Fallstudien},
volume = {93. Erg.-Lfg},
issue = {4.78},
publisher = {Deutscher Wirtschaftsdienst},
abstract = {Learning Experience Design (LXD), also die bewusste, auf Grundlagen und Methoden der Designdisziplin erfolgten Gestaltung von Lernerfahrungen, ist ein Begriff der immer häufiger bei der Gestaltung von (digitalen) Lernumgebungen genannt wird. Zielsetzung ist dabei, das Lernen zu einer positiven, spannenden Erfahrung für die Lerner/innen zu machen. Dieser Beitrag beschreibt den Prozess des Learning Experience Designs im deutschsprachigen Raum und erläutert, wie sich diese Designdisziplin zur Gestaltung von Lernerfahrungen mit Lernenden anwenden lässt und nennt Bezüge zu Design im Allgemeinen, Learning Experience Design, Interaction Design, User Experience Design sowie Grafikdesign. Es werden dazu Fachbegriffe erläutert, Abläufe, Methoden und Verfahren zur Umsetzung, sowie zahlreiche Beispiele, u.a. aus unterschiedlichen Umsetzungen der Technischen Universität Graz (TU Graz) dargestellt. Der Beitrag schließt mit einer Beschreibung von Herausforderungen sowie einen Ausblick auf die aktuellen Professionalisierungsbestrebungen und -entwicklungen.},
keywords = {A, Benutzerzentriertes Design, Designdisziplin, Designmethoden, Didaktisches Design, Gestaltung von Lernerfahrungen, Grafikdesign, Human Centered Design, Interaction Design (IxD), learning experience design (LXD), User Experience Design, User Experience Design (UX)},
pubstate = {published},
tppubtype = {collection}
}
Kienle, Andrea; Harrer, Andreas; Haake, Joerg M.; Lingnau, Andreas (Hrsg.)
DELFI 2021 – Die 19. Fachtagung Bildungstechnologien Konferenz
Bd. P316, Lecture Notes in Informatics (LNI) Gesellschaft für Informatik e.V., Bonn, 2021, ISBN: 978-3-88579-710-4.
Links | BibTeX | Schlagwörter: DELFI
@conference{Lingnau2021,
title = {DELFI 2021 – Die 19. Fachtagung Bildungstechnologien},
editor = {Andrea Kienle AND Andreas Harrer AND Joerg M. Haake AND Andreas Lingnau},
url = {https://delfi-tagung.de/
https://dl.gi.de/handle/20.500.12116/36991/},
isbn = {978-3-88579-710-4},
year = {2021},
date = {2021-09-13},
volume = {P316},
publisher = {Gesellschaft für Informatik e.V.},
address = {Bonn},
series = {Lecture Notes in Informatics (LNI)},
keywords = {DELFI},
pubstate = {published},
tppubtype = {conference}
}
Steinbeck, Hendrik; Staubitz, Thomas; Meinel, Christoph
Proctoring und digitale Prüfungen – Durchführungsbeispiele und Gestaltungselemente für die digitale Lehre Konferenzbeitrag
In: Kienle, Andrea; Harrer, Andreas; Haake, Jörg; Lingnau, Andreas (Hrsg.): DELFI 2021 – Die 19. Fachtagung Bildungstechnologien, S. 253–264, Gesellschaft für Informatik e.V., Bonn, 2021, ISBN: 978-3-88579-710-4.
Abstract | Links | BibTeX | Schlagwörter: A, digitale Prüfungen, Klausuren, online Aufsicht, Proctoring
@inproceedings{Steinbeck2021,
title = {Proctoring und digitale Prüfungen – Durchführungsbeispiele und Gestaltungselemente für die digitale Lehre},
author = {Hendrik Steinbeck and Thomas Staubitz and Christoph Meinel},
editor = {Andrea Kienle and Andreas Harrer and Jörg Haake and Andreas Lingnau},
url = {https://dl.gi.de/handle/20.500.12116/37019},
isbn = {978-3-88579-710-4},
year = {2021},
date = {2021-09-13},
booktitle = {DELFI 2021 – Die 19. Fachtagung Bildungstechnologien},
volume = {P316},
pages = {253–264},
publisher = {Gesellschaft für Informatik e.V.},
address = {Bonn},
series = {Lecture Notes in Informatics (LNI)},
abstract = {Im Zuge des zweiten Universitätssemesters unter Pandemiebedingungen war nicht nur die Durchführung von digitalen Veranstaltungen eine Hürde, sondern auch die Frage nach den Prüfungen und Klausuren. Losgelöst von Institut, Fachbereich und Standort mussten Lehrende eine Antwort auf technische, organisatorische und rechtliche Fragen finden. Die vorliegende Arbeit untersucht folgende Aspekte: 1) Welche existierende Literatur existiert zu digitalen Prüfungen? und 2) Wie kann eine technische Lösung für einen typischen Universitätskurs aussehen? Die erste Frage wird mittels eines Literaturreviews herausgearbeitet. Hierbei sind sowohl Quellen, die weit vor dem ‚Coronasemester‘ verfasst worden sind als auch aktuelle Quellen inkludiert. Die zweite Forschungsfrage wird durch Fallbeispiele aus Sommersemester 2020 und Wintersemester 20/21 skizziert. In Summe ergibt sich ein höchst heterogenes Bild, das eine Schablone für weitere Prüfungsansätze zulässt. Um hierauf eine Lösungsskizze anzubieten, werden die typischen Gestaltungselemente von digitalen Prüfungen und Online-Aufsichten aufgezeigt.},
keywords = {A, digitale Prüfungen, Klausuren, online Aufsicht, Proctoring},
pubstate = {published},
tppubtype = {inproceedings}
}
Gumm, Dorina; Hobuß, Steffi
Hybride Lehre – eine Taxonomie zur Verständigung Artikel
In: Impact Free: Journal für freie Bildungswissenschaftler, Bd. 38, S. 1–11, 2021.
Links | BibTeX | Schlagwörter: Blended Learning, hybride Lehre, O, taxonomy
@article{Gumm2021,
title = {Hybride Lehre – eine Taxonomie zur Verständigung},
author = {Dorina Gumm and Steffi Hobuß},
url = {https://gabi-reinmann.de/wp-content/uploads/2021/07/Impact_Free_38.pdf},
year = {2021},
date = {2021-08-01},
journal = {Impact Free: Journal für freie Bildungswissenschaftler},
volume = {38},
pages = {1–11},
address = {Hamburg},
keywords = {Blended Learning, hybride Lehre, O, taxonomy},
pubstate = {published},
tppubtype = {article}
}
Watters, Audrey
Teaching Machines: The History of Personalized Learning Buch
MIT Press, 2021, ISBN: 9780262045698.
Abstract | Links | BibTeX | Schlagwörter: O, Teaching Machines
@book{nokey,
title = {Teaching Machines: The History of Personalized Learning},
author = {Audrey Watters},
url = {http://teachingmachin.es/},
isbn = {9780262045698},
year = {2021},
date = {2021-08-01},
publisher = {MIT Press},
abstract = {“There must be an industrial revolution in education,” psychologist Sidney Pressey wrote in 1933, “in which educational science and the ingenuity of educational technology combine to modernize the grossly inefficient and clumsy procedures of conventional education.”
We still hear claims like this today: ed-tech is poised to bring science and efficiency to schools. Teaching machines will individualize instruction, allowing students to move at their own pace through their lessons and freeing teachers from drudgery so she may focus, as Pressey argued, on more important work “developing in her pupils fine enthusiasms, clear thinking, and high ideals.”
Teaching Machines, the latest book by "ed-tech's Cassandra" Audrey Watters, chronicles the history of this century-old belief that the automation of education is necessary (and is surely coming any day now).},
keywords = {O, Teaching Machines},
pubstate = {published},
tppubtype = {book}
}
We still hear claims like this today: ed-tech is poised to bring science and efficiency to schools. Teaching machines will individualize instruction, allowing students to move at their own pace through their lessons and freeing teachers from drudgery so she may focus, as Pressey argued, on more important work “developing in her pupils fine enthusiasms, clear thinking, and high ideals.”
Teaching Machines, the latest book by "ed-tech's Cassandra" Audrey Watters, chronicles the history of this century-old belief that the automation of education is necessary (and is surely coming any day now).
Venable, Melissa
Gender Differences in Online Learning: Insights from recent graduates Artikel
In: eLearn, Bd. 2021, Nr. 6, 2021, ISSN: 1535-394X.
Abstract | Links | BibTeX | Schlagwörter: A, Diversity, Gender, online learning, online studying
@article{Venable2021,
title = {Gender Differences in Online Learning: Insights from recent graduates},
author = {Melissa Venable},
url = {https://doi.org/10.1145/3473344.3460821
https://elearnmag.acm.org/archive.cfm?aid=3460821&doi=10.1145%2F3473344.3460821},
doi = {10.1145/3473344.3460821},
issn = {1535-394X},
year = {2021},
date = {2021-07-30},
journal = {eLearn},
volume = {2021},
number = {6},
abstract = {How might the online learning experience, and the support required for success, differ for men and women? New survey research captures insights from 505 participants, including 295 women, who graduated from online programs between 2015 and 2020. This article provides an overview of the characteristics of online students, highlighting the challenges female students face and considerations for supporting their success. Differences in demographic characteristics across gender were found in the areas of degree level and academic major, income, age, and ethnic diversity. More men chose computer and information sciences majors, while more women were in healthcare and education. Female students were also younger and at lower income levels than their male counterparts when they were enrolled in their online programs. And while the majority of study participants were White, women represented more ethnic diversity than men. Recommendations include the review and revision of curricula and support programs with specific learner characteristics in mind, addressing potential biases with culturally responsive strategies leading to greater representation. Future research should continue to track trends related to online student needs and perspectives and expand descriptions of gender beyond binary categories.},
keywords = {A, Diversity, Gender, online learning, online studying},
pubstate = {published},
tppubtype = {article}
}
Kerr, John; Lorenz, Anja; Schön, Sandra; Ebner, Martin; Wittke, Andreas
Open Tools and Methods to Support the Development of MOOCs: A Collection of How-Tos, Monster Assignment and Kits Konferenzbeitrag
In: Meinel, Christoph; Staubitz, Thomas; Schweiger, Stefanie; Friedl, Christian; Kiers, Janine; Ebner, Martin; Lorenz, Anja; Ubachs, George; Mongenet, Catherine; Ruipérez-Valiente, José A; Mendez, Manoel Cortes (Hrsg.): EMOOCs 2021, S. 187–200, Universität Potsdam Universitätsverlag Potsdam, Potsdam, 2021, ISBN: 978-3-86956-512-5.
