Luebber, Finn; Krach, Sören; Paulus, Frieder M.; Rademacher, Lena; Rahal, Rima-Maria
In: Nature Communications, Bd. 16, Nr. 1, 2025, ISSN: 2041-1723.
Abstract | Links | BibTeX | Schlagwörter: A, funding, lottery
@article{Luebber2025b,
title = {Lottery before peer review is associated with increased female representation and reduced estimated economic cost in a German funding line},
author = {Finn Luebber and Sören Krach and Frieder M. Paulus and Lena Rademacher and Rima-Maria Rahal},
url = {https://doi.org/10.1038/s41467-025-65660-9},
doi = {10.1038/s41467-025-65660-9},
issn = {2041-1723},
year = {2025},
date = {2025-12-00},
urldate = {2025-12-00},
journal = {Nature Communications},
volume = {16},
number = {1},
publisher = {Springer Science and Business Media LLC},
abstract = {Research funding is a key determinant of scientific progress. However, current allocation procedures for third-party funding are criticized due to high costs and biases in the selection. Here, we present data from a large German funding organization on an implementation of a lottery-first approach followed by peer review to allocate funding. We examine the changes in submissions and funded projects of female applicants after implementation, estimate the costs of the overall allocation process, and report on the attitudes and satisfaction of researchers and reviewers. The data show an increase of 10% in submissions and a 23% increase in funded projects from female applicants with the lottery-first approach compared to a previously used procedure. Additionally, the lottery-first approach was estimated to have 68% lower economic costs compared to a conventional single-stage peer review approach. Satisfaction with this funding approach was high and around half of applicants preferred an initial lottery followed by peer review over a conventional approach. Thus, the lottery-first approach is a promising addition to allocation procedures.},
keywords = {A, funding, lottery},
pubstate = {published},
tppubtype = {article}
}
Research funding is a key determinant of scientific progress. However, current allocation procedures for third-party funding are criticized due to high costs and biases in the selection. Here, we present data from a large German funding organization on an implementation of a lottery-first approach followed by peer review to allocate funding. We examine the changes in submissions and funded projects of female applicants after implementation, estimate the costs of the overall allocation process, and report on the attitudes and satisfaction of researchers and reviewers. The data show an increase of 10% in submissions and a 23% increase in funded projects from female applicants with the lottery-first approach compared to a previously used procedure. Additionally, the lottery-first approach was estimated to have 68% lower economic costs compared to a conventional single-stage peer review approach. Satisfaction with this funding approach was high and around half of applicants preferred an initial lottery followed by peer review over a conventional approach. Thus, the lottery-first approach is a promising addition to allocation procedures.
Herodotou, Christothea; Shrestha, Sagun; Comfort, Catherine; Andrews, Heshan; Mulholland, Paul; Bayer, Vaclav; Maguire, Claire; Lee, John; Fernandez, Miriam
A Participatory Approach to Designing a Student-Facing Dashboard for Online and Distance Education Artikel
In: Journal of Learning Analytics, Bd. 12, Nr. 2, S. 158–174, 2025, ISSN: 1929-7750.
Abstract | Links | BibTeX | Schlagwörter: distance learning, LADs, learning analytics dashboards, O, online students, participatory design, research paper
@article{Herodotou2025,
title = {A Participatory Approach to Designing a Student-Facing Dashboard for Online and Distance Education},
author = {Christothea Herodotou and Sagun Shrestha and Catherine Comfort and Heshan Andrews and Paul Mulholland and Vaclav Bayer and Claire Maguire and John Lee and Miriam Fernandez},
url = {https://doi.org/10.18608/jla.2025.8481},
doi = {10.18608/jla.2025.8481},
issn = {1929-7750},
year = {2025},
date = {2025-07-08},
urldate = {2025-07-01},
journal = {Journal of Learning Analytics},
volume = {12},
number = {2},
pages = {158–174},
abstract = {In this paper, we explore the design of a student-facing dashboard for online and distance learning with a focus on capturing and addressing specific learning needs. A participatory process involving 20 students was employed, which included a screening questionnaire and focus group discussions. The selection of data points to be displayed on the dashboard was mainly determined by student responses regarding the usefulness of a feature, and a high frequency of their agreement. The data analysis revealed that the learning needs of online students relate to course support and communication (with tutors and other students). In response to this, students expressed a desire for accessing information related to their assignments, study time, and tutorials. The data points endorsed by students related to descriptive (assignment scores, engagement with the virtual learning environment, material accessed), predictive (score prediction), and prescriptive data (material recommendations and contact information). Student choices of data points were driven by a desire to better understand their study progress and take appropriate action. These insights emphasize the need for designing dashboards that not only describe performance but foremost “prescribe” to students potential solutions to overcome performance challenges.},
keywords = {distance learning, LADs, learning analytics dashboards, O, online students, participatory design, research paper},
pubstate = {published},
tppubtype = {article}
}
In this paper, we explore the design of a student-facing dashboard for online and distance learning with a focus on capturing and addressing specific learning needs. A participatory process involving 20 students was employed, which included a screening questionnaire and focus group discussions. The selection of data points to be displayed on the dashboard was mainly determined by student responses regarding the usefulness of a feature, and a high frequency of their agreement. The data analysis revealed that the learning needs of online students relate to course support and communication (with tutors and other students). In response to this, students expressed a desire for accessing information related to their assignments, study time, and tutorials. The data points endorsed by students related to descriptive (assignment scores, engagement with the virtual learning environment, material accessed), predictive (score prediction), and prescriptive data (material recommendations and contact information). Student choices of data points were driven by a desire to better understand their study progress and take appropriate action. These insights emphasize the need for designing dashboards that not only describe performance but foremost “prescribe” to students potential solutions to overcome performance challenges.
Parker, Michael J.; Bunch, Matt; Pike, Andrew
How Much is Enough? Formative Assessment Dynamics Artikel
In: Journal of Learning Analytics, Bd. 12, Ausg. 2, S. 196–210, 2025, ISSN: 1929-7750.
Abstract | Links | BibTeX | Schlagwörter: Assessment, formative assessment, learning analytics, learning outcomes, O, outcomes prediction, research paper
@article{Parker2025,
title = {How Much is Enough? Formative Assessment Dynamics},
author = {Michael J. Parker and Matt Bunch and Andrew Pike},
url = {https://doi.org/10.18608/jla.2025.8753},
doi = {10.18608/jla.2025.8753},
issn = {1929-7750},
year = {2025},
date = {2025-07-04},
urldate = {2025-07-04},
journal = {Journal of Learning Analytics},
volume = {12},
issue = {2},
pages = {196–210},
abstract = {While the educational value of formative assessment is widely acknowledged, the precise amount needed to effectively predict student performance on summative assessments remains unclear. This study investigates the relationship between intermediate formative assessment performance and final exam scores, addressing the critical question of how much assessment is needed for accurate prediction. Using a large dataset encompassing over 20,000 student enrollments across 127 course runs of 15 online biomedical sciences courses, we examined the correlation between intermediate assessment scores and final exam performance. Our results show that after completing about 40% of the formative assessments in a course, student scores demonstrate a strong correlation (Pearson r > 0.7) with their final exam scores. The correlation after taking additional formative assessments reaches a maximum of approximately 0.75. This finding was consistent across different course types and lengths, suggesting that the relative amount of assessment taken, rather than the absolute number, is key. Surprisingly, we found that random sampling of assessments was even more predictive than chronological sampling, suggesting that the proportion of questions used, relative to the total number of assessment questions, is more important than their specific sequence. These findings contribute to a deeper understanding of the predictive capabilities of formative assessment, and enable educators to identify at-risk students earlier, optimize assessment design, and develop more efficient and targeted interventions.},
keywords = {Assessment, formative assessment, learning analytics, learning outcomes, O, outcomes prediction, research paper},
pubstate = {published},
tppubtype = {article}
}
While the educational value of formative assessment is widely acknowledged, the precise amount needed to effectively predict student performance on summative assessments remains unclear. This study investigates the relationship between intermediate formative assessment performance and final exam scores, addressing the critical question of how much assessment is needed for accurate prediction. Using a large dataset encompassing over 20,000 student enrollments across 127 course runs of 15 online biomedical sciences courses, we examined the correlation between intermediate assessment scores and final exam performance. Our results show that after completing about 40% of the formative assessments in a course, student scores demonstrate a strong correlation (Pearson r > 0.7) with their final exam scores. The correlation after taking additional formative assessments reaches a maximum of approximately 0.75. This finding was consistent across different course types and lengths, suggesting that the relative amount of assessment taken, rather than the absolute number, is key. Surprisingly, we found that random sampling of assessments was even more predictive than chronological sampling, suggesting that the proportion of questions used, relative to the total number of assessment questions, is more important than their specific sequence. These findings contribute to a deeper understanding of the predictive capabilities of formative assessment, and enable educators to identify at-risk students earlier, optimize assessment design, and develop more efficient and targeted interventions.
Hetz, Heidi; Hattam, Sarah
Using the H5P Interactive Tool to Teach Critical Thinking and Text Analysis Skills to Online Students Buchkapitel
In: Jarldorn, Michele; Hudson, Cate (Hrsg.): Tutorial Ideas for Educators on The Run: Innovative and Engaging Teaching Activities, S. 167–176, Springer, Singapore, 2025, ISBN: 978-981-96-4349-3.
Abstract | Links | BibTeX | Schlagwörter: critical thinking, H5P, O, text analysis
@inbook{Hetz2025,
title = {Using the H5P Interactive Tool to Teach Critical Thinking and Text Analysis Skills to Online Students},
author = {Heidi Hetz and Sarah Hattam},
editor = {Michele Jarldorn and Cate Hudson},
url = {https://doi.org/10.1007/978-981-96-4349-3_19},
doi = {10.1007/978-981-96-4349-3_19},
isbn = {978-981-96-4349-3},
year = {2025},
date = {2025-05-17},
urldate = {2025-06-11},
booktitle = {Tutorial Ideas for Educators on The Run: Innovative and Engaging Teaching Activities},
pages = {167–176},
publisher = {Springer},
address = {Singapore},
abstract = {Teaching critical thinking and text analysis skills is relevant for many courses and programs. In this chapter, we explain how we used the interactive H5P tool to teach critical thinking and text analysis skills to pre-bachelor external students. Developing the text analysis activities in H5P has allowed us to combine the various quiz-style activities available in this tool to break down a text analysis into more manageable, smaller tasks. The instant feedback facility available in H5P allowed us to provide frequent, instant feedback to students that to some extent replicates the kind of guidance a tutor could provide in a face-to-face tutorial.},
keywords = {critical thinking, H5P, O, text analysis},
pubstate = {published},
tppubtype = {inbook}
}
Teaching critical thinking and text analysis skills is relevant for many courses and programs. In this chapter, we explain how we used the interactive H5P tool to teach critical thinking and text analysis skills to pre-bachelor external students. Developing the text analysis activities in H5P has allowed us to combine the various quiz-style activities available in this tool to break down a text analysis into more manageable, smaller tasks. The instant feedback facility available in H5P allowed us to provide frequent, instant feedback to students that to some extent replicates the kind of guidance a tutor could provide in a face-to-face tutorial.
