Akçayır, Gökçe; Akçayır, Murat
The flipped classroom: A review of its advantages and challenges Artikel
In: Computers & Education, Bd. 126, S. 334–345, 2018, ISSN: 0360-1315.
Abstract | Links | BibTeX | Schlagwörter: Improving classroom teaching, O, Teaching/learning strategies
@article{Akcayir2018,
title = {The flipped classroom: A review of its advantages and challenges},
author = {Gökçe Akçayır and Murat Akçayır},
url = {http://www.sciencedirect.com/science/article/pii/S0360131518302045
https://doi.org/10.1016/j.compedu.2018.07.021},
doi = {10.1016/j.compedu.2018.07.021},
issn = {0360-1315},
year = {2018},
date = {2018-08-01},
urldate = {2019-05-25},
journal = {Computers & Education},
volume = {126},
pages = {334–345},
abstract = {This study presents a large-scale systematic review of the literature on the flipped classroom, with the goals of examining its reported advantages and challenges for both students and instructors, and to note potentially useful areas of future research on the flipped model's in and out-of-class activities. The full range of Social Sciences Citation Indexed journals was surveyed through the Web of Science site, and a total of 71 research articles were selected for the review. The findings reveal that the most frequently reported advantage of the flipped classroom is the improvement of student learning performance. We also found a number of challenges in this model. The majority of these are related to out-of-class activities, such as much reported inadequate student preparation prior to class. Several other challenges and the numerous advantages of the flipped classroom are discussed in detail. We then offer suggestions for future research on flipped model activities.},
keywords = {Improving classroom teaching, O, Teaching/learning strategies},
pubstate = {published},
tppubtype = {article}
}
This study presents a large-scale systematic review of the literature on the flipped classroom, with the goals of examining its reported advantages and challenges for both students and instructors, and to note potentially useful areas of future research on the flipped model's in and out-of-class activities. The full range of Social Sciences Citation Indexed journals was surveyed through the Web of Science site, and a total of 71 research articles were selected for the review. The findings reveal that the most frequently reported advantage of the flipped classroom is the improvement of student learning performance. We also found a number of challenges in this model. The majority of these are related to out-of-class activities, such as much reported inadequate student preparation prior to class. Several other challenges and the numerous advantages of the flipped classroom are discussed in detail. We then offer suggestions for future research on flipped model activities.
Butler, Andrew C.
Multiple-Choice Testing in Education: Are the Best Practices for Assessment Also Good for Learning? Artikel
In: Journal of Applied Research in Memory and Cognition, Bd. 7, Nr. 3, S. 323–331, 2018, ISSN: 2211-3681.
Abstract | Links | BibTeX | Schlagwörter: Assessment, Learning, Multiple-choice, O, Testing
@article{Butler2018,
title = {Multiple-Choice Testing in Education: Are the Best Practices for Assessment Also Good for Learning?},
author = {Andrew C. Butler},
url = {https://doi.org/10.1016/j.jarmac.2018.07.002
http://www.sciencedirect.com/science/article/pii/S2211368118301426},
doi = {10.1016/j.jarmac.2018.07.002},
issn = {2211-3681},
year = {2018},
date = {2018-07-31},
urldate = {2018-10-20},
journal = {Journal of Applied Research in Memory and Cognition},
volume = {7},
number = {3},
pages = {323–331},
abstract = {Multiple-choice tests are arguably the most popular type of assessment in education, and much research has been dedicated to determining best practices for using them to measure learning. The act of taking a test also causes learning, and numerous studies have investigated how best to use multiple-choice tests to improve long-term retention and produce deeper understanding. In this review article, I explore whether the best practices for assessment align with the best practices for learning. Although consensus between these two literatures is not a foregone conclusion, there is substantial agreement in how best to construct and use multiple-choice tests for these two disparate purposes. The overall recommendation from both literatures is to create questions that are simple in format (e.g., avoid use of complex item types), challenge students but allow them to succeed often, and target specific cognitive processes that correspond to learning objectives.},
keywords = {Assessment, Learning, Multiple-choice, O, Testing},
pubstate = {published},
tppubtype = {article}
}
Multiple-choice tests are arguably the most popular type of assessment in education, and much research has been dedicated to determining best practices for using them to measure learning. The act of taking a test also causes learning, and numerous studies have investigated how best to use multiple-choice tests to improve long-term retention and produce deeper understanding. In this review article, I explore whether the best practices for assessment align with the best practices for learning. Although consensus between these two literatures is not a foregone conclusion, there is substantial agreement in how best to construct and use multiple-choice tests for these two disparate purposes. The overall recommendation from both literatures is to create questions that are simple in format (e.g., avoid use of complex item types), challenge students but allow them to succeed often, and target specific cognitive processes that correspond to learning objectives.
van der Zee, Tim; Reich, Justin
Open Education Science Artikel
In: AERA Open, Bd. 4, Nr. 3, S. 1–15, 2018.