Abstract | Links | BibTeX | Schlagwörter: massive open online course (MOOC), open educational ressources (OER)
@inproceedings{Kerr2021,
title = {Open Tools and Methods to Support the Development of MOOCs: A Collection of How-Tos, Monster Assignment and Kits},
author = {John Kerr and Anja Lorenz and Sandra Schön and Martin Ebner and Andreas Wittke},
editor = {Christoph Meinel and Thomas Staubitz and Stefanie Schweiger and Christian Friedl and Janine Kiers and Martin Ebner and Anja Lorenz and George Ubachs and Catherine Mongenet and José A Ruipérez-Valiente and Manoel Cortes Mendez},
url = {https://emoocs.hpi.de/
https://doi.org/10.25932/publishup-51030
https://www.researchgate.net/publication/351960378_PREPRINT_Open_Tools_and_Methods_to_support_the_development_of_MOOCs_A_Collection_of_How-tos_Monster_Assignment_and_Kits
https://www.researchgate.net/publication/352705377_Open_Tools_and_Methods_to_support_the_development_of_MOOCs_A_Collection_of_How-tos_Monster_Assignment_and_Kits_Presentation
http://dx.doi.org/10.13140/RG.2.2.16586.08642 https://www.youtube.com/watch?v=nMiUE5WPo2g},
doi = {10.25932/publishup-51030},
isbn = {978-3-86956-512-5},
year = {2021},
date = {2021-06-30},
booktitle = {EMOOCs 2021},
pages = {187–200},
publisher = {Universitätsverlag Potsdam},
address = {Potsdam},
organization = {Universität Potsdam},
abstract = {There are a plethora of ways to guide and support people to learn about MOOC (massive open online course) development, from their first interest, sourcing supportive resources, methods and tools to better aid their understanding of the concepts and pedagogical approaches of MOOC design, to becoming a MOOC developer. This contribution highlights tools and methods that are openly available and re-usable under Creative Commons licenses. Our collection builds upon the experiences from three MOOC development and hosting teams with joint experiences of several hundred MOOCs (University of Applied Sciences in Lübeck, Graz University of Technology, University of Glasgow) in three European countries, which are Germany, Austria and the UK. The contribution recommends and shares experiences with short articles and poster for first information sharing a Monster MOOC assignment for beginners, a MOOC canvas for first sketches, the MOOC design kit for details of instructional design and a MOOC for MOOC makers and a MOOC map as introduction into a certain MOOC platform.},
keywords = {massive open online course (MOOC), open educational ressources (OER)},
pubstate = {published},
tppubtype = {inproceedings}
}
- https://emoocs.hpi.de/
- https://doi.org/10.25932/publishup-51030
- https://www.researchgate.net/publication/351960378_PREPRINT_Open_Tools_and_Metho[...]
- https://www.researchgate.net/publication/352705377_Open_Tools_and_Methods_to_sup[...]
- http://dx.doi.org/10.13140/RG.2.2.16586.08642 https://www.youtube.com/watch?v=nM[...]
- doi:10.25932/publishup-51030
Killam, Laura A.; Luctkar-Flude, Marian
In: Clinical Simulation in Nursing, Bd. 57, S. 59–65, 2021.
Abstract | Links | BibTeX | Schlagwörter: co-creation, computer-based simulation, gamification, H5P, nursing student, O, web-based simulation
@article{Killam2021,
title = {Virtual Simulations to Replace Clinical Hours in a Family Assessment Course: Development Using H5P, Gamification, and Student Co-Creation},
author = {Laura A. Killam and Marian Luctkar-Flude},
url = {https://doi.org/10.1016/j.ecns.2021.02.008
https://www.youtube.com/watch?v=KijC4y1hDBo},
doi = {10.1016/j.ecns.2021.02.008},
year = {2021},
date = {2021-04-08},
urldate = {2021-04-08},
journal = {Clinical Simulation in Nursing},
volume = {57},
pages = {59–65},
abstract = {Quality clinical placements have become increasingly challenging to locate, supervise, and learn from. The purpose of this article is twofold: (1) to describe the process used to develop virtual simulations for a family assessment course using H5P technology; and (2) to describe how gamification was used to leverage student creativity as scenario creators and actors. Anecdotally, the use of H5P technology and students as simulation co-creators has improved the learning experience in a first-year family assessment course.},
keywords = {co-creation, computer-based simulation, gamification, H5P, nursing student, O, web-based simulation},
pubstate = {published},
tppubtype = {article}
}
Toth, Christian
Lernkulturen und Persönlichkeit: Warum MOOCs doch nicht die Bildungsungleichheit auflösen konnten Artikel
In: MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung, Bd. 42, Nr. Optimierung, S. 134–151, 2021, ISBN: 1424-3636.
Abstract | Links | BibTeX | Schlagwörter: A, massive open online course (MOOC), Optimierung
@article{Toth2021,
title = {Lernkulturen und Persönlichkeit: Warum MOOCs doch nicht die Bildungsungleichheit auflösen konnten},
author = {Christian Toth},
url = {https://www.medienpaed.com/article/view/1074
https://doi.org/10.21240/mpaed/42/2021.04.08.X},
doi = {10.21240/mpaed/42/2021.04.08.X},
isbn = {1424-3636},
year = {2021},
date = {2021-04-01},
journal = {MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung},
volume = {42},
number = {Optimierung},
pages = {134–151},
abstract = {Digitale Medien sind in der modernen Bildungslandschaft stetiger Hoffnungsträger für die Aufhebung der Bildungsungleichheit. Im Fokus der 2010er Jahre standen Massive Open Online Courses (MOOCs), die spätestens seit dem grossen MOOC-Hype 2012 kontinuierlich und in stetig wechselnder Gestalt als Optimierungen der Hochschulbildung gehandelt werden und selbst in den vergangenen sieben Jahren zahlreiche Veränderungen durchlaufen haben. MOOCs haben in der deutschen Hochschulbildung zu kontroversen Diskussionen geführt, bisweilen nehmen MOOCs an deutschen Hochschulen jedoch keinen besonderen Stellenwert ein. Dabei gäbees durchaus Potenziale zur Weiterentwicklung (und damit auch Optimierung) der Hochschullehre, wenn man an internationale Entwicklungen der MOOC-Forschung anknüpfen würde. Dieser Beitrag bilanziert, ob MOOCs den Ansprüchen der Digitalisierung in Hochschulen und den gesellschaftlichen Erwartungen, der Bildungsungleichheit entgegenzuwirken, gerecht werden und stützt sich in der kritischen Einschätzung auf die Ergebnisse einer gross angelegten (N > 1000) und abgeschlossenen quantitativen Studie über vier internationale MOOCs. Die Forschungsergebnisse begründen, warum MOOCs in ihrer traditionellen Form nicht zwingend zu einer Optimierung der Hochschulbildung führen, geben jedoch Hinweise darauf, wie dies nach wie vor gelingen könnte.},
keywords = {A, massive open online course (MOOC), Optimierung},
pubstate = {published},
tppubtype = {article}
}
Berghoff, Sonja; Horstmann, Nina; Hüsch, Marc; Müller, Kathrin
Studium und Lehre in Zeiten der Corona-Pandemie – Die Sicht von Studierenden und Lehrenden Forschungsbericht
CHE: Centrum für Hochschulentwicklung CHE-Impulse, Nr. 3, 2021, ISBN: 978-3-947793-50-1.
Abstract | Links | BibTeX | Schlagwörter: A, Corona, Hochschule, Hochschullehre
@techreport{Berghoff2021,
title = {Studium und Lehre in Zeiten der Corona-Pandemie – Die Sicht von Studierenden und Lehrenden},
author = {Sonja Berghoff and Nina Horstmann and Marc Hüsch and Kathrin Müller},
url = {https://www.che.de/2021/trotz-corona-kaum-ausfall-bei-vorlesungen-und-pruefungen-an-deutschen-hochschulen/},
isbn = {978-3-947793-50-1},
year = {2021},
date = {2021-03-18},
number = {3},
institution = {CHE: Centrum für Hochschulentwicklung},
abstract = {Die deutschen Hochschulen haben die vielfältigen durch die Corona-Pandemie verursachten Herausforderungen insgesamt überzeugend bewältigt. Eine Befragung von mehr als 27.000 Studierenden und über 650 Professor*innen im Wintersemester 2020/21 zeigt, dass sowohl die Studienorganisation während der Pandemie als auch die Umstellung auf einen nahezu rein digitalen Lehrbetrieb größtenteils funktioniert haben. Nur knapp 1{37d1f293241a1edd19b097ce37fa29bd44d887a41b5283a0fc9485076e078306} der befragten Professor*innen gab an, dass eine geplante Vorlesung im Wintersemester ausfallen musste. Besonders positiv hervorgehoben wird aus Studierendensicht, dass das Studium trotz Einschränkungen in vielen Fächern ohne größere Probleme fortgesetzt werden kann. Mehr als 80{37d1f293241a1edd19b097ce37fa29bd44d887a41b5283a0fc9485076e078306} der Studierenden bewertet zudem die Möglichkeiten zur Ablegung von Prüfungsleistungen während der Pandemie als gut oder sehr gut.
Vor allem in den Studienfächern, in denen in der Regel viele Exkursionen oder praktische Übungen stattfinden, werden jedoch auch Probleme ersichtlich, da einige dieser Präsenzveranstaltungen in den vergangenen Semestern ersatzlos ausgefallen sind oder aus Sicht von Studierenden nur unzureichend digital ersetzt werden konnten. Kritischer gesehen wird von den Studierenden ebenfalls der zum Teil fehlende Zugang zu studienrelevanter Infrastruktur wie Lernräumen oder der Bibliothek sowie generell die Möglichkeiten zu einer fachlichen Interaktion mit anderen Studierenden.
Für die mittelfristige Zukunft von Studium und Lehre nach der Pandemie wünschen sich sowohl viele Studierende als auch Lehrende, dass digitale Lehrelemente weiter gezielt eingebunden werden, ohne dass jedoch auf Präsenzformate verzichtet wird. Insbesondere Modelle wie Blended Learning oder eine digital angereicherte
Präsenzlehre werden von den befragten Professor*innen als Lernsettings der Zukunft gesehen. Die Erfahrungen von Studierenden und Lehrenden aus dem Wintersemester zeigen jedoch auch auf, dass noch breitere mediendidaktische Unterstützungsmaßnahmen für Lehrende und bessere Supportstrukturen erforderlich sein werden, damit sich gute didaktische Konzepte im Umgang mit digitalen Lehrelementen verbreitet durchsetzen können.},
type = {CHE-Impulse},
keywords = {A, Corona, Hochschule, Hochschullehre},
pubstate = {published},
tppubtype = {techreport}
}
Vor allem in den Studienfächern, in denen in der Regel viele Exkursionen oder praktische Übungen stattfinden, werden jedoch auch Probleme ersichtlich, da einige dieser Präsenzveranstaltungen in den vergangenen Semestern ersatzlos ausgefallen sind oder aus Sicht von Studierenden nur unzureichend digital ersetzt werden konnten. Kritischer gesehen wird von den Studierenden ebenfalls der zum Teil fehlende Zugang zu studienrelevanter Infrastruktur wie Lernräumen oder der Bibliothek sowie generell die Möglichkeiten zu einer fachlichen Interaktion mit anderen Studierenden.
Für die mittelfristige Zukunft von Studium und Lehre nach der Pandemie wünschen sich sowohl viele Studierende als auch Lehrende, dass digitale Lehrelemente weiter gezielt eingebunden werden, ohne dass jedoch auf Präsenzformate verzichtet wird. Insbesondere Modelle wie Blended Learning oder eine digital angereicherte
Präsenzlehre werden von den befragten Professor*innen als Lernsettings der Zukunft gesehen. Die Erfahrungen von Studierenden und Lehrenden aus dem Wintersemester zeigen jedoch auch auf, dass noch breitere mediendidaktische Unterstützungsmaßnahmen für Lehrende und bessere Supportstrukturen erforderlich sein werden, damit sich gute didaktische Konzepte im Umgang mit digitalen Lehrelementen verbreitet durchsetzen können.