Otto, Thorsten
In: Computers & Education, Bd. 234, Ausg. September 2025, Nr. 105330, 2025, ISSN: 1873-782X.
Abstract | Links | BibTeX | Schlagwörter: Media comparison, O, Rational Thinking, Short video use, Social media, Surface learning
@article{Otto2025,
title = {Should educators be concerned? The impact of short videos on rational thinking and learning: A comparative analysis},
author = {Thorsten Otto},
url = {https://doi.org/10.1016/j.compedu.2025.105330},
doi = {10.1016/j.compedu.2025.105330},
issn = {1873-782X},
year = {2025},
date = {2025-04-23},
journal = {Computers & Education},
volume = {234},
number = {105330},
issue = {September 2025},
abstract = {Short videos are highly attractive and are becoming increasingly popular among young adults due to their unique properties. However, they also pose a risk of getting used to surface processing and suppressing slow analytic thinking. So far, little is known about the potential impact of short video use (SVU) on learning variables. Therefore, this series of studies aimed to examine the consequences of SVU on rational thinking, academic delay of gratification (ADOG), and a surface learning approach (Study 1) and examine the situational impact of watching a short video collection on those variables except ADOG (Study 2). Further, it was examined whether short video-based learning material is suitable for teaching low-complex material (Study 2). In Study 1, participants (n = 169) completed questionnaires regarding SVU, rational thinking, ADOG, and surface learning approach. For Study 2, participants (n = 123) took part in an online experiment with a 2 (short video collection; present vs. not present) x 2 (learning material; short video-based vs. text-based) between-subject design, completed questionnaires regarding SVU, rational thinking, surface learning approach and answered a quiz regarding knowledge acquisition. The findings reveal that SVU is negatively associated with rational thinking and positively associated with a surface learning approach. Watching a short video collection led to a higher situational surface learning approach, and participants who learned with short videos scored lower on the quiz than those who learned with text. Limitations, implications, and future directions are discussed.},
keywords = {Media comparison, O, Rational Thinking, Short video use, Social media, Surface learning},
pubstate = {published},
tppubtype = {article}
}
Short videos are highly attractive and are becoming increasingly popular among young adults due to their unique properties. However, they also pose a risk of getting used to surface processing and suppressing slow analytic thinking. So far, little is known about the potential impact of short video use (SVU) on learning variables. Therefore, this series of studies aimed to examine the consequences of SVU on rational thinking, academic delay of gratification (ADOG), and a surface learning approach (Study 1) and examine the situational impact of watching a short video collection on those variables except ADOG (Study 2). Further, it was examined whether short video-based learning material is suitable for teaching low-complex material (Study 2). In Study 1, participants (n = 169) completed questionnaires regarding SVU, rational thinking, ADOG, and surface learning approach. For Study 2, participants (n = 123) took part in an online experiment with a 2 (short video collection; present vs. not present) x 2 (learning material; short video-based vs. text-based) between-subject design, completed questionnaires regarding SVU, rational thinking, surface learning approach and answered a quiz regarding knowledge acquisition. The findings reveal that SVU is negatively associated with rational thinking and positively associated with a surface learning approach. Watching a short video collection led to a higher situational surface learning approach, and participants who learned with short videos scored lower on the quiz than those who learned with text. Limitations, implications, and future directions are discussed.
Corbin, Thomas; Dawson, Phillip; Nicola-Richmond, Kelli; Partridge, Helen
‘Where’s the line? It’s an absurd line’: towards a framework for acceptable uses of AI in assessment Artikel
In: Assessment & Evaluation in Higher Education, S. 1–13, 2025.
Abstract | Links | BibTeX | Schlagwörter: academic integrity, artificial intelligence, assessment design, higher education, O
@article{Corbin2025,
title = {‘Where’s the line? It’s an absurd line’: towards a framework for acceptable uses of AI in assessment},
author = {Thomas Corbin and Phillip Dawson and Kelli Nicola-Richmond and Helen Partridge},
url = {https://doi.org/10.1080/02602938.2025.2456207},
doi = {10.1080/02602938.2025.2456207},
year = {2025},
date = {2025-01-24},
journal = {Assessment & Evaluation in Higher Education},
pages = {1–13},
abstract = {As higher education grapples with ensuring assessment validity in an increasingly AI-populated time, institutions and educators are working to establish appropriate boundaries for AI use. However, little is known about how students and teachers conceptualize and experience these boundaries in practice. This study investigates how students and teachers navigate the line between acceptable and unacceptable AI use in assessment, drawing on a thematic analysis of qualitative interviews with 19 students and 12 staff at a large Australian university informed by social boundary theory. The titular metaphor of ‘drawing a line’ emerged organically from both students and staff in our interviews, revealing ongoing struggles to understand and articulate what counts as appropriate. We found that students frequently construct their own individually unique and often complex ethical frameworks for AI use. Teachers, meanwhile, report significant emotional burden and professional uncertainty as they attempt to understand and communicate what is appropriate to their students. Our analysis suggests that assessment policies for AI ought to move beyond simple prohibitions or permissions and begin to address three critical dimensions: the feasibility of enforcement, the preservation of authentic learning, and the emotional wellbeing of teachers and students.},
keywords = {academic integrity, artificial intelligence, assessment design, higher education, O},
pubstate = {published},
tppubtype = {article}
}
As higher education grapples with ensuring assessment validity in an increasingly AI-populated time, institutions and educators are working to establish appropriate boundaries for AI use. However, little is known about how students and teachers conceptualize and experience these boundaries in practice. This study investigates how students and teachers navigate the line between acceptable and unacceptable AI use in assessment, drawing on a thematic analysis of qualitative interviews with 19 students and 12 staff at a large Australian university informed by social boundary theory. The titular metaphor of ‘drawing a line’ emerged organically from both students and staff in our interviews, revealing ongoing struggles to understand and articulate what counts as appropriate. We found that students frequently construct their own individually unique and often complex ethical frameworks for AI use. Teachers, meanwhile, report significant emotional burden and professional uncertainty as they attempt to understand and communicate what is appropriate to their students. Our analysis suggests that assessment policies for AI ought to move beyond simple prohibitions or permissions and begin to address three critical dimensions: the feasibility of enforcement, the preservation of authentic learning, and the emotional wellbeing of teachers and students.
Pölert, Hauke
Blogbeitrag, 2025.
Links | BibTeX | Schlagwörter: A, feedback, Korrektur
@misc{Pölert2025,
title = {Stoppt den Korrekturwahnsinn! oder: Warum wir spätestens 2025 unsere Korrekturpraxis überdenken sollten (De-Implementierung nach Benedikt Wisniewski)},
author = {Hauke Pölert},
url = {https://unterrichten.digital/2025/01/06/korrekturen-feedback-de-implementierung-wisniewski/},
year = {2025},
date = {2025-01-06},
urldate = {2025-01-06},
howpublished = {Blogbeitrag},
keywords = {A, feedback, Korrektur},
pubstate = {published},
tppubtype = {misc}
}
Muehlhoff, Rainer; Henningsen, Marte
Chatbots im Schulunterricht: Wir testen das Fobizz-Tool zur automatischen Bewertung von Hausaufgaben Unveröffentlicht
Preprint auf arXiv:2412.06651, 2024.
Abstract | Links | BibTeX | Schlagwörter: AI, artificial intelligence, chatbots, correction, feedback, O
@unpublished{Muehlhoff2024,
title = {Chatbots im Schulunterricht: Wir testen das Fobizz-Tool zur automatischen Bewertung von Hausaufgaben},
author = {Rainer Muehlhoff and Marte Henningsen},
url = {https://doi.org/10.48550/arXiv.2412.06651
https://media.ccc.de/v/38c3-chatbots-im-schulunterricht},
doi = {10.48550/arXiv.2412.06651},
year = {2024},
date = {2024-12-09},
urldate = {2024-12-09},
issue = {arXiv:2412.06651},
abstract = {This study examines the AI-powered grading tool "AI Grading Assistant" by the German company Fobizz, designed to support teachers in evaluating and providing feedback on student assignments. Against the societal backdrop of an overburdened education system and rising expectations for artificial intelligence as a solution to these challenges, the investigation evaluates the tool's functional suitability through two test series. The results reveal significant shortcomings: The tool's numerical grades and qualitative feedback are often random and do not improve even when its suggestions are incorporated. The highest ratings are achievable only with texts generated by ChatGPT. False claims and nonsensical submissions frequently go undetected, while the implementation of some grading criteria is unreliable and opaque. Since these deficiencies stem from the inherent limitations of large language models (LLMs), fundamental improvements to this or similar tools are not immediately foreseeable. The study critiques the broader trend of adopting AI as a quick fix for systemic problems in education, concluding that Fobizz's marketing of the tool as an objective and time-saving solution is misleading and irresponsible. Finally, the study calls for systematic evaluation and subject-specific pedagogical scrutiny of the use of AI tools in educational contexts.},
howpublished = {Preprint auf arXiv:2412.06651},
keywords = {AI, artificial intelligence, chatbots, correction, feedback, O},
pubstate = {published},
tppubtype = {unpublished}
}
This study examines the AI-powered grading tool "AI Grading Assistant" by the German company Fobizz, designed to support teachers in evaluating and providing feedback on student assignments. Against the societal backdrop of an overburdened education system and rising expectations for artificial intelligence as a solution to these challenges, the investigation evaluates the tool's functional suitability through two test series. The results reveal significant shortcomings: The tool's numerical grades and qualitative feedback are often random and do not improve even when its suggestions are incorporated. The highest ratings are achievable only with texts generated by ChatGPT. False claims and nonsensical submissions frequently go undetected, while the implementation of some grading criteria is unreliable and opaque. Since these deficiencies stem from the inherent limitations of large language models (LLMs), fundamental improvements to this or similar tools are not immediately foreseeable. The study critiques the broader trend of adopting AI as a quick fix for systemic problems in education, concluding that Fobizz's marketing of the tool as an objective and time-saving solution is misleading and irresponsible. Finally, the study calls for systematic evaluation and subject-specific pedagogical scrutiny of the use of AI tools in educational contexts.
UNESCO,
Declaration Draft, 2024.