Abstract | Links | BibTeX | Schlagwörter: O, open access, open science, preregistration, registered report
@article{vandezee2018,
title = {Open Education Science},
author = {Tim van der Zee and Justin Reich},
url = {https://doi.org/10.1177/2332858418787466},
doi = {10.1177/2332858418787466},
year = {2018},
date = {2018-07-16},
journal = {AERA Open},
volume = {4},
number = {3},
pages = {1–15},
abstract = {Scientific progress is built on research that is reliable, accurate, and verifiable. The methods and evidentiary reasoning that underlie scientific claims must be available for scrutiny. Like other fields, the education sciences suffer from problems such as failure to replicate, validity and generalization issues, publication bias, and high costs of access to publications—all of which are symptoms of a nontransparent approach to research. Each aspect of the scientific cycle—research design, data collection, analysis, and publication—can and should be made more transparent and accessible. Open Education Science is a set of practices designed to increase the transparency of evidentiary reasoning and access to scientific research in a domain characterized by diverse disciplinary traditions and a commitment to impact in policy and practice. Transparency and accessibility are functional imperatives that come with many benefits for the individual researcher, scientific community, and society at large—Open Education Science is the way forward.},
keywords = {O, open access, open science, preregistration, registered report},
pubstate = {published},
tppubtype = {article}
}
Scientific progress is built on research that is reliable, accurate, and verifiable. The methods and evidentiary reasoning that underlie scientific claims must be available for scrutiny. Like other fields, the education sciences suffer from problems such as failure to replicate, validity and generalization issues, publication bias, and high costs of access to publications—all of which are symptoms of a nontransparent approach to research. Each aspect of the scientific cycle—research design, data collection, analysis, and publication—can and should be made more transparent and accessible. Open Education Science is a set of practices designed to increase the transparency of evidentiary reasoning and access to scientific research in a domain characterized by diverse disciplinary traditions and a commitment to impact in policy and practice. Transparency and accessibility are functional imperatives that come with many benefits for the individual researcher, scientific community, and society at large—Open Education Science is the way forward.
Schwab, Frank; Hennighausen, Christine; Adler, Dorothea C.; Carolus, Astrid
In: Frontiers in Psychology, Bd. 9, Nr. 1098, S. 1-17, 2018, ISBN: 1664-1078.
Abstract | Links | BibTeX | Schlagwörter: AIME, amount of invested mental effort, content cluster, content-analysis, literature review
@article{Schwab2018,
title = {Television Is Still “Easy” and Print Is Still “Tough”? More Than 30 Years of Research on the Amount of Invested Mental Effort},
author = {Frank Schwab and Christine Hennighausen and Dorothea C. Adler and Astrid Carolus},
url = {https://doi.org/10.3389/fpsyg.2018.01098},
doi = {10.3389/fpsyg.2018.01098},
isbn = {1664-1078},
year = {2018},
date = {2018-07-03},
journal = {Frontiers in Psychology},
volume = {9},
number = {1098},
pages = {1-17},
abstract = {We provide a literature overview of 30 years of research on the amount of invested mental effort (AIME, Salomon, 1984), illuminating relevant literature in this field. Since the introduction of AIME, this concept appears to have vanished. To obtain a clearer picture of where the theory of AIME has diffused, we conducted a literature search focusing on the period 1985–2015. We examined scientific articles (N = 244) that cite Salomon (1984) and content-analyzed their keywords. Based on these keywords, we identified seven content clusters: affect and motivation, application fields, cognition and learning, education and teaching, media technology, learning with media technology, and methods. We present selected works of each content cluster and describe in which research field the articles had been published. Results indicate that AIME was most commonly (but not exclusively) referred to in the area of educational psychology indicating its importance regarding learning and education, thereby investigating print and TV, as well as new media. From a methodological perspective, research applied various research methods (e.g., longitudinal studies, experimental designs, theoretical analysis) and samples (e.g., children, college students, low income families). From these findings, the importance of AIME for further research is discussed.},
keywords = {AIME, amount of invested mental effort, content cluster, content-analysis, literature review},
pubstate = {published},
tppubtype = {article}
}
We provide a literature overview of 30 years of research on the amount of invested mental effort (AIME, Salomon, 1984), illuminating relevant literature in this field. Since the introduction of AIME, this concept appears to have vanished. To obtain a clearer picture of where the theory of AIME has diffused, we conducted a literature search focusing on the period 1985–2015. We examined scientific articles (N = 244) that cite Salomon (1984) and content-analyzed their keywords. Based on these keywords, we identified seven content clusters: affect and motivation, application fields, cognition and learning, education and teaching, media technology, learning with media technology, and methods. We present selected works of each content cluster and describe in which research field the articles had been published. Results indicate that AIME was most commonly (but not exclusively) referred to in the area of educational psychology indicating its importance regarding learning and education, thereby investigating print and TV, as well as new media. From a methodological perspective, research applied various research methods (e.g., longitudinal studies, experimental designs, theoretical analysis) and samples (e.g., children, college students, low income families). From these findings, the importance of AIME for further research is discussed.