Reinmann, Gabi
Hybride Lehre – Ein Begriff und seine Zukunft für Forschung und Praxis Artikel
In: Impact Free: Journal für freie Bildungswissenschaftler, Bd. 35, 2021.
Links | BibTeX | Schlagwörter: A, Begriffsfindung, Blended Learning, Corona, hybride Lehre
@article{Reinmann2021,
title = {Hybride Lehre – Ein Begriff und seine Zukunft für Forschung und Praxis},
author = {Gabi Reinmann},
url = {https://gabi-reinmann.de/wp-content/uploads/2021/02/Impact_Free_35.pdf},
year = {2021},
date = {2021-02-01},
journal = {Impact Free: Journal für freie Bildungswissenschaftler},
volume = {35},
keywords = {A, Begriffsfindung, Blended Learning, Corona, hybride Lehre},
pubstate = {published},
tppubtype = {article}
}
Ladurner, Christoph; Ortner, Christian; Lach, Karin; Ebner, Martin; Haas, Maria; Ebner, Markus; Ganguly, Raman; Schön, Sandra
Entwicklung und Implementierung eines Plug-Ins und von APIs für offene Bildungsressourcen (OER) Konferenzbeitrag
In: Reussner, Ralf H.; Koziolek, Anne; Heinrich, Robert (Hrsg.): INFORMATIK 2020, S. 453–465, Gesellschaft für Informatik Bonn, 2021, ISBN: 978-3-88579-701-2.
Abstract | Links | BibTeX | Schlagwörter: A, Hochschule, Lernmanagementsystem, LOM, Metadaten, open educational resources, Plug-In, Qualifizierung, Referatorium, Repositorium, Schnittstelle, Zertifizierung
@inproceedings{Ladurner2021,
title = {Entwicklung und Implementierung eines Plug-Ins und von APIs für offene Bildungsressourcen (OER)},
author = {Christoph Ladurner and Christian Ortner and Karin Lach and Martin Ebner and Maria Haas and Markus Ebner and Raman Ganguly and Sandra Schön},
editor = {Ralf H. Reussner and Anne Koziolek and Robert Heinrich},
url = {https://dx.doi.org/10.18420/inf2020_42
https://www.researchgate.net/publication/348845151_Entwicklung_und_Implementierung_eines_Plug-Ins_und_von_APIs_fur_offene_Bildungsressourcen_OER},
doi = {10.18420/inf2020_42},
isbn = {978-3-88579-701-2},
year = {2021},
date = {2021-01-29},
urldate = {2021-06-15},
booktitle = {INFORMATIK 2020},
pages = {453–465},
address = {Bonn},
organization = {Gesellschaft für Informatik},
series = {Lecture Notes in Informatics (LNI)},
abstract = {Um einen breiten Zugang zur Bildung und großzügige Nutzung von Bildungsressourcen zu ermöglichen, setzt auch die Technische Universität Graz (TU Graz) auf offene Bildungsressourcen (Open Educational Resources, kurz OER). Der Beitrag beschreibt die technologischen Entwicklungen und Prozesse, damit Lehrende der TU Graz das eigene Lernmanagementsystem für die Veröffentlichung von OER nutzen können. Es wird im Beitrag nachgezeichnet wie Schnittstellen und Prozesse gestaltet wurden, um Lern- und Lehrressourcen der TU Graz mit entsprechenden Metadaten auszuzeichnen, um sie über das universitätseigene OER-Repositorium und entsprechenden Schnittstellen für das OER-Fachportal der Universität Wien einer breiten Öffentlichkeit recherchierbar anzubieten. Nur entsprechend qualifizierte Lehrende der TU Graz erhalten die Berechtigung für die Nutzung des neuen OER-Plug-In. Der Beitrag schließt mit Empfehlungen für Nachahmer/innen.},
keywords = {A, Hochschule, Lernmanagementsystem, LOM, Metadaten, open educational resources, Plug-In, Qualifizierung, Referatorium, Repositorium, Schnittstelle, Zertifizierung},
pubstate = {published},
tppubtype = {inproceedings}
}
& Erich Svenik, Georg Krammer
Open Science als Beitrag zur Qualität in der Bildungsforschung Artikel
In: Zeitschrift für Bildungsforschung, Bd. 10, S. 263–278, 2021, ISSN: 2190-6904.
Abstract | Links | BibTeX | Schlagwörter: Empirische Bildungsforschung, epirical educational science, O, open science, questionable research practices, replication crisis, Replikationskrise, transparency, Transparenz
@article{Svenik2021,
title = {Open Science als Beitrag zur Qualität in der Bildungsforschung},
author = {Georg Krammer & Erich Svenik},
url = {https://doi.org/10.1007/s35834-020-00286-z},
doi = {10.1007/s35834-020-00286-z},
issn = {2190-6904},
year = {2021},
date = {2021-01-08},
journal = {Zeitschrift für Bildungsforschung},
volume = {10},
pages = {263–278},
abstract = {Ausgangspunkt dieses Beitrags sind Diskussionen um die Belastbarkeit empirischer Befunde in benachbarten Disziplinen, namentlich der Sozialpsychologie, die in der sog. „Replication Crisis“ gipfelten. Von derartigen Diskussionen um Replikationen und „Questionable Research Practices“ ist die Bildungsforschung bisher noch nicht in dem Maße betroffen, aber die Problemlagen sind in Teilbereichen ähnlich. Es mag daher nur eine Frage der Zeit sein, bevor diese Kontroversen auch in der Bildungsforschung aufkommen. Vor diesem Hintergrund argumentieren wir, wie Open Science einen Beitrag leisten kann, um die Belastbarkeit von Befunden der Bildungsforschung zu erhöhen. Im Besonderen greifen wir drei Open Science Praktiken auf: Präregistrierung, Open Materials und Open Data. Wir stellen diese vor und beleuchten, wie sie in der Bildungsforschung implementiert werden können. Wir thematisieren dabei die spezifischen Verhältnisse der Bildungsforschung im Vergleich zu Nachbardisziplinen, und gehen auf Limitationen und Besonderheiten der Bildungsforschung ein. Wir schließen mit einem Plädoyer für Transparenz.},
keywords = {Empirische Bildungsforschung, epirical educational science, O, open science, questionable research practices, replication crisis, Replikationskrise, transparency, Transparenz},
pubstate = {published},
tppubtype = {article}
}
Newton, Philip M.; Salvi, Atharva
In: Frontiers in Education, Bd. 5, S. 270, 2020.
Abstract | Links | BibTeX | Schlagwörter: differentiation, evidence-based education, Honey and Mumford, Kolb, neuromyth, O, pragmatism, VARK
@article{Newton2020,
title = {How Common Is Belief in the Learning Styles Neuromyth, and Does It Matter? A Pragmatic Systematic Review},
author = {Philip M. Newton and Atharva Salvi},
url = {https://doi.org/10.3389/feduc.2020.602451},
doi = {10.3389/feduc.2020.602451},
year = {2020},
date = {2020-12-14},
journal = {Frontiers in Education},
volume = {5},
pages = {270},
abstract = {A commonly cited use of Learning Styles theory is to use information from self-report questionnaires to assign learners into one or more of a handful of supposed styles (e.g., Visual, Auditory, Converger) and then design teaching materials that match the supposed styles of individual students. A number of reviews, going back to 2004, have concluded that there is currently no empirical evidence that this “matching instruction” improves learning, and it could potentially cause harm. Despite this lack of evidence, survey research and media coverage suggest that belief in this use of Learning Styles theory is high amongst educators. However, it is not clear whether this is a global pattern, or whether belief in Learning Styles is declining as a result of the publicity surrounding the lack of evidence to support it. It is also not clear whether this belief translates into action. Here we undertake a systematic review of research into belief in, and use of, Learning Styles amongst educators. We identified 37 studies representing 15,405 educators from 18 countries around the world, spanning 2009 to early 2020. Self-reported belief in matching instruction to Learning Styles was high, with a weighted percentage of 89.1{37d1f293241a1edd19b097ce37fa29bd44d887a41b5283a0fc9485076e078306}, ranging from 58 to 97.6{37d1f293241a1edd19b097ce37fa29bd44d887a41b5283a0fc9485076e078306}. There was no evidence that this belief has declined in recent years, for example 95.4{37d1f293241a1edd19b097ce37fa29bd44d887a41b5283a0fc9485076e078306} of trainee (pre-service) teachers agreed that matching instruction to Learning Styles is effective. Self-reported use, or planned use, of matching instruction to Learning Styles was similarly high. There was evidence of effectiveness for educational interventions aimed at helping educators understand the lack of evidence for matching in learning styles, with self-reported belief dropping by an average of 37{37d1f293241a1edd19b097ce37fa29bd44d887a41b5283a0fc9485076e078306} following such interventions. From a pragmatic perspective, the concerning implications of these results are moderated by a number of methodological aspects of the reported studies. Most used convenience sampling with small samples and did not report critical measures of study quality. It was unclear whether participants fully understood that they were specifically being asked about the matching of instruction to Learning Styles, or whether the questions asked could be interpreted as referring to a broader interpretation of the theory. These findings suggest that the concern expressed about belief in Learning Styles may not be fully supported by current evidence, and highlight the need to undertake further research on the objective use of matching instruction to specific Learning Styles.},
keywords = {differentiation, evidence-based education, Honey and Mumford, Kolb, neuromyth, O, pragmatism, VARK},
pubstate = {published},
tppubtype = {article}
}
Gao, Lingyu; Gimpel, Kevin; Jensson, Arnar
Distractor Analysis and Selection for Multiple-Choice Cloze Questions for Second-Language Learners Konferenzbeitrag
In: Proceedings of the Fifteenth Workshop on Innovative Use of NLP for Building Educational Applications, S. 102–114, Association for Computational Linguistics, Seattle, WA, USA (Online), 2020.
Abstract | Links | BibTeX | Schlagwörter: distractor, language learning, Multiple-choice, O, quiz
@inproceedings{Gao2020,
title = {Distractor Analysis and Selection for Multiple-Choice Cloze Questions for Second-Language Learners},
author = {Lingyu Gao and Kevin Gimpel and Arnar Jensson},
url = {https://www.aclweb.org/anthology/2020.bea-1.10},
doi = {10.18653/v1/2020.bea-1.10},
year = {2020},
date = {2020-12-01},
booktitle = {Proceedings of the Fifteenth Workshop on Innovative Use of NLP for Building Educational Applications},
pages = {102–114},
publisher = {Association for Computational Linguistics},
address = {Seattle, WA, USA (Online)},
abstract = {We consider the problem of automatically suggesting distractors for multiple-choice cloze questions designed for second-language learners. We describe the creation of a dataset including collecting manual annotations for distractor selection. We assess the relationship between the choices of the annotators and features based on distractors and the correct answers, both with and without the surrounding passage context in the cloze questions. Simple features of the distractor and correct answer correlate with the annotations, though we find substantial benefit to additionally using large-scale pretrained models to measure the fit of the distractor in the context. Based on these analyses, we propose and train models to automatically select distractors, and measure the importance of model components quantitatively.},
keywords = {distractor, language learning, Multiple-choice, O, quiz},
pubstate = {published},
tppubtype = {inproceedings}
}
Dreifuerst, Kristina T.; Bradley, Cynthia S.; Johnson, Brandon K.