Links | BibTeX | Schlagwörter: A, AI, artificial intelligence, KI, OER, open educational ressources (OER), UNESCO
@misc{nokey,
title = {Draft Dubai Declaration on OER: Digital Public Goods and Emerging Technologies for Equitable and Inclusive Access to Knowledge},
author = {UNESCO},
editor = {UNESCO},
url = {https://oerdynamiccoalition.org/resources/draft-dubai-declaration-oer-digital-public-goods-and-emerging-technologies-equitable-and#draft-dubai-declaration-on-oer-digital-public-goods-and-emerging-technologies-for-equitable-and-inclusive-access-to-knowledge](https://oerdynamiccoalition.org/resources/draft-dubai-declaration-oer-digital-public-goods-and-emerging-technologies-equitable-and#draft-dubai-declaration-on-oer-digital-public-goods-and-emerging-technologies-for-equitable-and-inclusive-access-to-knowledge)},
year = {2024},
date = {2024-11-20},
address = {Dubai},
howpublished = {Declaration Draft},
keywords = {A, AI, artificial intelligence, KI, OER, open educational ressources (OER), UNESCO},
pubstate = {published},
tppubtype = {misc}
}
Stampfl, Rita; Prodinger, Michael
In: R&E-SOURCE, Bd. 11, Ausg. 4, S. 119–130, 2024, ISSN: 2313-1640.
Abstract | Links | BibTeX | Schlagwörter: A, ChatGPT, digitale Lehre, Künstliche Intelligenz, Planspiele
@article{nokey,
title = {KI-Planspiel zur Themendisposition: ChatGPT als Assistent zur Themenfindung für wissenschaftliche Arbeiten},
author = {Rita Stampfl and Michael Prodinger},
url = {https://doi.org/10.53349/resource.2024.i4.a1345},
doi = {10.53349/resource.2024.i4.a1345},
issn = {2313-1640},
year = {2024},
date = {2024-10-15},
journal = {R&E-SOURCE},
volume = {11},
issue = {4},
pages = {119–130},
abstract = {Der Artikel untersucht den Einsatz von ChatGPT in der akademischen Lehre zur Unterstützung der Themenfindung für wissenschaftliche Arbeiten. Angesichts des Digitalen Wandels in der Bildung wird aufgezeigt, wie die Integration von KI die Motivation und das Engagement der Studierenden steigern kann. Durch den Einsatz von ChatGPT in einem strukturierten, iterativen Frage-Antwort-Prozess werden die Studierenden dazu angeleitet, kritisch über ihre vorgeschlagenen Themen nachzudenken und diese gründlich zu prüfen. Der Artikel betont die Wichtigkeit von kritischem Denken sowie Problemlösungsfähigkeiten und zeigt, dass diese Methode nicht nur die Relevanz und Konsistenz der wissenschaftlichen Themen sicherstellt, sondern auch die Entwicklung von Schlüsselkompetenzen fördert. Der Einsatz von künstlicher Intelligenz (KI) wird als effektives Mittel dargestellt, um eine qualitativ hochwertige und nachhaltige Hochschulbildung zu gewährleisten, die die Studierenden auf die Anforderungen des zukünftigen Arbeitsmarktes vorbereitet. Gleichzeitig wird auf die Notwendigkeit hingewiesen, die mit dem Einsatz von KI verbundenen Risiken zu managen.},
keywords = {A, ChatGPT, digitale Lehre, Künstliche Intelligenz, Planspiele},
pubstate = {published},
tppubtype = {article}
}
Der Artikel untersucht den Einsatz von ChatGPT in der akademischen Lehre zur Unterstützung der Themenfindung für wissenschaftliche Arbeiten. Angesichts des Digitalen Wandels in der Bildung wird aufgezeigt, wie die Integration von KI die Motivation und das Engagement der Studierenden steigern kann. Durch den Einsatz von ChatGPT in einem strukturierten, iterativen Frage-Antwort-Prozess werden die Studierenden dazu angeleitet, kritisch über ihre vorgeschlagenen Themen nachzudenken und diese gründlich zu prüfen. Der Artikel betont die Wichtigkeit von kritischem Denken sowie Problemlösungsfähigkeiten und zeigt, dass diese Methode nicht nur die Relevanz und Konsistenz der wissenschaftlichen Themen sicherstellt, sondern auch die Entwicklung von Schlüsselkompetenzen fördert. Der Einsatz von künstlicher Intelligenz (KI) wird als effektives Mittel dargestellt, um eine qualitativ hochwertige und nachhaltige Hochschulbildung zu gewährleisten, die die Studierenden auf die Anforderungen des zukünftigen Arbeitsmarktes vorbereitet. Gleichzeitig wird auf die Notwendigkeit hingewiesen, die mit dem Einsatz von KI verbundenen Risiken zu managen.
Kakish, Shereen; Makhamreh, Zeyad; Madanat, Reem
The Post-Pandemic Future of Digital Learning Artikel
In: Ubiquitous Learning: An International Journal, Bd. 18, Ausg. 1, S. 201–217, 2024, ISSN: 1835-9795.
Abstract | Links | BibTeX | Schlagwörter: H5P, higher education, interactive learning, Moodle, O, post-pandemic learning
@article{Kakish2024,
title = {The Post-Pandemic Future of Digital Learning},
author = {Shereen Kakish and Zeyad Makhamreh and Reem Madanat},
url = {https://doi.org/10.18848/1835-9795/CGP/v18i01/201-217},
doi = {10.18848/1835-9795/CGP/v18i01/201-217},
issn = {1835-9795},
year = {2024},
date = {2024-10-04},
journal = {Ubiquitous Learning: An International Journal},
volume = {18},
issue = {1},
pages = {201–217},
abstract = {The challenges faced by universities in higher education after the COVID-19 pandemic necessitate the adoption of new tools and practices to maintain student engagement and motivation in alternative teaching methodologies beyond traditional face-to-face learning environments. H5P, an interactive learning tool renowned for its diverse interactive content features, emerges as a promising solution to address these needs. This article discusses the findings of implementing H5P in various courses within the French and Geography departments at the University of Jordan. Data collection involved pre- and post-surveys administered via Moodle and H5P, focusing on student perceptions of H5P features. The study results indicate that both H5P and Moodle can significantly enhance the effectiveness of e-learning. The application of H5P not only facilitated instructional improvements but also personalized learning across five courses. This approach broadened learning opportunities, bolstered student support, and fostered increased engagement. Students who interacted with these resources reported positive experiences and expressed a desire for more interactive elements in future coursework. Furthermore, H5P’s interactive and engaging nature contributed to a more enjoyable and effective learning journey, thereby sustaining student motivation throughout their studies.},
keywords = {H5P, higher education, interactive learning, Moodle, O, post-pandemic learning},
pubstate = {published},
tppubtype = {article}
}
The challenges faced by universities in higher education after the COVID-19 pandemic necessitate the adoption of new tools and practices to maintain student engagement and motivation in alternative teaching methodologies beyond traditional face-to-face learning environments. H5P, an interactive learning tool renowned for its diverse interactive content features, emerges as a promising solution to address these needs. This article discusses the findings of implementing H5P in various courses within the French and Geography departments at the University of Jordan. Data collection involved pre- and post-surveys administered via Moodle and H5P, focusing on student perceptions of H5P features. The study results indicate that both H5P and Moodle can significantly enhance the effectiveness of e-learning. The application of H5P not only facilitated instructional improvements but also personalized learning across five courses. This approach broadened learning opportunities, bolstered student support, and fostered increased engagement. Students who interacted with these resources reported positive experiences and expressed a desire for more interactive elements in future coursework. Furthermore, H5P’s interactive and engaging nature contributed to a more enjoyable and effective learning journey, thereby sustaining student motivation throughout their studies.
Buchner, Josef
Playing an Augmented Reality Escape Game Promotes Learning About Fake News Artikel
In: Technology, Knowledge and Learning, Ausg. 2024, 2024, ISSN: 2211-1670.
Abstract | Links | BibTeX | Schlagwörter: 21st century abilities, augmented reality, educational escape game, escape game, fake news, media literacy education, O
@article{Buchner2024,
title = {Playing an Augmented Reality Escape Game Promotes Learning About Fake News},
author = {Josef Buchner},
url = {https://doi.org/10.1007/s10758-024-09749-y
https://osf.io/yagnr/
https://escapefake.org/},
doi = {10.1007/s10758-024-09749-y},
issn = {2211-1670},
year = {2024},
date = {2024-06-19},
journal = {Technology, Knowledge and Learning},
issue = {2024},
abstract = {The spread of fake news poses a global challenge to society, as this deliberately false information reduce trust in democracy, manipulate opinions, and negatively affect people’s health. Educational research and practice must address this issue by developing and evaluating solutions to counter fake news. A promising approach in this regard is the use of game-based learning environments. In this study, we focus on Escape Fake, an augmented reality (AR) escape game developed for use in media literacy education. To date, there is limited research on the effectiveness of the game for learning about fake news. To overcome this gap, we conducted a field study using a pretest-posttest research design. A total of 28 students (14 girls, mean age = 14.71 years) participated. The results show that Escape Fake can address four learning objectives relevant in fake news detection with educationally desired effect sizes: Knowledge acquisition (d = 1.34), ability to discern information (d = 0.39), critical attitude toward trustworthiness of online information (d = 0.53), and confidence in recognizing fake news in the future (d = 0.41). Based on these results, the game can be recommended as an educational resource for media literacy education. Future research directions are also discussed.},
keywords = {21st century abilities, augmented reality, educational escape game, escape game, fake news, media literacy education, O},
pubstate = {published},
tppubtype = {article}
}
The spread of fake news poses a global challenge to society, as this deliberately false information reduce trust in democracy, manipulate opinions, and negatively affect people’s health. Educational research and practice must address this issue by developing and evaluating solutions to counter fake news. A promising approach in this regard is the use of game-based learning environments. In this study, we focus on Escape Fake, an augmented reality (AR) escape game developed for use in media literacy education. To date, there is limited research on the effectiveness of the game for learning about fake news. To overcome this gap, we conducted a field study using a pretest-posttest research design. A total of 28 students (14 girls, mean age = 14.71 years) participated. The results show that Escape Fake can address four learning objectives relevant in fake news detection with educationally desired effect sizes: Knowledge acquisition (d = 1.34), ability to discern information (d = 0.39), critical attitude toward trustworthiness of online information (d = 0.53), and confidence in recognizing fake news in the future (d = 0.41). Based on these results, the game can be recommended as an educational resource for media literacy education. Future research directions are also discussed.
Möller, Moritz; Nirmal, Gargi; Fabietti, Dario; Stierstorfer, Quintus; Zakhvatkin, Mark; Sommerfeld, Holger; Schütt, Sven
Revolutionising Distance Learning: A Comparative Study of Learning Progress with AI-Driven Tutoring Sonstige
Preprint, 2024.