Using Debriefing for Meaningful Learning With Screen-Based Simulation Artikel
In: Nurse Educator: 7/8 2021, Bd. 46, Nr. 4, S. 239–244, 2020.
Abstract | Links | BibTeX | Schlagwörter: debriefing, Debriefing for Meaningful Learning, O, screen-based simulation, virtual simulation
@article{Dreifuerst2020,
title = {Using Debriefing for Meaningful Learning With Screen-Based Simulation},
author = {Kristina T. Dreifuerst and Cynthia S. Bradley and Brandon K. Johnson},
url = {https://dx.doi.org/10.1097/NNE.0000000000000930},
doi = {10.1097/NNE.0000000000000930},
year = {2020},
date = {2020-10-22},
urldate = {2020-10-22},
journal = {Nurse Educator: 7/8 2021},
volume = {46},
number = {4},
pages = {239–244},
abstract = {Background
COVID-19 has led to increased use of screen-based simulation. However, the importance of including a robust debriefing as a component of these simulations is often neglected.
Problem
Failing to include debriefing with screen-based simulation could negatively impact student learning outcomes.
Approach
Debriefing, including recollection, discussion to reveal understanding, feedback and reflection, is a process of helping learners make sense of learned content and knowledge as it is applied to the patient care experience. Debriefing for Meaningful Learning (DML) is an evidence-based method derived from theory, which can be easily incorporated into screen-based simulation to augment the clinical learning experience.
Conclusion
By guiding learners to consistently engage in DML, clinical decisions and actions taken during virtual simulations can be uncovered, discussed, challenged, corrected, and explored. Including a synchronous, structured debriefing like DML ensures that screen-based simulation results in meaningful learning in addition to performance feedback to foster safe and quality patient care.},
keywords = {debriefing, Debriefing for Meaningful Learning, O, screen-based simulation, virtual simulation},
pubstate = {published},
tppubtype = {article}
}
COVID-19 has led to increased use of screen-based simulation. However, the importance of including a robust debriefing as a component of these simulations is often neglected.
Problem
Failing to include debriefing with screen-based simulation could negatively impact student learning outcomes.
Approach
Debriefing, including recollection, discussion to reveal understanding, feedback and reflection, is a process of helping learners make sense of learned content and knowledge as it is applied to the patient care experience. Debriefing for Meaningful Learning (DML) is an evidence-based method derived from theory, which can be easily incorporated into screen-based simulation to augment the clinical learning experience.
Conclusion
By guiding learners to consistently engage in DML, clinical decisions and actions taken during virtual simulations can be uncovered, discussed, challenged, corrected, and explored. Including a synchronous, structured debriefing like DML ensures that screen-based simulation results in meaningful learning in addition to performance feedback to foster safe and quality patient care.
Crook, Charles; Nixon, Elizabeth
How internet essay mill websites portray the student experience of higher education Artikel
In: The Internet and Higher Education, Bd. 48, S. 100775, 2020, ISSN: 1096-7516.
Abstract | Links | BibTeX | Schlagwörter: empathy, essay mills, O, promotional communication, rhetoric, student experience
@article{Crook2020,
title = {How internet essay mill websites portray the student experience of higher education},
author = {Charles Crook and Elizabeth Nixon},
url = {https://doi.org/10.1016/j.iheduc.2020.100775
https://www.sciencedirect.com/science/article/pii/S1096751620300518},
doi = {10.1016/j.iheduc.2020.100775},
issn = {1096-7516},
year = {2020},
date = {2020-10-17},
journal = {The Internet and Higher Education},
volume = {48},
pages = {100775},
abstract = {Higher education is under mounting pressure to confront student practices of assignment outsourcing to internet services. The scale and buoyancy of this ‘essay mill’ industry has now been well documented, including its various marketing techniques for urging students to purchase bespoke academic work. However, the inherently suspect nature of such services demands that they adopt a particularly shrewd and empathic rhetoric to win custom from website visitors. In this paper, we investigate how such rhetoric currently constructs a critical version of the student's higher education experience. We present a thematic analysis of promotional text and images as found on a large sample of essay mill sites. Findings reveal how these sites promulgate a hostile and negative attitude towards higher educational practice. Yet these findings may also indicate where the higher education sector needs to reflect on its practice, not least in order to resist the toxic messages of essay mills.},
keywords = {empathy, essay mills, O, promotional communication, rhetoric, student experience},
pubstate = {published},
tppubtype = {article}
}
van der Meij, Hans; Bӧckmann, Linn
Effects of embedded questions in recorded lectures Artikel
In: Journal of Computing in Higher Education, 2020, ISSN: 1867-1233.
Abstract | Links | BibTeX | Schlagwörter: embedded questions, O, quizzing, self-efficacy, Usability, video-recorded lectures
@article{vanderMeij2020,
title = {Effects of embedded questions in recorded lectures},
author = {Hans van der Meij and Linn Bӧckmann },
url = {https://doi.org/10.1007/s12528-020-09263-x},
doi = {10.1007/s12528-020-09263-x},
issn = {1867-1233},
year = {2020},
date = {2020-09-07},
journal = {Journal of Computing in Higher Education},
abstract = {Online video-recorded lectures have become an increasingly more important means for student learning (e.g., in flipped classrooms). However, getting students to process these lectures sufficiently to come to class well-prepared is a challenge for educators. This paper investigates the effectiveness of open-ended embedded questions for accomplishing that. An experiment compared a video-recorded lecture presented online with and without such questions. No feedback was given on responses to the questions. University students (N = 40) viewed the lecture, responded to a questionnaire on self-efficacy and usability, and completed a knowledge test. User logs revealed that the students engaged significantly more with the embedded questions lecture. Engagement was not related to knowledge test results, however. Uniformly high appraisals were given for self-efficacy, usefulness, ease of use and satisfaction. Mean test scores were significantly higher for the embedded questions condition. It is concluded that open-ended embedded questions without feedback can increase the effectiveness of online video-recorded lectures as learning resources.},
keywords = {embedded questions, O, quizzing, self-efficacy, Usability, video-recorded lectures},
pubstate = {published},
tppubtype = {article}
}
Paek, Seungoh; Leong, Peter; Johnson, Philip M.; Moore, Carleton
Beyond course work: expanding what’s valued in computer science degree programs Artikel
In: Journal of Applied Research in Higher Education, Bd. 13, Nr. 3, S. 741–758, 2020, ISSN: 2050-7003.
Abstract | Links | BibTeX | Schlagwörter: Career goals, Computer science education, Curriculum, Diversity, higher education, O, Retention
@article{nokey,
title = {Beyond course work: expanding what’s valued in computer science degree programs},
author = {Seungoh Paek and Peter Leong and Philip M. Johnson and Carleton Moore},
url = {https://doi.org/10.1108/JARHE-12-2019-0317},
doi = {10.1108/JARHE-12-2019-0317},
issn = {2050-7003},
year = {2020},
date = {2020-09-04},
journal = {Journal of Applied Research in Higher Education},
volume = {13},
number = {3},
pages = {741–758},
publisher = {Emerald Publishing Limited},
abstract = {As the field of Computer Science (CS) continues to diversify and expand, the need for undergraduates to explore career possibilities and develop personalized study paths has never been greater. This reality presents a challenge for CS departments. How do the students striving to become competent professionals in an ever-changing field of study? How do they do this efficiently and effectively? This study addresses such questions by introducing RadGrad, an online application combining features of social networks, degree planners and serious games.},
keywords = {Career goals, Computer science education, Curriculum, Diversity, higher education, O, Retention},
pubstate = {published},
tppubtype = {article}
}
Müller, Claude; Rapp, Christian; Erlemann, Jennifer; Ott, Jakob; Reichmuth, Andrea; Steingruber, Daniel
myScripting – Entwicklung eines digitalen Educational-Design-Assistenten Konferenzbericht
Tagungsband der GMW-Jahrestagung 2020, Gesellschaft für Medien in der Wissenschaft Waxmann, Bd. 77, 2020, ISBN: 978-3-8309-9244-8.
Abstract | Links | BibTeX | Schlagwörter: A, Didaktische Pattern, Didaktisches Design, myScripting, Planung, Tool
@proceedings{Müller2020,
title = {myScripting – Entwicklung eines digitalen Educational-Design-Assistenten},
author = {Claude Müller and Christian Rapp and Jennifer Erlemann and Jakob Ott and Andrea Reichmuth and Daniel Steingruber},
editor = {Claude Müller Werder and Jennifer Erlemann},
url = {https://doi.org/10.31244/9783830992448},
doi = {10.31244/9783830992448},
isbn = {978-3-8309-9244-8},
year = {2020},
date = {2020-09-01},
urldate = {2020-09-30},
booktitle = {Seamless Learning – lebenslanges, durchgängiges Lernen ermöglichen},
volume = {77},
pages = {177–181},
publisher = {Waxmann},
organization = {Gesellschaft für Medien in der Wissenschaft},
series = {Medien in der Wissenschaft},
abstract = {Mit dem elektronischen Unterstützungstool myScripting lassen sich schnell und systematisch didaktische Designs für Präsenz-, Blended-Learning- und Online-Kurse erstellen. Das Tool schlägt für ein Unterrichtssetting kontextabhängige Aktivitäten vor, welchen Th emen und Lernphasen zugewiesen werden können. Zusätzlich stehen Design-Templates für zentrale didaktische Ansätze wie Flipped Classroom, Problembased Learning, projektbasiertes oder forschungsbasiertes Lernen zur Verfügung. Durch die verschiedenen Ansichten behält die Lehrperson während des Design-Prozesses den Überblick und es können rollenspezifi sche Outputs des Lehr- und Lernprozesses für Lehrende oder Studierende erstellt werden. Damit unterstützt myScripting die Gestaltung von kontextspezifi schen, vielfältigen Lernumgebungen wie beispielsweise Blended-Learning-Kurse mit bestimmten LMS oder Online-Kurse für MOOCPlattformen.},
howpublished = {Tagungsband der GMW-Jahrestagung 2020},
keywords = {A, Didaktische Pattern, Didaktisches Design, myScripting, Planung, Tool},
pubstate = {published},
tppubtype = {proceedings}
}
Cox, Bradley E.; Edelstein, Jeffrey; Brogdon, Bailey; Roy, Amanda
Navigating Challenges to Facilitate Success for College Students with Autism Artikel
In: The Journal of Higher Education, Bd. 92, Nr. 2, S. 252–278, 2020.