Abstract | Links | BibTeX | Schlagwörter: A, artificial intelligence, higher education, large language models, university teaching
@misc{Möller2024,
title = {Revolutionising Distance Learning: A Comparative Study of Learning Progress with AI-Driven Tutoring},
author = {Moritz Möller and Gargi Nirmal and Dario Fabietti and Quintus Stierstorfer and Mark Zakhvatkin and Holger Sommerfeld and Sven Schütt},
url = {https://arxiv.org/abs/2403.14642v1
https://doi.org/10.48550/arXiv.2403.14642
},
doi = {10.48550/arXiv.2403.14642},
year = {2024},
date = {2024-02-21},
issue = {arXiv:2403.14642v1},
abstract = {Generative AI is expected to have a vast, positive impact on education; however, at present, this potential has not yet been demonstrated at scale at university level. In this study, we present first evidence that generative AI can increase the speed of learning substantially in university students. We tested whether using the AI-powered teaching assistant Syntea affected the speed of learning of hundreds of distance learning students across more than 40 courses at the IU International University of Applied Sciences. Our analysis suggests that using Syntea reduced their study time substantially--by about 27% on average--in the third month after the release of Syntea. Taken together, the magnitude of the effect and the scalability of the approach implicate generative AI as a key lever to significantly improve and accelerate learning by personalisation.},
howpublished = {Preprint},
keywords = {A, artificial intelligence, higher education, large language models, university teaching},
pubstate = {published},
tppubtype = {misc}
}
Generative AI is expected to have a vast, positive impact on education; however, at present, this potential has not yet been demonstrated at scale at university level. In this study, we present first evidence that generative AI can increase the speed of learning substantially in university students. We tested whether using the AI-powered teaching assistant Syntea affected the speed of learning of hundreds of distance learning students across more than 40 courses at the IU International University of Applied Sciences. Our analysis suggests that using Syntea reduced their study time substantially--by about 27% on average--in the third month after the release of Syntea. Taken together, the magnitude of the effect and the scalability of the approach implicate generative AI as a key lever to significantly improve and accelerate learning by personalisation.
Crawford, Kate; Schultz, Jason; Rettberg, Jill Walker; Suchman, Lucy; Andrejevic, Mark; Jaton, Florian; Ananny, Mike; Dick, Stephanie; Chun, Wendy Hui Kyong; Canute, Matt; Li, Xiaochang; Taylor, Linnet; Gentelet, Karine; Didier, Emmanuel
An AI Society Artikel
In: Issues in Sience & Technology, Bd. 40, Ausg. 2, 2024.
Abstract | Links | BibTeX | Schlagwörter: AI, artificial intelligence, KI, Künstliche Intelligenz, O
@article{Crawford0000,
title = {An AI Society},
author = {Kate Crawford and Jason Schultz and Jill Walker Rettberg and Lucy Suchman and Mark Andrejevic and Florian Jaton and Mike Ananny and Stephanie Dick and Wendy Hui Kyong Chun and Matt Canute and Xiaochang Li and Linnet Taylor and Karine Gentelet and Emmanuel Didier},
editor = {Kate Crawford},
url = {https://issues.org/an-ai-society/},
year = {2024},
date = {2024-02-01},
journal = {Issues in Sience & Technology},
volume = {40},
issue = {2},
abstract = {Artificial intelligence is reshaping society, but human forces shape AI. Getting governance wrong could mean narrowing cultural narratives, de-incentivizing creativity, and exploiting workers. In these 11 essays, social scientists and humanities experts explore how to harness the interaction between AI and society, revealing urgent avenues for research and policy.},
keywords = {AI, artificial intelligence, KI, Künstliche Intelligenz, O},
pubstate = {published},
tppubtype = {article}
}
Artificial intelligence is reshaping society, but human forces shape AI. Getting governance wrong could mean narrowing cultural narratives, de-incentivizing creativity, and exploiting workers. In these 11 essays, social scientists and humanities experts explore how to harness the interaction between AI and society, revealing urgent avenues for research and policy.
Buntins, Katja; Diekmann, Daniel; Klar, Maria; Rittberger, Marc; Kerres, Michael
In: MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung, Bd. 2024, Ausg. Occasional Papers, S. 1–33, 2024, ISBN: 1424-3636.
Abstract | Links | BibTeX | Schlagwörter: Handlungspraxen, Lehrkräfte, Material nachnutzen, O, OER, Unterrichtsaufbereitungen
@article{Buntins2024,
title = {Material teilen? Praktiken der Entwicklung und Nutzung digitaler Unterrichtsmaterialien von Lehrpersonen an Schulen in Deutschland},
author = {Katja Buntins and Daniel Diekmann and Maria Klar and Marc Rittberger and Michael Kerres},
url = {https://doi.org/10.21240/mpaed/00/2024.01.10.X},
doi = {10.21240/mpaed/00/2024.01.10.X},
isbn = {1424-3636},
year = {2024},
date = {2024-01-10},
journal = {MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung},
volume = {2024},
issue = {Occasional Papers},
pages = {1–33},
abstract = {Das Internet bricht etablierte Praktiken der Unterrichtsvorbereitung auf. Neue Akteure werden sichtbar und die Rolle der staatlichen Regulation wird infrage gestellt. Wie finden Lehrpersonen an Schulen Unterrichtsmaterialien und wie gehen sie mit selbst entwickelten Materialien um? Eine large-scale Untersuchung mit 1.960 Lehrpersonen aus Deutschland erfasst ihre Handlungspraktiken mit Blick auf die Informationsquellen und Formate der Kollaboration. Die Ergebnisse bestätigen vorliegende Befunde, wonach Lehrende Materialien aller Art in den Weiten des Internets – vor allem über «Google» – suchen. Sie sammeln, entwickeln diese für sich und tauschen sich kaum mit Kolleg:innen aus. Für die weitere Entwicklung eines informationellen Ökosystems für Bildung, das schulübergreifend einen Rahmen für Lehren und Lernen in Schulen schafft, gilt es, das Zusammenspiel der Akteure neu auszurichten. Neben der Bereitstellung von offenen Materialien durch private und staatliche Anbieter:innen kommt insbesondere der kollaborativen Erarbeitung und (Nach-)Nutzung eine besondere Bedeutung zu.},
keywords = {Handlungspraxen, Lehrkräfte, Material nachnutzen, O, OER, Unterrichtsaufbereitungen},
pubstate = {published},
tppubtype = {article}
}
Das Internet bricht etablierte Praktiken der Unterrichtsvorbereitung auf. Neue Akteure werden sichtbar und die Rolle der staatlichen Regulation wird infrage gestellt. Wie finden Lehrpersonen an Schulen Unterrichtsmaterialien und wie gehen sie mit selbst entwickelten Materialien um? Eine large-scale Untersuchung mit 1.960 Lehrpersonen aus Deutschland erfasst ihre Handlungspraktiken mit Blick auf die Informationsquellen und Formate der Kollaboration. Die Ergebnisse bestätigen vorliegende Befunde, wonach Lehrende Materialien aller Art in den Weiten des Internets – vor allem über «Google» – suchen. Sie sammeln, entwickeln diese für sich und tauschen sich kaum mit Kolleg:innen aus. Für die weitere Entwicklung eines informationellen Ökosystems für Bildung, das schulübergreifend einen Rahmen für Lehren und Lernen in Schulen schafft, gilt es, das Zusammenspiel der Akteure neu auszurichten. Neben der Bereitstellung von offenen Materialien durch private und staatliche Anbieter:innen kommt insbesondere der kollaborativen Erarbeitung und (Nach-)Nutzung eine besondere Bedeutung zu.
Balepur, Nishant; Ravichander, Abhilasha; Rudinger, Rachel
Artifacts or Abduction: How Do LLMs Answer Multiple-Choice Questions Without the Question? Sonstige
In-progress preprint, 2024.
Abstract | Links | BibTeX | Schlagwörter: artificial intelligence, KI, large language models, LLM, multiple choice, O
@misc{balepur2024artifacts,
title = {Artifacts or Abduction: How Do LLMs Answer Multiple-Choice Questions Without the Question?},
author = {Nishant Balepur and Abhilasha Ravichander and Rachel Rudinger},
url = {https://doi.org/10.48550/arXiv.2402.12483},
doi = {10.48550/arXiv.2402.12483 Focus to learn more},
year = {2024},
date = {2024-01-01},
urldate = {2024-01-01},
abstract = {Multiple-choice question answering (MCQA) is often used to evaluate large language models (LLMs). To see if MCQA assesses LLMs as intended, we probe if LLMs can perform MCQA with choices-only prompts, where models must select the correct answer only from the choices. In three MCQA datasets and four LLMs, this prompt bests a majority baseline in 11/12 cases, with up to 0.33 accuracy gain. To help explain this behavior, we conduct an in-depth, black-box analysis on memorization, choice dynamics, and question inference. Our key findings are threefold. First, we find no evidence that the choices-only accuracy stems from memorization alone. Second, priors over individual choices do not fully explain choices-only accuracy, hinting that LLMs use the group dynamics of choices. Third, LLMs have some ability to infer a relevant question from choices, and surprisingly can sometimes even match the original question. We hope to motivate the use of stronger baselines in MCQA benchmarks, the design of robust MCQA datasets, and further efforts to explain LLM decision-making.},
howpublished = {In-progress preprint},
keywords = {artificial intelligence, KI, large language models, LLM, multiple choice, O},
pubstate = {published},
tppubtype = {misc}
}
Multiple-choice question answering (MCQA) is often used to evaluate large language models (LLMs). To see if MCQA assesses LLMs as intended, we probe if LLMs can perform MCQA with choices-only prompts, where models must select the correct answer only from the choices. In three MCQA datasets and four LLMs, this prompt bests a majority baseline in 11/12 cases, with up to 0.33 accuracy gain. To help explain this behavior, we conduct an in-depth, black-box analysis on memorization, choice dynamics, and question inference. Our key findings are threefold. First, we find no evidence that the choices-only accuracy stems from memorization alone. Second, priors over individual choices do not fully explain choices-only accuracy, hinting that LLMs use the group dynamics of choices. Third, LLMs have some ability to infer a relevant question from choices, and surprisingly can sometimes even match the original question. We hope to motivate the use of stronger baselines in MCQA benchmarks, the design of robust MCQA datasets, and further efforts to explain LLM decision-making.
Yao, Xue; Shao, Ying; Luo, Rong
The Effectiveness of Using an H5P Pathway to Enhance College Students' Academic Style in Writing Artikel
In: European Journal of Teaching and Education, Bd. 6, Ausg. 1, S. 35–45, 2024, ISSN: 2669-0667.