Abstract | Links | BibTeX | Schlagwörter: accommodations, Autism, autism spectrum disorder, college and university students, disability, Diversity, internalized ableism, O, postsecondary education, problem solving
@article{Cox2020,
title = {Navigating Challenges to Facilitate Success for College Students with Autism},
author = {Bradley E. Cox and Jeffrey Edelstein and Bailey Brogdon and Amanda Roy},
url = {https://doi.org/10.1080/00221546.2020.1798203},
doi = {10.1080/00221546.2020.1798203},
year = {2020},
date = {2020-08-25},
journal = {The Journal of Higher Education},
volume = {92},
number = {2},
pages = {252–278},
abstract = {Roughly 1 in 59 children in the United States is diagnosed with an autism spectrum disorder (ASD), a rate that has more than doubled during the last 10 years. As students with autism increasingly pursue higher education, college educators must understand these students’ experiences and actively address issues that affect their college outcomes. This paper draws from interviews with autistic students who have had widely varying experiences and outcomes in higher education. Using an iterative analytic strategy that combined elements of grounded theory, multiple case study, and constant comparative approaches, researchers developed a series of propositions that were subsequently deconstructed and reconstituted as a conceptual model. The resultant conceptual model not only provides a descriptive portrait of how these students experienced interactions with their postsecondary institutions but also outlines specific ways in which tensions between the student and institution manifest as acute problems that students were often able to recognize, sometimes able to reframe, and occasionally able to resolve. The “3R” model can be used to help students and their institutions anticipate, address, and overcome challenges in ways that improve college experiences and outcomes for students on the autism spectrum.},
keywords = {accommodations, Autism, autism spectrum disorder, college and university students, disability, Diversity, internalized ableism, O, postsecondary education, problem solving},
pubstate = {published},
tppubtype = {article}
}
Scheidig, Falk
Digitale Transformation der Hochschullehre und der Diskurs über Präsenz in Lehrveranstaltungen Buchkapitel mit eigenem Titel
In: Bauer, Reinhard; Hafer, Jörg; Hofhues, Sandra; Schiefner-Rohs, Mandy; Thillosen, Anne; Volk, Benno; Wannemacher, Klaus (Hrsg.): Vom E-Learning zur Digitalisierung: Mythen, Realitäten, Perspektiven, Bd. 76, S. 243–259, Waxmann, Münster, 2020, ISBN: 978-3-8309-9109-0.
Abstract | Links | BibTeX | Schlagwörter: Digitalisierung, Hochschullehre, O, Präsenzlehre
@incollection{Scheidig2020,
title = {Digitale Transformation der Hochschullehre und der Diskurs über Präsenz in Lehrveranstaltungen},
author = {Falk Scheidig},
editor = {Reinhard Bauer and Jörg Hafer and Sandra Hofhues and Mandy Schiefner-Rohs and Anne Thillosen and Benno Volk and Klaus Wannemacher},
url = {https://doi.org/10.31244/9783830991090},
doi = {10.31244/9783830991090},
isbn = {978-3-8309-9109-0},
year = {2020},
date = {2020-08-01},
booktitle = {Vom E-Learning zur Digitalisierung: Mythen, Realitäten, Perspektiven},
volume = {76},
pages = {243–259},
publisher = {Waxmann},
address = {Münster},
series = {Medien in der Wissenschaft},
abstract = {Der Beitrag führt die beiden aktuellen Diskurse über Präsenz in Lehrveranstaltungen einerseits und über die digitale Transformation von Hochschullehre andererseits zusammen. Ausgehend von einer Auseinandersetzung mit verschiedenen Argumentationslinien im Diskurs über Präsenz in Lehrveranstaltungen wird erstens der Frage nachgegangen, inwiefern in der Präsenzdebatte auf die Digitalisierung rekurriert wird. Zweitens werden Implikationen von Digitalisierungskonzepten für die Präsenz von Studierenden herausgearbeitet. In diesem Rahmen erfährt u. a. die sich aufdrängende Frage nach der Angemessenheit von Präsenzforderungen in Zeiten „digitalisierter“ Lehre eine Beantwortung.},
keywords = {Digitalisierung, Hochschullehre, O, Präsenzlehre},
pubstate = {published},
tppubtype = {incollection}
}
Bauer, Reinhard; Hafer, Jörg; Hofhues, Sandra; Schiefner, Mandy; Thillosen, Anne; Volk, Benno; Wannemacher, Klaus (Hrsg.)
Vom E-Learning zur Digitalisierung: Mythen, Realitäten, Perspektiven Sammelband
Waxmann, 2020, ISBN: 978-3-8309-4109-5.
Abstract | BibTeX | Schlagwörter: Digitalisierung, e-learning, Mythen
@collection{Bauer2020,
title = {Vom E-Learning zur Digitalisierung: Mythen, Realitäten, Perspektiven},
editor = {Reinhard Bauer and Jörg Hafer and Sandra Hofhues and Mandy Schiefner and Anne Thillosen and Benno Volk and Klaus Wannemacher},
isbn = {978-3-8309-4109-5},
year = {2020},
date = {2020-07-01},
volume = {76},
publisher = {Waxmann},
series = {Medien in der Wissenschaft},
abstract = {Der Begriff „Digitalisierung“ ist in aller Munde und häufig werden vor allem Anforderungen formuliert, die „digitale Transformation“ in allen Bereichen der Gesellschaft mitzugestalten. In diesem Zusammenhang wird insbesondere von Hochschulen als Forschungs- und Bildungsinstitutionen erwartet, diesen Wandel aktiv mitzugestalten.
Der Begriff „Digitalisierung“ erscheint einerseits als Heilsversprechen, andererseits ruft er auch Skepsis und Ängste hervor. Zugleich fällt auf, dass „Digitalisierung“ selten konkret definiert wird – vielmehr wird meist unhinterfragt vorausgesetzt, es gäbe einen Konsens, was im jeweiligen Kontext damit gemeint ist. Daher erscheint es besonders interessant, einschlägige Narrative im Zusammenhang mit dem Digitalisierungsbegriff offenzulegen und zu diskutieren sowie aus einer wissenschaftlichen und praktischen Sicht kritisch zu hinterfragen.
Im Band werden deswegen die Mythen und öffentlichen Vorstellungen rund um Medien und E-Learning in den Blick genommen. Hochschule bietet dazu den wesentlichen Referenzrahmen. Darüber hinaus wird nach Realitäten und Perspektiven in diesem unbestimmten Feld gesucht. In Zusammenhang mit dem Band hat die Fachgesellschaft GMW ganz unterschiedliche Personen und Akteure direkt sowie in einem Call dazu eingeladen, sich an der Diskussion um den Status quo im Bereich der Nutzung und Bedeutung von Medien in der Wissenschaft zu beteiligen. Dieser Band bildet damit sowohl den aktuellen Stand der Diskussion alsauch ihre fachlich-inhaltlichen, methodischen und konzeptionellen Facetten ab.},
keywords = {Digitalisierung, e-learning, Mythen},
pubstate = {published},
tppubtype = {collection}
}
Der Begriff „Digitalisierung“ erscheint einerseits als Heilsversprechen, andererseits ruft er auch Skepsis und Ängste hervor. Zugleich fällt auf, dass „Digitalisierung“ selten konkret definiert wird – vielmehr wird meist unhinterfragt vorausgesetzt, es gäbe einen Konsens, was im jeweiligen Kontext damit gemeint ist. Daher erscheint es besonders interessant, einschlägige Narrative im Zusammenhang mit dem Digitalisierungsbegriff offenzulegen und zu diskutieren sowie aus einer wissenschaftlichen und praktischen Sicht kritisch zu hinterfragen.
Im Band werden deswegen die Mythen und öffentlichen Vorstellungen rund um Medien und E-Learning in den Blick genommen. Hochschule bietet dazu den wesentlichen Referenzrahmen. Darüber hinaus wird nach Realitäten und Perspektiven in diesem unbestimmten Feld gesucht. In Zusammenhang mit dem Band hat die Fachgesellschaft GMW ganz unterschiedliche Personen und Akteure direkt sowie in einem Call dazu eingeladen, sich an der Diskussion um den Status quo im Bereich der Nutzung und Bedeutung von Medien in der Wissenschaft zu beteiligen. Dieser Band bildet damit sowohl den aktuellen Stand der Diskussion alsauch ihre fachlich-inhaltlichen, methodischen und konzeptionellen Facetten ab.
Booher, Loi; Nadelson, Louis S.; Nadelson, Sandra G.
In: The Journal of Educational Research, S. 1–13, 2020.
Abstract | Links | BibTeX | Schlagwörter: Evidence-based practice, innovation, O, research informed teaching, teacher practice
@article{Booher2020,
title = {What about research and evidence? Teachers’ perceptions and uses of education research to inform STEM teaching},
author = {Loi Booher and Louis S. Nadelson and Sandra G. Nadelson},
url = {https://doi.org/10.1080/00220671.2020.1782811},
doi = {10.1080/00220671.2020.1782811},
year = {2020},
date = {2020-06-27},
journal = {The Journal of Educational Research},
pages = {1–13},
publisher = {Routledge},
abstract = {The use of research evidence to inform practice has become an expectation of those working in many professions. There is a dearth of research on teacher use of scholarship to inform their practice. While there is an abundance of research that can be used to inform teacher practice, there are unknowns about how much teachers seek, access, read, apply and share evidence from research to inform their teaching. We address this gap in the literature by surveying inservice teachers about their perceptions and practices for using education research. In our analysis of the data collected from 452 teachers, we found teachers are interested in research and perceive value in research to inform their work. However, we also found that teachers struggle to identify sources of quality research and how to translate research to inform their teaching. Our findings have implications for school administrators seeking to promote teacher engagement in evidence-based practice and educational researchers hoping to have their research translated into K-12 teacher practice.},
keywords = {Evidence-based practice, innovation, O, research informed teaching, teacher practice},
pubstate = {published},
tppubtype = {article}
}
Schmölz, Alexander; Geppert, Corinna; Barberi, Alessandro
Digitale Kluft: Teilhabebarrieren für Studierende durch universitäres home learning? Artikel
In: Medienimpulse, Bd. 58, Nr. 2, S. 26, 2020, ISSN: 2307-3187.
Abstract | Links | BibTeX | Schlagwörter: A, Corona, Digitale Kluft, Digitale Medien, distance learning
@article{Schmölz2020,
title = {Digitale Kluft: Teilhabebarrieren für Studierende durch universitäres home learning?},
author = {Alexander Schmölz and Corinna Geppert and Alessandro Barberi},
url = {https://doi.org/10.21243/mi-02-20-31
https://journals.univie.ac.at/index.php/mp/article/view/3644},
doi = {10.21243/mi-02-20-31},
issn = {2307-3187},
year = {2020},
date = {2020-06-20},
journal = {Medienimpulse},
volume = {58},
number = {2},
pages = {26},
abstract = {Die Nutzung von digitalen Medien zur Teilhabe an gesellschaftlichen und wirtschaftlichen Prozessen sowie die Teilhabebarrieren und die digitale Kluft sind seit dem Aufkommen der Computertechnologie ein zentrales Phänomen sozialer (Un-)Gleichheit. Dieser Artikel gilt der Untersuchung der digitalen Kluft im Zuge der Umstellung des Studienbetriebs auf „home-learning“ an den österreichischen Universitäten Anfang März 2020. Diese notwendige Umstellung der Lehre zielte auf die Verminderung der Kontaktmöglichkeiten und damit auf die Reduzierung der Ansteckungsgefahr mit COVID-19 ab. Dieser Artikel beleuchtet – auch im Sinne partizipatorischer Fragestellungen – die Herausforderungen, denen sich Studierende in Zeiten des „home-learning“ gegenübersahen, um an der digitalen Lehre teilhaben zu können. Im Rahmen der zugrundeliegenden Studie wurde untersucht, inwieweit die universitären Maßnahmen bezüglich „home-learning“ sowie weitere (nationale) Regelungen zu Teilhabebarrieren für Studierende wurden. Im Folgenden werden die Ergebnisse dieser Befragung (n=412) unter Studierenden der Bildungswissenschaft der Universität Wien zusammengefasst. Die Ergebnisse zeigen, dass nicht so sehr der technische Zugang zu Computer und Internet hinderlich ist, sondern vielmehr die Kompetenzanforderungen bestimmter Technologien, die Organisation von Tages- und Wochenabläufen sowie des eigenen Lernens und der Umgang der Lehrenden mit der Situation. Auch steigende Kursanforderungen, der Zugang zur Bibliothek, zunehmende Betreuungspflichten und der (drohende) Verlust des Arbeitsplatzes haben die Teilnahme am „home-learning“ erheblich beeinträchtigt.},
keywords = {A, Corona, Digitale Kluft, Digitale Medien, distance learning},
pubstate = {published},
tppubtype = {article}
}
Krüger, Nicolai; Stibe, Agnis; Teuteberg, Frank
The Black Mirror: What Your Mobile Phone Number Reveals About You. Konferenzbericht
Springer, Cham, Bd. 389, 2020, ISBN: 978-3-030-53337-3.