Abstract | Links | BibTeX | Schlagwörter: Interactive videos, Learner engagement, O, technology-enhanced learning, writing conventions
@article{nokey,
title = {The Effectiveness of Using an H5P Pathway to Enhance College Students' Academic Style in Writing},
author = {Xue Yao and Ying Shao and Rong Luo},
url = {https://doi.org/10.33422/ejte.v6i1.1221},
doi = {10.33422/ejte.v6i1.1221},
issn = {2669-0667},
year = {2024},
date = {2024-01-01},
journal = {European Journal of Teaching and Education},
volume = {6},
issue = {1},
pages = {35–45},
abstract = {This study investigates the effectiveness of using an H5P pathway to enhance college students' academic style in writing. The study was conducted at XJTLU, a Sino-foreign university, where the language barriers of first-year students posed difficulties in their transition from informal language to the formal tone required in academic writing. Through a careful experimental design, participants were assigned to either an experimental or a control group, with the former engaging in a structured H5P pathway including five specific academic writing style rules based on learner needs analysis. The five rules are in aspects of word choice, sentence structure, transition, hedging and redundancy. The latter received lesson PPTs with the same content. This paper discusses the results of the study, which show that the application of the H5P pathway effectively assisted Year 1 students at XJTLU in narrowing the gap between the two writing styles. Preliminary analysis indicates a significant improvement in the experimental group's academic writing style specifically in aspects of using formal words and complex sentence structure. By comparison, other than word choice, there is no significant improvement in the control group. The findings of this study highlight the potential of H5P pathways as an effective tool for enhancing college students' academic writing style. Through interactive and tailored activities, students’ challenges at academic writing conventions could be addressed. This research provides implications for innovative pedagogical strategies that can promote students' academic development.},
keywords = {Interactive videos, Learner engagement, O, technology-enhanced learning, writing conventions},
pubstate = {published},
tppubtype = {article}
}
This study investigates the effectiveness of using an H5P pathway to enhance college students' academic style in writing. The study was conducted at XJTLU, a Sino-foreign university, where the language barriers of first-year students posed difficulties in their transition from informal language to the formal tone required in academic writing. Through a careful experimental design, participants were assigned to either an experimental or a control group, with the former engaging in a structured H5P pathway including five specific academic writing style rules based on learner needs analysis. The five rules are in aspects of word choice, sentence structure, transition, hedging and redundancy. The latter received lesson PPTs with the same content. This paper discusses the results of the study, which show that the application of the H5P pathway effectively assisted Year 1 students at XJTLU in narrowing the gap between the two writing styles. Preliminary analysis indicates a significant improvement in the experimental group's academic writing style specifically in aspects of using formal words and complex sentence structure. By comparison, other than word choice, there is no significant improvement in the control group. The findings of this study highlight the potential of H5P pathways as an effective tool for enhancing college students' academic writing style. Through interactive and tailored activities, students’ challenges at academic writing conventions could be addressed. This research provides implications for innovative pedagogical strategies that can promote students' academic development.
Covington, Nick; Weingarth, Michael
There is no such thing as “the science of learning” Online
Human Restoration Project 2023, besucht am: 07.11.2023.
Links | BibTeX | Schlagwörter: A, Cognition, Evidence-based teaching, Improving classroom teaching, Science of Learning, teacher practice, teaching
@online{Covington2023,
title = {There is no such thing as “the science of learning”},
author = {Nick Covington and Michael Weingarth},
url = {https://www.humanrestorationproject.org/writing/there-is-no-such-thing-as-the-science-of-learning},
year = {2023},
date = {2023-11-07},
urldate = {2023-11-07},
organization = {Human Restoration Project},
keywords = {A, Cognition, Evidence-based teaching, Improving classroom teaching, Science of Learning, teacher practice, teaching},
pubstate = {published},
tppubtype = {online}
}
Mercanti-Anthony, M-J
OPINION: It is time to pay attention to the science of learning Online
The Hechinger Report 2023, besucht am: 20.11.2023.
Links | BibTeX | Schlagwörter: A, Cognition, cognitive processes, Evidence-based teaching, Science of Learning, teaching
@online{Mercanti-Anthony2023,
title = {OPINION: It is time to pay attention to the science of learning},
author = {M-J Mercanti-Anthony},
url = {https://hechingerreport.org/opinion-it-is-time-to-pay-attention-to-the-science-of-learning/},
year = {2023},
date = {2023-11-06},
urldate = {2023-11-20},
organization = {The Hechinger Report},
keywords = {A, Cognition, cognitive processes, Evidence-based teaching, Science of Learning, teaching},
pubstate = {published},
tppubtype = {online}
}
Woitt, Svenja; Weidlich, Joshua; Jivet, Ioana; Göksün, Derya Orhan; Drachsler, Hendrik; Kalz, Marco
Students’ feedback literacy in higher education: an initial scale validation study Artikel
In: Teaching in Higher Education: Critical Perspectives, S. 1–20, 2023, ISSN: 1470-1294.
Abstract | Links | BibTeX | Schlagwörter: exploratory factor analysis, Feedback literacy, higher education, O, Rasch analysis, scale development
@article{Woitt2023,
title = {Students’ feedback literacy in higher education: an initial scale validation study},
author = {Svenja Woitt and Joshua Weidlich and Ioana Jivet and Derya Orhan Göksün and Hendrik Drachsler and Marco Kalz},
url = {https://doi.org/10.1080/13562517.2023.2263838},
doi = {10.1080/13562517.2023.2263838},
issn = {1470-1294},
year = {2023},
date = {2023-10-17},
urldate = {2023-10-17},
journal = {Teaching in Higher Education: Critical Perspectives},
pages = {1–20},
abstract = {Given the crucial role of feedback in supporting learning in higher education, understanding the factors influencing feedback effectiveness is imperative. Student feedback literacy, that is, the set of attitudes and abilities to make sense of and utilize feedback is therefore considered a key concept. Rigorous investigations of feedback literacy require psychometrically sound measurement. To this end, the present paper reports on the development and initial validation (N = 221) of a self-report instrument. Grounded in the conceptual literature and building on previous scale validation efforts, an initial overinclusive item pool is generated. Exploratory factor analysis and the Rasch measurement model yield adequate psychometric properties of an initial scale measuring two dimensions: feedback attitudes and feedback practices with a total of 21 items. We further provide evidence for criterion-related validity. Findings are discussed in light of the emerging feedback literacy literature and avenues for further improvement of the scale are reported.},
keywords = {exploratory factor analysis, Feedback literacy, higher education, O, Rasch analysis, scale development},
pubstate = {published},
tppubtype = {article}
}
Given the crucial role of feedback in supporting learning in higher education, understanding the factors influencing feedback effectiveness is imperative. Student feedback literacy, that is, the set of attitudes and abilities to make sense of and utilize feedback is therefore considered a key concept. Rigorous investigations of feedback literacy require psychometrically sound measurement. To this end, the present paper reports on the development and initial validation (N = 221) of a self-report instrument. Grounded in the conceptual literature and building on previous scale validation efforts, an initial overinclusive item pool is generated. Exploratory factor analysis and the Rasch measurement model yield adequate psychometric properties of an initial scale measuring two dimensions: feedback attitudes and feedback practices with a total of 21 items. We further provide evidence for criterion-related validity. Findings are discussed in light of the emerging feedback literacy literature and avenues for further improvement of the scale are reported.
Sun, Xin; Norton, Owen; Nancekivell, Shaylene E.
In: npj Science of Learning, Ausg. 8, Nr. 46, 2023, ISSN: 2056-7936.
Abstract | Links | BibTeX | Schlagwörter: A, Lerntypen, Mythen, neuromyth
@article{Sun2023,
title = {Beware the myth: learning styles affect parents’, children’s, and teachers’ thinking about children’s academic potential},
author = {Xin Sun and Owen Norton and Shaylene E. Nancekivell},
url = {https://doi.org/10.1038/s41539-023-00190-x},
doi = {10.1038/s41539-023-00190-x},
issn = {2056-7936},
year = {2023},
date = {2023-10-17},
journal = {npj Science of Learning},
number = {46},
issue = {8},
abstract = {Three experiments examine how providing learning style information (a student learns hands-on or visually) might influence thinking about that student’s academic potential. Samples were American and predominately white and middle-class. In Experiment 1, parents (N = 94) and children (N = 73, 6–12 years) judged students who learn visually as more intelligent than hands-on learners. Experiment 2 replicated this pattern with parents and teachers (N = 172). In Experiment 3 (pre-registered), parents and teachers (N = 200) predicted that visual learners are more skilled than hands-on learners at “core” school subjects (math/language/social sciences, except science), whereas, hands-on learners were skilled at non-core subjects (gym/music/art). Together, these studies show that learning style descriptions, resultant of a myth, impact thinking about children’s intellectual aptitudes.},
keywords = {A, Lerntypen, Mythen, neuromyth},
pubstate = {published},
tppubtype = {article}
}
Three experiments examine how providing learning style information (a student learns hands-on or visually) might influence thinking about that student’s academic potential. Samples were American and predominately white and middle-class. In Experiment 1, parents (N = 94) and children (N = 73, 6–12 years) judged students who learn visually as more intelligent than hands-on learners. Experiment 2 replicated this pattern with parents and teachers (N = 172). In Experiment 3 (pre-registered), parents and teachers (N = 200) predicted that visual learners are more skilled than hands-on learners at “core” school subjects (math/language/social sciences, except science), whereas, hands-on learners were skilled at non-core subjects (gym/music/art). Together, these studies show that learning style descriptions, resultant of a myth, impact thinking about children’s intellectual aptitudes.
Bleiklie, Ivar
Norwegian higher education futures Artikel
In: Higher Education, Bd. 89, S. 311–330, 2023, ISSN: 1573-174X.
Abstract | Links | BibTeX | Schlagwörter: governance, higher education, higher education systems, Norway, O, public policy
@article{Bleiklie2023,
title = {Norwegian higher education futures},
author = {Ivar Bleiklie},
url = {https://doi.org/10.1007/s10734-023-01107-8},
doi = {10.1007/s10734-023-01107-8},
issn = {1573-174X},
year = {2023},
date = {2023-09-25},
journal = {Higher Education},
volume = {89},
pages = {311–330},
abstract = {The paper deals with the future of Norwegian higher education as part of a Nordic project on higher education futures. To identify future scenarios for Norwegian higher education (HE), the paper uses the theoretical lens of historical institutionalism to focus on scenario building. Like in the other Nordic countries, Norwegian HE and research are characterized by easily accessible and free public HE provision, high participation rates, and a high level of investment in HE and research. However, the question is this: If we look back at the development of Norwegian HE the last decades, to what extent can we expect present developments to persist and to what extent can we expect more or less sharp breaks and deviations from past and present developments? Departing from an institutionalist position, two historically grounded visions and related scenarios are identified: an academic excellence scenario and a national service scenario. The scenarios reflect tensions between different visions of the shape, emphasis, and orientation of HE and research. The empirical focus is on the developments of HE along five dimensions: growth, systemic integration, academic drift, labor market relevance, and governance. First, the conceptual approach is presented, outlining the use of scenarios and an institutionalist approach to thinking about the future of HE. Secondly, the paper outlines the five trends regarding past and ongoing developments. Third, some ideas about future developments are outlined, before the conclusion is drawn.},
keywords = {governance, higher education, higher education systems, Norway, O, public policy},
pubstate = {published},
tppubtype = {article}
}
The paper deals with the future of Norwegian higher education as part of a Nordic project on higher education futures. To identify future scenarios for Norwegian higher education (HE), the paper uses the theoretical lens of historical institutionalism to focus on scenario building. Like in the other Nordic countries, Norwegian HE and research are characterized by easily accessible and free public HE provision, high participation rates, and a high level of investment in HE and research. However, the question is this: If we look back at the development of Norwegian HE the last decades, to what extent can we expect present developments to persist and to what extent can we expect more or less sharp breaks and deviations from past and present developments? Departing from an institutionalist position, two historically grounded visions and related scenarios are identified: an academic excellence scenario and a national service scenario. The scenarios reflect tensions between different visions of the shape, emphasis, and orientation of HE and research. The empirical focus is on the developments of HE along five dimensions: growth, systemic integration, academic drift, labor market relevance, and governance. First, the conceptual approach is presented, outlining the use of scenarios and an institutionalist approach to thinking about the future of HE. Secondly, the paper outlines the five trends regarding past and ongoing developments. Third, some ideas about future developments are outlined, before the conclusion is drawn.