Abstract | Links | BibTeX | Schlagwörter: A, Information privacy, Mobile Device Management, Mobile phone privacy, Privacy, Privacy scoring model, Social media privacy
@proceedings{Krüger2020,
title = {The Black Mirror: What Your Mobile Phone Number Reveals About You.},
author = {Nicolai Krüger and Agnis Stibe and Frank Teuteberg},
editor = {Witold Abramowicz and Gary Klein},
url = {https://doi.org/10.1007/978-3-030-53337-3_2},
doi = {10.1007/978-3-030-53337-3_2},
isbn = {978-3-030-53337-3},
year = {2020},
date = {2020-06-08},
urldate = {2020-11-04},
booktitle = {Business Information Systems, 23rd International Conference, BIS 2020, Colorado Springs, CO, USA},
volume = {389},
pages = {18–32},
publisher = {Springer},
address = {Cham},
series = {Lecture Notes in Business Information Processing},
abstract = {In the present era of pervasive mobile technologies, interconnecting innovations are increasingly prevalent in our lives. In this evolutionary process, mobile and social media communication systems serve as a backbone for human interactions. When assessing privacy risks related to this, privacy scoring models (PSM) can help quantifying the personal information risks. This paper uses the mobile phone number itself as a basis for privacy scoring. We tested 1,000 random phone numbers for their matching to social media accounts. The results raise concerns how network and communication layers are predominately connected. PSMs will support future organizational sensitivity for data linkability.},
keywords = {A, Information privacy, Mobile Device Management, Mobile phone privacy, Privacy, Privacy scoring model, Social media privacy},
pubstate = {published},
tppubtype = {proceedings}
}
lan R. Williams,; Windle, Richard; Wharrad, Heather
How will Education 4.0 influence learning in higher education? Artikel
In: Journal of Learning Development in Higher Education, Bd. 17, 2020, ISSN: 1759-667X.
Abstract | Links | BibTeX | Schlagwörter: Education 4.0, Fourth Industrial Revolution, higher education, learning objects, O, student voice
@article{lanWilliams2020,
title = {How will Education 4.0 influence learning in higher education?},
author = {lan R. Williams and Richard Windle and Heather Wharrad},
url = {https://journal.aldinhe.ac.uk/index.php/jldhe/article/view/572/418},
issn = {1759-667X},
year = {2020},
date = {2020-05-29},
journal = {Journal of Learning Development in Higher Education},
volume = {17},
abstract = {Higher education at the start of the Fourth Industrial Revolution (Schwab, 2015) is undergoing unprecedented change because of the opportunities revealed for usingdigital technology,referred toasEducation 4.0(Feldman, 2018). Although societies throughout time have undergone seismic change, it isthe speed and magnitude of Education 4.0 that is challenging higher educationto respond. Changes include access to knowledge, waysthat knowledge is shared,and the increasing demand by studentsfor their voicesto be heard and to be integral to the design of their learning. However, the opportunities revealed forusingdigital technology must be carefully managed; it is essential academics and higher educationinstitutionsinvestigate the design of learning objects and ensure an authentic student voice is integral tothose resourcesin the Education 4.0 landscape.},
keywords = {Education 4.0, Fourth Industrial Revolution, higher education, learning objects, O, student voice},
pubstate = {published},
tppubtype = {article}
}
Frick, Claudia; Kaier, Christian
In: O-Bib. Das Offene Bibliotheksjournal, Bd. 7, Nr. 2, S. 1–15, 2020, ISSN: 2363-9814.
Abstract | Links | BibTeX | Schlagwörter: A, Buchhaltung, Controlling, Monitoring, open access, Publikationsgebühren, Publikationskosten
@article{Frick2020,
title = {Publikationskosten für Zeitschriftenartikel abseits von Open-Access-Publikationsfonds – Lost in Transformation?},
author = {Claudia Frick and Christian Kaier},
url = {https://doi.org/10.5282/o-bib/5586},
doi = {10.5282/o-bib/5586},
issn = {2363-9814},
year = {2020},
date = {2020-05-05},
urldate = {2020-05-28},
journal = {O-Bib. Das Offene Bibliotheksjournal},
volume = {7},
number = {2},
pages = {1–15},
organization = {VDB},
abstract = {Mit der Etablierung von Open Access als Standardmodell des wissenschaftlichen Publizierens verlagert sich der Fokus von Subskriptions- auf Publikationskosten. Die zuverlässige und vollständige Erfassung dieser Kosten stellt eine große Herausforderung für Bibliotheken und Institutionen dar. Gründe dafür sind dezentrale Rechnungsworkflows, unterschiedliche Kostenmodelle, Nebengebühren, ein Nebeneinander von Einzel- und Pauschalgebühren und die Vermischung von Subskriptions- und Publikationskosten. Der vorliegende Beitrag analysiert zunächst die Vielfalt der unterschiedlichen Ausgaben für Artikel in wissenschaftlichen Zeitschriften. Im Anschluss zeigt er zwei Ansätze der Erfassung von dezentralen Publikationskosten auf, die zu einer besseren Steuerung und mehr Transparenz der Ausgaben für das Publizieren beitragen.},
keywords = {A, Buchhaltung, Controlling, Monitoring, open access, Publikationsgebühren, Publikationskosten},
pubstate = {published},
tppubtype = {article}
}
Kerres, Michael
Against All Odds: Education in Germany Coping with Covid-19 Artikel
In: Postdigital Science and Education, 2020.
Links | BibTeX | Schlagwörter: Covid-19, Culture, Digital Change, Educational Technology, Germany, O, Sociology
@article{Kerres2020,
title = {Against All Odds: Education in Germany Coping with Covid-19},
author = {Michael Kerres},
url = {https://doi.org/10.1007/s42438-020-00130-7},
doi = {10.1007/s42438-020-00130-7},
year = {2020},
date = {2020-05-04},
journal = {Postdigital Science and Education},
keywords = {Covid-19, Culture, Digital Change, Educational Technology, Germany, O, Sociology},
pubstate = {published},
tppubtype = {article}
}
Aufenanger, Stefan; Bastian, Jasmin
Handschriftliche versus digitale Mitschriften in akademischen Vorlesungen Artikel
In: Zeitschrift für Hochschulentwicklung, Bd. 15, Nr. 1, S. 103–125, 2020, ISBN: 2219-6994.
Abstract | Links | BibTeX | Schlagwörter: A, Computer, Handschrift, Hochschule, Mitschrift, Vorlesung
@article{Aufenager2020,
title = {Handschriftliche versus digitale Mitschriften in akademischen Vorlesungen},
author = {Stefan Aufenanger and Jasmin Bastian},
editor = {Sandra Hofhues and Mandy Schiefner-Rohs and Sandra Aßmann and Taiga Brahm},
url = {https://zfhe.at/index.php/zfhe/article/view/1324},
isbn = {2219-6994},
year = {2020},
date = {2020-03-01},
journal = {Zeitschrift für Hochschulentwicklung},
volume = {15},
number = {1},
pages = {103–125},
abstract = {Die Diskussion um das Mitschreiben in Vorlesungen wurde durch einen Aufsatz von MUELLER & OPPENHEIMER (2014) besonders aufgeheizt. Darin geben die Autoren auf der Grundlage dreier eigener Experimente der handschriftlichen Mitschrift den Vorrang für das Lernen. In einer eigenen Studie überprüfen die Autorin und der Autor das Ergebnis. Eine Onlineerhebung bei Studierenden der Bildungswissenschaften zeigt auf, dass die Art und Weise der Mitschriften sowie die Gründe dafür recht unterschiedlich sind. In einer weiteren Studie wurde die Qualität der Mitschriften – handschriftlich und digital – untersucht, wobei Unterschiede in ausgewählten Bereichen deutlich werden. Die Autorin und der Autor diskutieren abschließend die Ergebnisse und geben Empfehlungen für Hochschulen ab.},
keywords = {A, Computer, Handschrift, Hochschule, Mitschrift, Vorlesung},
pubstate = {published},
tppubtype = {article}
}
Carpenter, Shana K.; Witherby, Amber E.; Tauber, Sarah K.
On Students’ (Mis)judgments of Learning and Teaching Effectiveness Artikel
In: Journal of Applied Research in Memory and Cognition, Bd. 9, Nr. 2, S. 137–151, 2020, ISSN: 2211-3681.
Abstract | Links | BibTeX | Schlagwörter: Education, Illusions of learning, Learning, Metacognition, O, Teaching evaluations
@article{Carpenter2020,
title = {On Students’ (Mis)judgments of Learning and Teaching Effectiveness},
author = {Shana K. Carpenter and Amber E. Witherby and Sarah K. Tauber},
url = {https://doi.org/10.1016/j.jarmac.2019.12.009},
doi = {10.1016/j.jarmac.2019.12.009},
issn = {2211-3681},
year = {2020},
date = {2020-02-12},
journal = {Journal of Applied Research in Memory and Cognition},
volume = {9},
number = {2},
pages = {137–151},
abstract = {Students’ judgments of their own learning are often misled by intuitive yet false ideas about how people learn. In educational settings, learning experiences that minimize effort and increase the appearance of fluency, engagement, and enthusiasm often inflate students’ estimates of their own learning, but do not always enhance their actual learning. We review the research on these “illusions of learning,” how they can mislead students’ evaluations of the effectiveness of their instructors, and how students’ evaluations of teaching effectiveness can be biased by factors unrelated to teaching. We argue that the heavy reliance on student evaluations of teaching in decisions about faculty hiring and promotion might encourage teaching practices that boost students’ subjective ratings of teaching effectiveness, but do not enhance—and may even undermine—students’ learning and their development of metacognitive skills.},
keywords = {Education, Illusions of learning, Learning, Metacognition, O, Teaching evaluations},
pubstate = {published},
tppubtype = {article}
}
Kestin, Greg; Miller, Kelly; McCarty, Logan S.; Callaghan, Kristina; Deslauriers, Louis
Comparing the effectiveness of online versus live lecture demonstrations Artikel
In: Physical Review Physics Education Research, Bd. 16, Nr. 1, 2020, ISSN: 2469-9896.