Gaze, Eric C.
Debunking the Dunning–Kruger effect Online
2023, besucht am: 09.05.2023.
Links | BibTeX | Schlagwörter: A, Dunning-Kruger effect
@online{nokey,
title = {Debunking the Dunning–Kruger effect},
author = {Eric C. Gaze},
url = {https://phys.org/news/2023-05-debunking-dunningkruger-effect.html},
year = {2023},
date = {2023-05-09},
urldate = {2023-05-09},
howpublished = {phys.org},
keywords = {A, Dunning-Kruger effect},
pubstate = {published},
tppubtype = {online}
}
Gaze, Eric C.
2023, besucht am: 08.05.2023.
Links | BibTeX | Schlagwörter: A, Dunn, Dunning-Kruger effect, hubris, humility, logic, mathmatics, psychology, thinking
@online{Gaze2023,
title = {Debunking the Dunning-Kruger effect – the least skilled people know how much they don’t know, but everyone thinks they are better than average},
author = {Eric C. Gaze},
url = {https://theconversation.com/debunking-the-dunning-kruger-effect-the-least-skilled-people-know-how-much-they-dont-know-but-everyone-thinks-they-are-better-than-average-195527},
year = {2023},
date = {2023-05-08},
urldate = {2023-05-08},
howpublished = {The Conversation},
keywords = {A, Dunn, Dunning-Kruger effect, hubris, humility, logic, mathmatics, psychology, thinking},
pubstate = {published},
tppubtype = {online}
}
de Vogel, Susanne
Simply the best? Determinants of achieving the highest grade in a doctoral degree in Germany Artikel
In: Higher Education, Bd. 85, Ausg. 5, S. 1161–1180, 2023, ISSN: 1573-174X.
Abstract | Links | BibTeX | Schlagwörter: academic success, doctorate, grades, O, phd
@article{deVogel2023,
title = {Simply the best? Determinants of achieving the highest grade in a doctoral degree in Germany},
author = {Susanne de Vogel},
url = {https://doi.org/10.1007/s10734-022-00883-z},
doi = {10.1007/s10734-022-00883-z},
issn = {1573-174X},
year = {2023},
date = {2023-05-01},
journal = {Higher Education},
volume = {85},
issue = {5},
pages = {1161–1180},
abstract = {In Germany, the final grade of a doctorate is significant for careers inside and outside the academic labor market. Particularly important is the highest grade—summa cum laude. At the same time, doctoral grades are constantly subject to criticism. Thus far, however, neither German nor international studies have examined the determinants of doctoral grades. Drawing on Hu’s model of college grades, this study develops a conceptual framework for explaining doctoral grades and investigates the impact of doctorate holders’, reviewers’, and environmental context characteristics on the probability of doctoral candidates graduating with the highest grade, summa cum laude. Using logistic regression analyses on data from the German PhD Panel Study, the study confirms that high-performing individuals are more likely to achieve the highest doctoral grade. A learning environment that is characterized by supervision security, high expectations to participate in scientific discourse, and strong support in network integration also increases the chances of graduating with a summa cum laude degree. In contrast, being female, having a highly respected reviewer, studying natural sciences, medical studies or engineering, completing an external doctorate, and studying within a learning environment characterized by rigid time constraints are negatively related to the probability of receiving a summa cum laude grade. This study is the first to lend empirical evidence to the critical discussion of doctoral grades and offers insights to ensure the validity of doctoral grades.},
keywords = {academic success, doctorate, grades, O, phd},
pubstate = {published},
tppubtype = {article}
}
In Germany, the final grade of a doctorate is significant for careers inside and outside the academic labor market. Particularly important is the highest grade—summa cum laude. At the same time, doctoral grades are constantly subject to criticism. Thus far, however, neither German nor international studies have examined the determinants of doctoral grades. Drawing on Hu’s model of college grades, this study develops a conceptual framework for explaining doctoral grades and investigates the impact of doctorate holders’, reviewers’, and environmental context characteristics on the probability of doctoral candidates graduating with the highest grade, summa cum laude. Using logistic regression analyses on data from the German PhD Panel Study, the study confirms that high-performing individuals are more likely to achieve the highest doctoral grade. A learning environment that is characterized by supervision security, high expectations to participate in scientific discourse, and strong support in network integration also increases the chances of graduating with a summa cum laude degree. In contrast, being female, having a highly respected reviewer, studying natural sciences, medical studies or engineering, completing an external doctorate, and studying within a learning environment characterized by rigid time constraints are negatively related to the probability of receiving a summa cum laude grade. This study is the first to lend empirical evidence to the critical discussion of doctoral grades and offers insights to ensure the validity of doctoral grades.
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}
}
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.
Eickhoff, Verena
Didaktische Gestaltung von MOOCs: Forschungsstand und Empfehlungen Artikel
In: Zeitschrift für Hochschulentwicklung (ZFHE), Bd. 18, Ausg. 1, S. 57–75, 2023, ISSN: 2219-6994.
Abstract | Links | BibTeX | Schlagwörter: A, didaktische Prinzipien, Instruktionsdesign, massive open online course (MOOC), Online-Lernen, Selbstgesteuertes Lernen, selbstreguliertes Lernen
@article{Eickhoff2023,
title = {Didaktische Gestaltung von MOOCs: Forschungsstand und Empfehlungen},
author = {Verena Eickhoff},
editor = {Martin Ebner and Thomas Staubitz and Markus Koschutnig-Ebner and Sebastian Serth},
url = {https://doi.org/10.3217/zfhe-18-01/04},
doi = {10.3217/zfhe-18-01/04},
issn = {2219-6994},
year = {2023},
date = {2023-03-01},
journal = {Zeitschrift für Hochschulentwicklung (ZFHE)},
volume = {18},
issue = {1},
pages = {57–75},
abstract = {Vor dem Hintergrund der steigenden Bedeutung digitaler Lehre und dem Bedarf nach Good Practice und Gestaltungsempfehlungen fragt der Beitrag nach der didaktischen Qualität von MOOCs sowie didaktischen Prinzipien und Maßnahmen, die erfolgreiches Lernen in MOOCs fördern. Unter Bezug auf aktuelle Forschungsergebnisse wird gezeigt, dass die didaktische Qualität von MOOCs als unzureichend zu bewerten ist. Anschließend werden mehrere didaktische Prinzipien auf ihre Eignung zur didaktischen Gestaltung von MOOCs geprüft und danach Maßnahmen vorgestellt, die sich als geeignet erwiesen haben, um das für den Lernerfolg in MOOCs wichtige selbstregulierte Lernen zu fördern.},
keywords = {A, didaktische Prinzipien, Instruktionsdesign, massive open online course (MOOC), Online-Lernen, Selbstgesteuertes Lernen, selbstreguliertes Lernen},
pubstate = {published},
tppubtype = {article}
}
Vor dem Hintergrund der steigenden Bedeutung digitaler Lehre und dem Bedarf nach Good Practice und Gestaltungsempfehlungen fragt der Beitrag nach der didaktischen Qualität von MOOCs sowie didaktischen Prinzipien und Maßnahmen, die erfolgreiches Lernen in MOOCs fördern. Unter Bezug auf aktuelle Forschungsergebnisse wird gezeigt, dass die didaktische Qualität von MOOCs als unzureichend zu bewerten ist. Anschließend werden mehrere didaktische Prinzipien auf ihre Eignung zur didaktischen Gestaltung von MOOCs geprüft und danach Maßnahmen vorgestellt, die sich als geeignet erwiesen haben, um das für den Lernerfolg in MOOCs wichtige selbstregulierte Lernen zu fördern.
Flerlage, Carolin; Bernholt, Andrea; Parchmann, Ilka
MOOCs in der Hochschullehre – Motive und Erwartungen von Lehrenden und Studierenden Artikel
In: Zeitschrift für Hochschulentwicklung, Bd. 18, Ausg. 1, S. 171–191, 2023, ISSN: 2219-6994.
Abstract | Links | BibTeX | Schlagwörter: A, Einstellung, Hochschullehrende, massive open online courses (MOOCs), motivation, Studierende
@article{nokey,
title = {MOOCs in der Hochschullehre – Motive und Erwartungen von Lehrenden und Studierenden},
author = {Carolin Flerlage and Andrea Bernholt and Ilka Parchmann},
editor = {Martin Ebner and Thomas Staubitz and Markus Koschutnig-Ebner and Sebastian Serth},
url = {https://doi.org/10.3217/zfhe-18-01/10},
doi = {10.3217/zfhe-18-01/10},
issn = {2219-6994},
year = {2023},
date = {2023-03-01},
journal = {Zeitschrift für Hochschulentwicklung},
volume = {18},
issue = {1},
pages = {171–191},
abstract = {Lehrende spielen im Diskurs um Massive Open Online Courses (MOOCs) in der Hochschullehre als potenzielle Nutzer:innen und Entwickler:innen eine wichtige Rolle. Auch die Passung mit den Erwartungen der Studierenden ist entscheidend für eine breite Verankerung von MOOCs in der Lehre. In einer Fragebogenstudie mit 445 Lehrenden und 1644 Studierenden aus Schleswig-Holstein zeigt sich, dass Lehrende mit und ohne MOOC-Erfahrung ähnliche Motivationsstrukturen und Einstellungen zu digitalen Bildungsangeboten haben. Im Unterschied zu Studierenden sprechen sich Lehrende für kollaborative, seminarähnliche Formate aus. Für Studierende sind sowohl klare Strukturen als auch Wahlmöglichkeiten wichtig.},
keywords = {A, Einstellung, Hochschullehrende, massive open online courses (MOOCs), motivation, Studierende},
pubstate = {published},
tppubtype = {article}
}
Lehrende spielen im Diskurs um Massive Open Online Courses (MOOCs) in der Hochschullehre als potenzielle Nutzer:innen und Entwickler:innen eine wichtige Rolle. Auch die Passung mit den Erwartungen der Studierenden ist entscheidend für eine breite Verankerung von MOOCs in der Lehre. In einer Fragebogenstudie mit 445 Lehrenden und 1644 Studierenden aus Schleswig-Holstein zeigt sich, dass Lehrende mit und ohne MOOC-Erfahrung ähnliche Motivationsstrukturen und Einstellungen zu digitalen Bildungsangeboten haben. Im Unterschied zu Studierenden sprechen sich Lehrende für kollaborative, seminarähnliche Formate aus. Für Studierende sind sowohl klare Strukturen als auch Wahlmöglichkeiten wichtig.