Abstract | Links | BibTeX | Schlagwörter: demonstration, effectiveness, lectures, O, video
@article{Kestin2020,
title = {Comparing the effectiveness of online versus live lecture demonstrations},
author = {Greg Kestin and Kelly Miller and Logan S. McCarty and Kristina Callaghan and Louis Deslauriers},
url = {https://doi.org/10.1103/PhysRevPhysEducRes.16.013101},
doi = {10.1103/PhysRevPhysEducRes.16.013101},
issn = {2469-9896},
year = {2020},
date = {2020-01-29},
journal = {Physical Review Physics Education Research},
volume = {16},
number = {1},
abstract = {Nearly every introductory physics or chemistry course includes live lecture demonstrations, which can range from simple illustrations of a pendulum to elaborate productions with specialized apparatus and highly trained demonstrators. Students and instructors often consider “demos” to be among the highlights of these classes. Yet, in some situations demos may be cumbersome, inaccessible, or otherwise unavailable, and online video demos could offer a convenient alternative. We compared the effectiveness of live demonstrations with online videos under controlled conditions in the first semester of an introductory physics (mechanics) course. Students were randomly assigned to view either a live or video version of two demos. The same instructor presented both versions of the demo using an identical script, keeping the same time on task across both conditions, but with small differences in presentation appropriate to the medium. Compared with the students who saw the live demos, the students who watched the online videos learned more, and their self-reported enjoyment was just as high. We discuss reasons why videos helped students to learn more, including that they are more likely to make correct observations from the video. These results suggest that videos could provide students with an equally effective learning experience when live demos are unavailable. Indeed, even when live demonstrations are available, it may be beneficial to supplement them with online presentations.},
keywords = {demonstration, effectiveness, lectures, O, video},
pubstate = {published},
tppubtype = {article}
}
Altmeyer, Kristin; Kapp, Sebastian; Thees, Michael; Malone, Sarah; Kuhn, Jochen; Brünken, Roland
In: British Journal of Educational Technology, 2020.
Abstract | Links | BibTeX | Schlagwörter: AR, augmented reality, O, STEM
@article{Altmeyer2020,
title = {The use of augmented reality to foster conceptual knowledge acquisition in STEM laboratory courses—Theoretical background and empirical results},
author = {Kristin Altmeyer and Sebastian Kapp and Michael Thees and Sarah Malone and Jochen Kuhn and Roland Brünken},
url = {https://doi.org/10.1111/bjet.12900},
doi = {10.1111/bjet.12900},
year = {2020},
date = {2020-01-14},
urldate = {2020-04-23},
journal = {British Journal of Educational Technology},
abstract = {Learning with hands‐on experiments can be supported by providing essential information virtually during lab work. Augmented reality (AR) appears especially suitable for presenting information during experimentation, as it can be used to integrate both physical and virtual lab work. Virtual information can be displayed in close spatial proximity to the correspondent components in the experimentation environment, thereby ensuring a basic design principle for multimedia instruction: the spatial contiguity principle. The latter is assumed to reduce learners' extraneous cognitive load and foster generative processing, which supports conceptual knowledge acquisition. For the present study, a tablet‐based AR application has been developed to support learning from hands‐on experiments in physics education. Real‐time measurement data were displayed directly above the components of electric circuits, which were constructed by the learners during lab work. In a two group pretest–posttest design, we compared university students' (N = 50) perceived cognitive load and conceptual knowledge gain for both the AR‐supported and a matching non‐AR learning environment. Whereas participants in both conditions gave comparable ratings for cognitive load, learning gains in conceptual knowledge were only detectable for the AR‐supported lab work.},
keywords = {AR, augmented reality, O, STEM},
pubstate = {published},
tppubtype = {article}
}
Campbell, Laurie O.; Heller, Samantha; Pulse, Lindsay
Student-created video: an active learning approach in online environments Artikel
In: Interactive Learning Environments, 2020, ISSN: 1744-5191.
Abstract | Links | BibTeX | Schlagwörter: active learning, O, self-efficacy, STEM, Student-created video
@article{Campbell2020,
title = {Student-created video: an active learning approach in online environments},
author = {Laurie O. Campbell and Samantha Heller and Lindsay Pulse},
url = {https://doi.org/10.1080/10494820.2020.1711777},
doi = {10.1080/10494820.2020.1711777},
issn = {1744-5191},
year = {2020},
date = {2020-01-08},
urldate = {2020-05-28},
journal = {Interactive Learning Environments},
abstract = {The purpose of this study was to investigate student-created video as an active learning approach in an online environment to inform instructional practices of student-created video in STEM. Data analyzed in this study included pre-service teachers N = 107, 1-minute videos and pre- and post surveys. The findings of this qualitative study indicated that student-created video was an active learning activity that contributed to an increase in students’ perceived STEM content knowledge, improved perceptions of self-efficacy, and evidence of student engagement inclusive of behavioral, affective, and cognitive domains. Themes derived from the participants’ perceptions included: perceived self-efficacy, novelty or usefulness of creating short video, time to design and create video, and content and technical knowledge. Student-created video as an active approach to learning can be included in STEM education to increase STEM knowledge and foster integrative twenty-first Century skills. Practical implications for educators when designing student-created video assignments include (a) following a video development model; (b) providing extra time for content acquisition and revisions; and (c) incorporating peer evaluations.},
keywords = {active learning, O, self-efficacy, STEM, Student-created video},
pubstate = {published},
tppubtype = {article}
}
Aikina, Tatiana Yurievna; Bolsunovskaya, Liudmila Mikhailovna
Moodle-Based Learning: Motivating and Demotivating Factors Artikel
In: International Journal of Emerging Technologies in Learning (iJET), Bd. 15, Nr. 02, S. 239–248, 2020, ISSN: 1863-0383.
Abstract | Links | BibTeX | Schlagwörter: A, collaborative learning, e-learning, English language learning, innovative approach, Moodle
@article{Aikina2020,
title = {Moodle-Based Learning: Motivating and Demotivating Factors},
author = {Tatiana Yurievna Aikina and Liudmila Mikhailovna Bolsunovskaya},
url = {https://online-journals.org/index.php/i-jet/article/view/11297},
issn = {1863-0383},
year = {2020},
date = {2020-01-01},
journal = {International Journal of Emerging Technologies in Learning (iJET)},
volume = {15},
number = {02},
pages = {239–248},
abstract = {Over the past 10 years, a lot of universities worldwide have designed different online courses available to their students. The emergence of online courses makes Higher Education a more flexible and elastic concept. The present paper documents a qualitative study that examines motivating and demotivating factors in using Moodle for English language learning in higher schools. The survey encompasses data collected from 137 students and 20 teachers in a higher technical school (Russia) with a focus on students’ and teachers’ perception of Moodle-based learning. Analysis of the obtained data reveals a set of factors concerning pedagogical, technical, management approaches towards Moodle implementation. The results suggest further development of positive experiences and minimizing demotivating factors in online learning environment.},
keywords = {A, collaborative learning, e-learning, English language learning, innovative approach, Moodle},
pubstate = {published},
tppubtype = {article}
}
Hansen, Jan; Rensing, Christoph; Hermann, Oliver; Drachsler, Hendrik
Verhaltenskodex für Trusted Learning Analytics. Version 1.0. Entwurf für die hessischen Hochschulen Diskussionspapier
2020.
Abstract | Links | BibTeX | Schlagwörter: learning analytics
@workingpaper{Hansen2020,
title = {Verhaltenskodex für Trusted Learning Analytics. Version 1.0. Entwurf für die hessischen Hochschulen},
author = {Jan Hansen and Christoph Rensing and Oliver Hermann and Hendrik Drachsler},
url = {https://doi.org/10.25657/02:18903
https://nbn-resolving.org/urn:nbn:de:0111-dipfdocs-189038},
doi = {10.25657/02:18903},
year = {2020},
date = {2020-01-01},
address = {Frankfurt am Main},
organization = {Innovationsforum Trusted Learning Analytics 2020},
abstract = {Dieser Entwurf eines Verhaltenskodex richtet sich an Hochschulen, die mittels Learning Analytics die Qualität des Lernens und Lehrens verbessern wollen. Der Kodex kann als Vorlage zur Erstellung von organisationsspezifischen Verhaltenskodizes dienen. Er sollte an Hochschulen, die Learning Analytics einführen wollen, durch Konsultationen mit allen Interessengruppen überprüft und an die Ziele sowie die bestehende Praxis innerhalb der jeweiligen Hochschulen angepasst werden. Der Kodex wurde auf Grundlage einer Analyse bestehender europäischer Kodizes und der in Deutschland geltenden Rechtsgrundlage vom Innovationsforum Trusted Learning Analytics des hessenweiten Projektes "Digital gestütztes Lehren und Lernen in Hessen" entwickelt.},
keywords = {learning analytics},
pubstate = {published},
tppubtype = {workingpaper}
}
Bellinger, Franziska; Bolten, Ricarda; Grünberger, Nina; Ruge, Wolfgang B.
In: MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung, Bd. 2019, Nr. Occasional Papers, S. 174–192, 2019, ISSN: 1424-3636.
Abstract | Links | BibTeX | Schlagwörter: A, Germany, higher education, phd
@article{Bellinger2019,
title = {Nach wie vor glücklich trotz Prekariat? Eine Umfragen-Neuauflage zur Lage von Qualifikandinnen und Qualifikanden in der Medienpädagogik},
author = {Franziska Bellinger and Ricarda Bolten and Nina Grünberger and Wolfgang B. Ruge},
url = {https://www.medienpaed.com/article/view/826
https://doi.org/10.21240/mpaed/00/2019.12.23.X},
doi = {10.21240/mpaed/00/2019.12.23.X},
issn = {1424-3636},
year = {2019},
date = {2019-12-23},
journal = {MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung},
volume = {2019},
number = {Occasional Papers},
pages = {174–192},
abstract = {Die im Jahr 2016 von Dander et al. publizierten Ergebnisse zur Situation des wissenschaftlichen «Nachwuchses» sensibilisierten für eine zunehmende Prekarisierung der Beschäftigungsverhältnisse von Qualifikandinnen und Qualifikanden in der deutschsprachigen Medienpädagogik, die sich auch auf den privaten Kontext ausweitet. Die Kolleginnen und Kollegen wiesen damit auf Problemlagen von Wissenschaftlerinnen und Wissenschaftler in Qualifikationsphasen hin, um so eine kritische Diskussion und Reflexion in der eigenen Disziplin anzuregen. Knapp vier Jahre nach der ersten Erhebung wurde eine erneute Fragebogenuntersuchung zur Lage der Qualifikandinnen und Qualifikanden in der Medienpädagogik durchgeführt, die eine Vergleichsbasis zur Umfrage aus 2014 bieten soll. Neben den thematischen Schwerpunkten zur a) Zufriedenheit mit den Arbeits- und Beschäftigungsbedingungen, b) Zufriedenheit mit der Betreuungssituation und c) der Work-Life-Balance wird hierin auch den Aspekten d) Internationalisierung und Vernetzung Beachtung geschenkt. Die Ergebnisse zeigen, dass die Zufriedenheit im Vergleich zu von vor vier Jahren leicht abgenommen hat, obwohl der Arbeit an den Qualifikationsarbeiten auf den Stellen tendenziell mehr Zeit eingeräumt wird. Die mangelnde Planbarkeit der Karriere und oftmals fehlende berufliche Sicherheit zählt nach wie vor zu den problematischsten Aspekten für die Qualifikandinnen und Qualifikanden in der deutschsprachigen Medienpädagogik.},
keywords = {A, Germany, higher education, phd},
pubstate = {published},
tppubtype = {article}
}
Cromley, Jennifer G.; Du, Yang; Dane, Aygul Parpucu
In: Journal of Science Education and Technology, Bd. 29, S. 216–229, 2019.