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}
}
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.
Brandenburger, Bonny
A multidimensional and analytical perspective on Open Educational Practices in the 21st century Artikel
In: Frontiers in Education, Bd. 7, 2022.
Abstract | Links | BibTeX | Schlagwörter: A, OEP, Open Educational Practices
@article{Brandenburger2022,
title = {A multidimensional and analytical perspective on Open Educational Practices in the 21st century},
author = {Bonny Brandenburger},
editor = {Ana Luísa Rodrigues},
url = {https://doi.org/10.3389/feduc.2022.990675},
doi = {10.3389/feduc.2022.990675},
year = {2022},
date = {2022-09-26},
journal = {Frontiers in Education},
volume = {7},
abstract = {Participatory approaches to teaching and learning are experiencing a new lease on life in the 21st century as a result of the rapid technology development. Knowledge, practices, and tools can be shared across spatial and temporal boundaries in higher education by means of Open Educational Resources, Massive Open Online Courses, and open-source technologies. In this context, the Open Education Movement calls for new didactic approaches that encourage greater learner participation in formal higher education. Based on a representative literature review and focus group research, in this study an analytical framework was developed that enables researchers and practitioners to assess the form of participation in formal, collaborative teaching and learning practices. The analytical framework is focused on the micro-level of higher education, in particular on the interaction between students and lecturers when organizing the curriculum. For this purpose, the research reflects anew on the concept of participation, taking into account existing stage models for participation in the educational context. These are then brought together with the dimensions of teaching and learning processes, such as methods, objectives and content, etc. This paper aims to make a valuable contribution to the opening up of learning and teaching, and expands the discourse around possibilities for interpreting Open Educational Practices.},
keywords = {A, OEP, Open Educational Practices},
pubstate = {published},
tppubtype = {article}
}
Participatory approaches to teaching and learning are experiencing a new lease on life in the 21st century as a result of the rapid technology development. Knowledge, practices, and tools can be shared across spatial and temporal boundaries in higher education by means of Open Educational Resources, Massive Open Online Courses, and open-source technologies. In this context, the Open Education Movement calls for new didactic approaches that encourage greater learner participation in formal higher education. Based on a representative literature review and focus group research, in this study an analytical framework was developed that enables researchers and practitioners to assess the form of participation in formal, collaborative teaching and learning practices. The analytical framework is focused on the micro-level of higher education, in particular on the interaction between students and lecturers when organizing the curriculum. For this purpose, the research reflects anew on the concept of participation, taking into account existing stage models for participation in the educational context. These are then brought together with the dimensions of teaching and learning processes, such as methods, objectives and content, etc. This paper aims to make a valuable contribution to the opening up of learning and teaching, and expands the discourse around possibilities for interpreting Open Educational Practices.
Fryer, Tom
Do the political attitudes of students change during their time in higher education? Artikel
In: Higher Education, Bd. 86, S. 563–590, 2022, ISSN: 1573-174X.
Abstract | Links | BibTeX | Schlagwörter: graduate outcomes, higher education, O, political attitudes, politics, student politics
@article{nokey,
title = {Do the political attitudes of students change during their time in higher education?},
author = {Tom Fryer},
url = {https://doi.org/10.1007/s10734-022-00915-8},
doi = {10.1007/s10734-022-00915-8},
issn = {1573-174X},
year = {2022},
date = {2022-09-13},
journal = {Higher Education},
volume = {86},
pages = {563–590},
abstract = {Experience of higher education (HE) has come to characterise many contemporary political divisions, including those related to Brexit, Trump and coronavirus policy. However, the academic literature is unclear whether HE plays a causal role in changing peoples’ political attitudes or is simply a proxy. Furthermore, in many contexts, there is limited descriptive evidence on whether students’ political attitudes change during HE. This paper focuses on the UK, using data from the British Election Study, to make a twofold contribution. Firstly, the paper introduces recent political science theorising on the nature of contemporary political divisions, which has remained largely outside the HE literature to date. This theorising is illustrated through a cross-sectional analysis, comparing the political attitudes of those with and without experience of HE, showing that the former tend to be more left-leaning and less ethnocentric. Secondly, a longitudinal analysis is performed to assess how students’ political attitudes change during their time in HE. While in HE, students tend to make small movements to the left and become less ethnocentric, representing approximately 20–33% of the overall division between those with and without experience of HE. These findings are interpreted through a critical realist lens—they evidence that HE could have a causal role to play in creating contemporary political divisions. However, to establish whether HE does play a causal role, further intensive research is needed to explore how particular aspects of HE might bring about these changes and how this varies for different students in different contexts.},
keywords = {graduate outcomes, higher education, O, political attitudes, politics, student politics},
pubstate = {published},
tppubtype = {article}
}
Experience of higher education (HE) has come to characterise many contemporary political divisions, including those related to Brexit, Trump and coronavirus policy. However, the academic literature is unclear whether HE plays a causal role in changing peoples’ political attitudes or is simply a proxy. Furthermore, in many contexts, there is limited descriptive evidence on whether students’ political attitudes change during HE. This paper focuses on the UK, using data from the British Election Study, to make a twofold contribution. Firstly, the paper introduces recent political science theorising on the nature of contemporary political divisions, which has remained largely outside the HE literature to date. This theorising is illustrated through a cross-sectional analysis, comparing the political attitudes of those with and without experience of HE, showing that the former tend to be more left-leaning and less ethnocentric. Secondly, a longitudinal analysis is performed to assess how students’ political attitudes change during their time in HE. While in HE, students tend to make small movements to the left and become less ethnocentric, representing approximately 20–33% of the overall division between those with and without experience of HE. These findings are interpreted through a critical realist lens—they evidence that HE could have a causal role to play in creating contemporary political divisions. However, to establish whether HE does play a causal role, further intensive research is needed to explore how particular aspects of HE might bring about these changes and how this varies for different students in different contexts.
Edelsbrunner, Sarah; Ebner, Martin; Schön, Sandra
Strategien zu offenen Bildungsressourcen an österreichischen öffentlichen Universitäten: Eine Analyse der Leistungsvereinbarungen 2022–2024 Proceedings Article
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}
}
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.
Ebner, Martin; Orr, Dominic; Schön, Sandra
In: Open Education Studies, Bd. 4, Ausg. 1, S. 296–309, 2022, ISSN: 2544-7831.
Abstract | Links | BibTeX | Schlagwörter: A, higher education, impact analysis, impact assessment, open educational ressources (OER), strategy
@article{Ebner2022,
title = {OER Impact Assessment: A framework for higher education institutions and beyond. Approaches to assess the impact of Open Educational Resources},
author = {Martin Ebner and Dominic Orr and Sandra Schön},
url = {https://doi.org/10.1515/edu-2022-0018},
doi = {10.1515/edu-2022-0018},
issn = {2544-7831},
year = {2022},
date = {2022-07-28},
journal = { Open Education Studies},
volume = {4},
issue = {1},
pages = {296–309},
abstract = {The purpose of this paper is to provide an overview of approaches to and insights for impact assessment on open educational resources (OER) in higher education and building on this to sketch a framework for university focussed OER impact assessment. The authors describe the literature on impact assessment in the OER context and the existing contributions to OER impact assessment in higher education. Findings of the analysis are that there are few contributions on the effects of OER in general or of specific OER initiatives. Four contributions are presented in more detail. From these examples and the literature analysis, derivations, and challenges for OER impact assessment are drawn, such as the large diversity in OER purposes and the invisibility of the re-usage of OER. The contribution sketches a framework model for describing OER-relevant results, outcomes, and impact, and more specifically demonstrates how this can be done for exemplary OER-related objectives. This contribution is thus of relevance to funding bodies and institutions working in the context of higher education that wish to systematically evaluate and monitor statements about the effectiveness of OER activities according to the UNESCO (2019) OER recommendation.},
keywords = {A, higher education, impact analysis, impact assessment, open educational ressources (OER), strategy},
pubstate = {published},
tppubtype = {article}
}
The purpose of this paper is to provide an overview of approaches to and insights for impact assessment on open educational resources (OER) in higher education and building on this to sketch a framework for university focussed OER impact assessment. The authors describe the literature on impact assessment in the OER context and the existing contributions to OER impact assessment in higher education. Findings of the analysis are that there are few contributions on the effects of OER in general or of specific OER initiatives. Four contributions are presented in more detail. From these examples and the literature analysis, derivations, and challenges for OER impact assessment are drawn, such as the large diversity in OER purposes and the invisibility of the re-usage of OER. The contribution sketches a framework model for describing OER-relevant results, outcomes, and impact, and more specifically demonstrates how this can be done for exemplary OER-related objectives. This contribution is thus of relevance to funding bodies and institutions working in the context of higher education that wish to systematically evaluate and monitor statements about the effectiveness of OER activities according to the UNESCO (2019) OER recommendation.
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}
}
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
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}
}
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.
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}
}
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.
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}
}
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.
Otto, Daniel; Schröder, Nadine; Diekmann, Daniel; Sander, Pia
In: Zeitschrift für Erziehungswissenschaft, Bd. 24, Nr. 5, S. 1061–1085, 2021, ISSN: 1862-5215.