Abstract | Links | BibTeX | Schlagwörter: A, drawing to learn, mental models, STEM, strategies, visual representation
@article{Cromley2019,
title = {Drawing-to-Learn: Does Meta-Analysis Show Differences Between Technology-Based Drawing and Paper-and-Pencil Drawing?},
author = {Jennifer G. Cromley and Yang Du and Aygul Parpucu Dane},
editor = {Drawing-to-Learn: Does Meta-Analysis Show Differences Between Technology-Based Drawing and Paper-and-Pencil Drawing?},
url = {https://doi.org/10.1007/s10956-019-09807-6},
doi = {10.1007/s10956-019-09807-6},
year = {2019},
date = {2019-12-21},
journal = {Journal of Science Education and Technology},
volume = {29},
pages = {216–229},
abstract = {Drawing-to-learn is a specific learning/reading strategy studied across many domains. In response to gaps in our knowledge about drawing-to-learn, we conducted a systematic meta-analysis of the literature published since the influential 2005 Van Meter and Garner literature review. We analyzed the benefits of directed learner-generated visual representations such as sketching, drawing, or computer-assisted creation of a full or partial static image. Forty-one peer-reviewed articles were screened in, together with 9 dissertations and 2 other documents; published from 2005 to 2018, these included 53 studies and 166 effects based on 8111 participants. The overall effect of drawing-to-learn across all dependent variable types (factual, inferential, and transfer) and both types of effects—comparing different types of drawing and comparing drawing to non-drawing conditions—was a significant g = 0.69. The overall effect was significant but differed across outcomes (g = 0.85 for factual, g = 0.44 for inferential, and g = 0.22 for transfer). Analyses across 6 moderators are presented. Not only does the literature continue to show that drawing-to-learn is better than the status quo, but directed drawing improves factual as well as inferential and transfer learning. Finally, researchers have found ways to improve drawing-to-learn instruction so that it can be even more effective than the simple directive to make a drawing.},
keywords = {A, drawing to learn, mental models, STEM, strategies, visual representation},
pubstate = {published},
tppubtype = {article}
}
Maciejewski, Wes
Let Your Students Cheat on Exams Artikel
In: PRIMUS, S. 1–13, 2019.
Abstract | Links | BibTeX | Schlagwörter: A, differential equations education, digital resources, summative assessment, technology, undergraduate mathematics
@article{Maciejewski2019,
title = {Let Your Students Cheat on Exams},
author = {Wes Maciejewski},
url = {https://doi.org/10.1080/10511970.2019.1705450},
doi = {10.1080/10511970.2019.1705450},
year = {2019},
date = {2019-12-17},
journal = {PRIMUS},
pages = {1–13},
publisher = {Taylor & Francis},
abstract = {What if your students could access any resource during a test? How would they react? How would you react? This paper presents some results from a trial of allowing students access to notes, calculators, and any device connected to the internet, which occurred during a midterm in a second-year ordinary differential equations university course. This was generally well-received by the students and feedback informed a subsequent use of this approach in a mathematical reasoning course. I argue that this open-resource exam protocol affords the opportunity for less routine and possibly more conceptual engagement with mathematics.},
keywords = {A, differential equations education, digital resources, summative assessment, technology, undergraduate mathematics},
pubstate = {published},
tppubtype = {article}
}
Birkner, Achim; Fromme, Johannes
In: Dörner, Olaf (Hrsg.): Wissenschaftliche Weiterbildung als Problem der Öffnung von Hochschulen für nichttraditionelle Studierende, S. 209–227, Barbara Budrich, Opladen, Berlin, Toronto, 2019, ISBN: 978-3-8474-2227-3.
Links | BibTeX | Schlagwörter: A, massive open online courses (MOOCs), open education
@inbook{Birkner2020,
title = {MOOCs als offene Bildungsformate? Überlegungen zur Beschreibung und Analyse der Offenheit von Massive Open Online Courses},
author = {Achim Birkner and Johannes Fromme},
editor = {Olaf Dörner},
url = {https://www.meb.ovgu.de/wp-content/uploads/2020/02/Birkner_Fromme_MOOCs-Preprint.pdf},
isbn = {978-3-8474-2227-3},
year = {2019},
date = {2019-12-16},
urldate = {2020-03-28},
booktitle = {Wissenschaftliche Weiterbildung als Problem der Öffnung von Hochschulen für nichttraditionelle Studierende},
pages = {209–227},
publisher = {Barbara Budrich},
address = { Opladen, Berlin, Toronto},
keywords = {A, massive open online courses (MOOCs), open education},
pubstate = {published},
tppubtype = {inbook}
}
Selwyn, Neil
What’s the Problem with Learning Analytics? Artikel
In: Journal of Learning Analytics, Bd. 6, Nr. 3, S. 11–19, 2019.
Abstract | Links | BibTeX | Schlagwörter: critical discussion, data economy, Education, learning analytics, O, social context
@article{Selwyn2019,
title = {What’s the Problem with Learning Analytics?},
author = {Neil Selwyn},
url = {https://doi.org/10.18608/jla.2019.63.3},
doi = {10.18608/jla.2019.63.3},
year = {2019},
date = {2019-12-13},
journal = {Journal of Learning Analytics},
volume = {6},
number = {3},
pages = {11–19},
abstract = {This article summarizes some emerging concerns as learning analytics become implemented throughout education. The article takes a sociotechnical perspective — positioning learning analytics as shaped by a range of social, cultural, political, and economic factors. In this manner, various concerns are outlined regarding the propensity of learning analytics to entrench and deepen the status quo, disempower and disenfranchise vulnerable groups, and further subjugate public education to the profit-led machinations of the burgeoning “data economy.” In light of these charges, the article briefly considers some possible areas of change. These include the design of analytics applications that are more open and accessible, that offer genuine control and oversight to users, and that better reflect students’ lived reality. The article also considers ways of rethinking the political economy of the learning analytics industry. Above all, learning analytics researchers need to begin talking more openly about the values and politics of data-driven analytics technologies as they are implemented along mass lines throughout school and university contexts.},
keywords = {critical discussion, data economy, Education, learning analytics, O, social context},
pubstate = {published},
tppubtype = {article}
}
Doebeli, Beat
Argumente gegen das Digitale in der Schule Online
2019, besucht am: 27.02.2020.
Abstract | Links | BibTeX | Schlagwörter: Argumente, Digitalisierung, Mythen
@online{Doebeli2019,
title = {Argumente gegen das Digitale in der Schule},
author = {Beat Doebeli},
url = {http://mehrals0und1.ch/Argumente/},
year = {2019},
date = {2019-12-04},
urldate = {2020-02-27},
abstract = {In Diskussionen, Artikeln und Leserbriefen werden oft ähnliche Argumente gegen das Digitale in der Schule genannt. Es ist wichtig, diese Argumente zu kennen und sich mit ihnen auseinanderzusetzen. Gewisse sind unsinnig oder leicht zu widerlegen, andere gilt es durchaus zu bedenken und sind nicht von der Hand zu weisen.
Aus diesem Grund ist hier eine Sammlung von derzeit etwas mehr als 70 Argumenten gegen das Digitale in der Schule entstanden.},
howpublished = {Mehr als 0 und 1},
keywords = {Argumente, Digitalisierung, Mythen},
pubstate = {published},
tppubtype = {online}
}
Aus diesem Grund ist hier eine Sammlung von derzeit etwas mehr als 70 Argumenten gegen das Digitale in der Schule entstanden.
Eskreis-Winkler, Lauren; Fishbach, Ayelet
Not Learning From Failure—the Greatest Failure of All Artikel
In: Psychological science, Bd. 30, Nr. 12, S. 1733–1744, 2019, ISSN: 1467-9280.
Abstract | Links | BibTeX | Schlagwörter: ego threat, failure, feedback, Learning, motivation, O, open data, open materials, preregistered
@article{Eskreis-Winkler2019,
title = {Not Learning From Failure—the Greatest Failure of All},
author = {Lauren Eskreis-Winkler and Ayelet Fishbach},
url = {https://doi.org/10.1177/0956797619881133},
doi = {10.1177/0956797619881133},
issn = {1467-9280},
year = {2019},
date = {2019-11-08},
urldate = {2019-12-18},
journal = {Psychological science},
volume = {30},
number = {12},
pages = {1733–1744},
abstract = {Our society celebrates failure as a teachable moment. Yet in five studies (total N = 1,674), failure did the opposite: It undermined learning. Across studies, participants answered binary-choice questions, following which they were told they answered correctly (success feedback) or incorrectly (failure feedback). Both types of feedback conveyed the correct answer, because there were only two answer choices. However, on a follow-up test, participants learned less from failure feedback than from success feedback. This effect was replicated across professional, linguistic, and social domains—even when learning from failure was less cognitively taxing than learning from success and even when learning was incentivized. Participants who received failure feedback also remembered fewer of their answer choices. Why does failure undermine learning? Failure is ego threatening, which causes people to tune out. Participants learned less from personal failure than from personal success, yet they learned just as much from other people’s failure as from others’ success. Thus, when ego concerns are muted, people tune in and learn from failure.},
keywords = {ego threat, failure, feedback, Learning, motivation, O, open data, open materials, preregistered},
pubstate = {published},
tppubtype = {article}
}
Cummings, Bryan E.; Waring, Michael S.
In: Journal of Exposure Science & Environmental Epidemiology, Bd. 30, S. 253–261, 2019.
Abstract | Links | BibTeX | Schlagwörter: empirical models, exposure modeling, O, plants, volatile organic compounds
@article{Cummings2019,
title = {Potted plants do not improve indoor air quality: a review and analysis of reported VOC removal efficiencies},
author = {Bryan E. Cummings and Michael S. Waring},
url = {https://doi.org/10.1038/s41370-019-0175-9},
doi = {10.1038/s41370-019-0175-9},
year = {2019},
date = {2019-11-06},
journal = {Journal of Exposure Science & Environmental Epidemiology},
volume = {30},
pages = {253–261},
abstract = {Potted plants have demonstrated abilities to remove airborne volatile organic compounds (VOC) in small, sealed chambers over timescales of many hours or days. Claims have subsequently been made suggesting that potted plants may reduce indoor VOC concentrations. These potted plant chamber studies reported outcomes using various metrics, often not directly applicable to contextualizing plants’ impacts on indoor VOC loads. To assess potential impacts, 12 published studies of chamber experiments were reviewed, and 196 experimental results were translated into clean air delivery rates (CADR, m3/h), which is an air cleaner metric that can be normalized by volume to parameterize first-order loss indoors. The distribution of single-plant CADR spanned orders of magnitude, with a median of 0.023 m3/h, necessitating the placement of 10–1000 plants/m2 of a building’s floor space for the combined VOC-removing ability by potted plants to achieve the same removal rate that outdoor-to-indoor air exchange already provides in typical buildings (~1 h−1). Future experiments should shift the focus from potted plants’ (in)abilities to passively clean indoor air, and instead investigate VOC uptake mechanisms, alternative biofiltration technologies, biophilic productivity and well-being benefits, or negative impacts of other plant-sourced emissions, which must be assessed by rigorous field work accounting for important indoor processes.},
keywords = {empirical models, exposure modeling, O, plants, volatile organic compounds},
pubstate = {published},
tppubtype = {article}
}