Abstract | Links | BibTeX | Schlagwörter: A, Empirische Bildungsforschung, Internationale empirische Forschung, OER, open educational ressources (OER), Systematic Mapping
@article{Otto2021b,
title = {Offen gemacht: Der Stand der internationalen evidenzbasierten Forschung zu Open Educational Resources (OER)},
author = {Daniel Otto and Nadine Schröder and Daniel Diekmann and Pia Sander},
url = {https://doi.org/10.1007/s11618-021-01043-2},
doi = {10.1007/s11618-021-01043-2},
issn = {1862-5215},
year = {2021},
date = {2021-10-00},
urldate = {2021-10-00},
journal = {Zeitschrift für Erziehungswissenschaft},
volume = {24},
number = {5},
pages = {1061–1085},
publisher = {Springer Science and Business Media LLC},
abstract = {Open Educational Resources (OER) bilden ein wichtiges Element im Diskurs über eine Digitalisierung von Bildung. Der Beitrag erhebt den Stand der internationalen empirischen Forschung zu OER, um dadurch Desiderate für eine zukünftige Forschungsagenda aufzuzeigen. Mittels eines systematischen Mapping-Ansatzes wird dafür die empirische, englischsprachige Forschungslandschaft kartiert. Die Ergebnisse zeigen, dass Forschung vor allem im Hochschulbereich betrieben wird und wenige Studien für den Bereich Schule vorliegen. Forschungsmethodisch sind quantitative Studien prävalent, die vorwiegend umfragebasiert durchgeführt werden. Das primäre Forschungsinteresse der Studien konzentriert sich auf Wahrnehmungsfaktoren von OER sowie auf deren Übernahme und Nutzung in der Bildungspraxis. Ein weiteres Forschungsfeld sind Offene Textbücher und deren komparative Kostenvorteile oder qualitative Vergleichbarkeit mit kostenpflichtigem Bildungsmaterial. Forschungsdesiderate liegen im Feld der Usability respektive Benutzerfreundlichkeit von OER-Repositorien. Forschung hierzu könnte die zahlreichen Bundesländerinitiativen zur Etablierung von OER-Landesportalen unterstützen. Weitere Forschungslücken finden sich bei den Effekten der Nutzung von OER auf das pädagogische Handeln und die Veränderungen etablierter Bildungspraktiken.},
keywords = {A, Empirische Bildungsforschung, Internationale empirische Forschung, OER, open educational ressources (OER), Systematic Mapping},
pubstate = {published},
tppubtype = {article}
}
Open Educational Resources (OER) bilden ein wichtiges Element im Diskurs über eine Digitalisierung von Bildung. Der Beitrag erhebt den Stand der internationalen empirischen Forschung zu OER, um dadurch Desiderate für eine zukünftige Forschungsagenda aufzuzeigen. Mittels eines systematischen Mapping-Ansatzes wird dafür die empirische, englischsprachige Forschungslandschaft kartiert. Die Ergebnisse zeigen, dass Forschung vor allem im Hochschulbereich betrieben wird und wenige Studien für den Bereich Schule vorliegen. Forschungsmethodisch sind quantitative Studien prävalent, die vorwiegend umfragebasiert durchgeführt werden. Das primäre Forschungsinteresse der Studien konzentriert sich auf Wahrnehmungsfaktoren von OER sowie auf deren Übernahme und Nutzung in der Bildungspraxis. Ein weiteres Forschungsfeld sind Offene Textbücher und deren komparative Kostenvorteile oder qualitative Vergleichbarkeit mit kostenpflichtigem Bildungsmaterial. Forschungsdesiderate liegen im Feld der Usability respektive Benutzerfreundlichkeit von OER-Repositorien. Forschung hierzu könnte die zahlreichen Bundesländerinitiativen zur Etablierung von OER-Landesportalen unterstützen. Weitere Forschungslücken finden sich bei den Effekten der Nutzung von OER auf das pädagogische Handeln und die Veränderungen etablierter Bildungspraktiken.
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 Proceedings Article
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}
}
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.
Iannella, Alessandro; Morando, Paola; Spreafico, Maria Luisa
The Advent Calendar: A University Experience for Spacing Learning, Practicing Math, and Enjoying Studying Konferenzberichte
HELMeTO 2021. Third International Workshop on Higher Education Learning Methodologies and Technologies Online, Edizioni Studium S.r.l., Università eCampus, 2021, ISBN: 9788899978365.
Abstract | Links | BibTeX | Schlagwörter: A, Advent Calendar, Christmas, Moodle, O
@proceedings{Iannella2021,
title = {The Advent Calendar: A University Experience for Spacing Learning, Practicing Math, and Enjoying Studying},
author = {Alessandro Iannella and Paola Morando and Maria Luisa Spreafico},
url = {https://alessandroiannella.com/pubblicazioni/atti-di-convegno/the-advent-calendar-a-university-experience-for-spacing-learning-practicing-math-and-enjoying-studying/
https://www.researchgate.net/publication/354790619_The_Advent_Calendar_A_University_Experience_for_Spacing_Learning_Practicing_Math_and_Enjoying_Studying},
isbn = {9788899978365},
year = {2021},
date = {2021-09-09},
urldate = {2025-10-30},
booktitle = {HELMeTO 2021. Third International Workshop on Higher Education Learning Methodologies and Technologies Online},
pages = {166–169},
publisher = {Edizioni Studium S.r.l., Università eCampus},
abstract = {The main purpose of Calculus courses is to introduce students to the scientific method of analysis, providing a suitable language and useful skills in order to effectively face other disciplinary courses. Unfortunately, this does not happen frequently. Many students perceive the Calculus exam as a stumbling block and try to postpone it as much as possible. This negative mindset can quickly turn into a cycle of low confidence, less motivation, and poor performance. Math anxiety is always just around the corner. Added to this emotional stress is the impact of the COVID-19 pandemic on education, with the distinctive rise of e-learning and digital platforms, forcing teachers to quickly develop new teaching strategies. In this framework, designing preliminary actions aimed at fostering motivation and increasing engagement of students attending university basic calculus courses is an essential challenge. It is not by chance that students with higher learning motivation “achieve significantly higher test scores, enjoy learning more, have more positive self-concepts, make greater use of deep learning strategies and engage to a greater extent in autonomous self-regulated learning”.
The purpose of this research is to explore the possible advantages of mixing digital tools and pedagogical techniques in order to keep students engaged and help them to approach the study of mathematics effectively, improving both their satisfaction level and their results. In particular, this paper describes a learning activity called Advent Calendar. Proposed within a calculus course, it seeks to involve students in their learning process throughout a non conventional, gradual experience which recalls the logic of the special calendar used to count the days until Christmas. Every day, students carry out a Christmas-themed mathematical exercise. Santa Claus, the elves and the rein- deer are facing problems that can be solved by exploiting suitable mathematics tools introduced during the course. This storytelling process gives concrete form and a familiar connotation to abstract mathematical concepts, involving emotions and imagination at the same time: “a story tends to have more depth than a simple example”.},
howpublished = {HELMeTO 2021. Third International Workshop on Higher Education Learning Methodologies and Technologies Online},
keywords = {A, Advent Calendar, Christmas, Moodle, O},
pubstate = {published},
tppubtype = {proceedings}
}
The main purpose of Calculus courses is to introduce students to the scientific method of analysis, providing a suitable language and useful skills in order to effectively face other disciplinary courses. Unfortunately, this does not happen frequently. Many students perceive the Calculus exam as a stumbling block and try to postpone it as much as possible. This negative mindset can quickly turn into a cycle of low confidence, less motivation, and poor performance. Math anxiety is always just around the corner. Added to this emotional stress is the impact of the COVID-19 pandemic on education, with the distinctive rise of e-learning and digital platforms, forcing teachers to quickly develop new teaching strategies. In this framework, designing preliminary actions aimed at fostering motivation and increasing engagement of students attending university basic calculus courses is an essential challenge. It is not by chance that students with higher learning motivation “achieve significantly higher test scores, enjoy learning more, have more positive self-concepts, make greater use of deep learning strategies and engage to a greater extent in autonomous self-regulated learning”.
The purpose of this research is to explore the possible advantages of mixing digital tools and pedagogical techniques in order to keep students engaged and help them to approach the study of mathematics effectively, improving both their satisfaction level and their results. In particular, this paper describes a learning activity called Advent Calendar. Proposed within a calculus course, it seeks to involve students in their learning process throughout a non conventional, gradual experience which recalls the logic of the special calendar used to count the days until Christmas. Every day, students carry out a Christmas-themed mathematical exercise. Santa Claus, the elves and the rein- deer are facing problems that can be solved by exploiting suitable mathematics tools introduced during the course. This storytelling process gives concrete form and a familiar connotation to abstract mathematical concepts, involving emotions and imagination at the same time: “a story tends to have more depth than a simple example”.
The purpose of this research is to explore the possible advantages of mixing digital tools and pedagogical techniques in order to keep students engaged and help them to approach the study of mathematics effectively, improving both their satisfaction level and their results. In particular, this paper describes a learning activity called Advent Calendar. Proposed within a calculus course, it seeks to involve students in their learning process throughout a non conventional, gradual experience which recalls the logic of the special calendar used to count the days until Christmas. Every day, students carry out a Christmas-themed mathematical exercise. Santa Claus, the elves and the rein- deer are facing problems that can be solved by exploiting suitable mathematics tools introduced during the course. This storytelling process gives concrete form and a familiar connotation to abstract mathematical concepts, involving emotions and imagination at the same time: “a story tends to have more depth than a simple example”.
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}
}
“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).
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}
}
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.
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 Proceedings Article
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}
}
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.
- 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
Sinha, Tanmay; Kapur, Manu
When Problem Solving Followed by Instruction Works: Evidence for Productive Failure Artikel
In: Review of Educational Research, Bd. 91, Ausg. 5, S. 761–798, 2021, ISSN: 1935-1046.
Abstract | Links | BibTeX | Schlagwörter: A, direct instruction, learning through problem solvint, preparation for future learning, productive failure
@article{Sinha2021,
title = {When Problem Solving Followed by Instruction Works: Evidence for Productive Failure},
author = {Tanmay Sinha and Manu Kapur},
url = {https://doi.org/10.3102/00346543211019105},
doi = {10.3102/00346543211019105},
issn = {1935-1046},
year = {2021},
date = {2021-06-18},
urldate = {2021-06-18},
journal = {Review of Educational Research},
volume = {91},
issue = {5},
pages = {761–798},
abstract = {When learning a new concept, should students engage in problem solving followed by instruction (PS-I) or instruction followed by problem solving (I-PS)? Noting that there is a passionate debate about the design of initial learning, we report evidence from a meta-analysis of 53 studies with 166 comparisons that compared PS-I with I-PS design. Our results showed a significant, moderate effect in favor of PS-I (Hedge’s g 0.36 [95% confidence interval 0.20; 0.51]). The effects were even stronger (Hedge’s g ranging between 0.37 and 0.58) when PS-I was implemented with high fidelity to the principles of Productive Failure (PF), a subset variant of PS-I design. Students’ grade level, intervention time span, and its (quasi-)experimental nature contributed to the efficacy of PS-I over I-PS designs. Contrasting trends were, however, observed for younger age learners (second to fifth graders) and for the learning of domain-general skills, for which effect sizes favored I-PS. Overall, an estimation of true effect sizes after accounting for publication bias suggested a strong effect size favoring PS-I (Hedge’s g 0.87).},
keywords = {A, direct instruction, learning through problem solvint, preparation for future learning, productive failure},
pubstate = {published},
tppubtype = {article}
}
When learning a new concept, should students engage in problem solving followed by instruction (PS-I) or instruction followed by problem solving (I-PS)? Noting that there is a passionate debate about the design of initial learning, we report evidence from a meta-analysis of 53 studies with 166 comparisons that compared PS-I with I-PS design. Our results showed a significant, moderate effect in favor of PS-I (Hedge’s g 0.36 [95% confidence interval 0.20; 0.51]). The effects were even stronger (Hedge’s g ranging between 0.37 and 0.58) when PS-I was implemented with high fidelity to the principles of Productive Failure (PF), a subset variant of PS-I design. Students’ grade level, intervention time span, and its (quasi-)experimental nature contributed to the efficacy of PS-I over I-PS designs. Contrasting trends were, however, observed for younger age learners (second to fifth graders) and for the learning of domain-general skills, for which effect sizes favored I-PS. Overall, an estimation of true effect sizes after accounting for publication bias suggested a strong effect size favoring PS-I (Hedge’s g 0.87).
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}
}
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.
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}
}
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.
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}
}
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.
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}
}