Hessler, Michael; Pöpping, Daniel M; Hollstein, Hanna; Ohlenburg, Hendrik; Arnemann, Philip H; Massoth, Christina; Seidel, Laura M; Zarbock, Alexander; Wenk, Manuel
Availability of cookies during an academic course session affects evaluation of teaching Artikel
In: Medical Education, Bd. 52, Nr. 10, S. 1064–1072, 2018, ISSN: 1365-2923.
Abstract | Links | BibTeX | Schlagwörter: A, cookies, evaluation, influence, teaching
@article{Hessler2018,
title = {Availability of cookies during an academic course session affects evaluation of teaching},
author = {Michael Hessler and Daniel M Pöpping and Hanna Hollstein and Hendrik Ohlenburg and Philip H Arnemann and Christina Massoth and Laura M Seidel and Alexander Zarbock and Manuel Wenk},
url = {https://doi.org/10.1111/medu.13627},
doi = {10.1111/medu.13627},
issn = {1365-2923},
year = {2018},
date = {2018-06-29},
urldate = {2018-11-19},
journal = {Medical Education},
volume = {52},
number = {10},
pages = {1064–1072},
abstract = {Objectives Results from end-of-course student evaluations of teaching (SETs) are taken seriously by faculties and form part of a decision base for the recruitment of academic staff, the distribution of funds and changes to curricula. However, there is some doubt as to whether these evaluation instruments accurately measure the quality of course content, teaching and knowledge transfer. We investigated whether the provision of chocolate cookies as a content-unrelated intervention influences SET results. Methods We performed a randomised controlled trial in the setting of a curricular emergency medicine course. Participants were 118 third-year medical students. Participants were randomly allocated into 20 groups, 10 of which had free access to 500 g of chocolate cookies during an emergency medicine course session (cookie group) and 10 of which did not (control group). All groups were taught by the same teachers. Educational content and course material were the same for both groups. After the course, all students were asked to complete a 38-question evaluation form. Results A total of 112 students completed the evaluation form. The cookie group evaluated teachers significantly better than the control group (113.4 ± 4.9 versus 109.2 ± 7.3; p = 0.001, effect size 0.68). Course material was considered better (10.1 ± 2.3 versus 8.4 ± 2.8; p = 0.001, effect size 0.66) and summation scores evaluating the course overall were significantly higher (224.5 ± 12.5 versus 217.2 ± 16.1; p = 0.008, effect size 0.51) in the cookie group. Conclusions The provision of chocolate cookies had a significant effect on course evaluation. These findings question the validity of SETs and their use in making widespread decisions within a faculty.},
keywords = {A, cookies, evaluation, influence, teaching},
pubstate = {published},
tppubtype = {article}
}
Objectives Results from end-of-course student evaluations of teaching (SETs) are taken seriously by faculties and form part of a decision base for the recruitment of academic staff, the distribution of funds and changes to curricula. However, there is some doubt as to whether these evaluation instruments accurately measure the quality of course content, teaching and knowledge transfer. We investigated whether the provision of chocolate cookies as a content-unrelated intervention influences SET results. Methods We performed a randomised controlled trial in the setting of a curricular emergency medicine course. Participants were 118 third-year medical students. Participants were randomly allocated into 20 groups, 10 of which had free access to 500 g of chocolate cookies during an emergency medicine course session (cookie group) and 10 of which did not (control group). All groups were taught by the same teachers. Educational content and course material were the same for both groups. After the course, all students were asked to complete a 38-question evaluation form. Results A total of 112 students completed the evaluation form. The cookie group evaluated teachers significantly better than the control group (113.4 ± 4.9 versus 109.2 ± 7.3; p = 0.001, effect size 0.68). Course material was considered better (10.1 ± 2.3 versus 8.4 ± 2.8; p = 0.001, effect size 0.66) and summation scores evaluating the course overall were significantly higher (224.5 ± 12.5 versus 217.2 ± 16.1; p = 0.008, effect size 0.51) in the cookie group. Conclusions The provision of chocolate cookies had a significant effect on course evaluation. These findings question the validity of SETs and their use in making widespread decisions within a faculty.
MacLeod, Sydney; Reynolds, Michael G.; Lehmann, Hugo
The mitigating effect of repeated memory reactivations on forgetting Artikel
In: npj Science of Learning, Bd. 9, Nr. 3, 2018, ISSN: 2056-7936.
Abstract | Links | BibTeX | Schlagwörter: A, memory, psychology, recall, remember, repetition
@article{MacLeod2018,
title = {The mitigating effect of repeated memory reactivations on forgetting},
author = {Sydney MacLeod and Michael G. Reynolds and Hugo Lehmann},
url = {https://doi.org/10.1038/s41539-018-0025-x},
doi = {10.1038/s41539-018-0025-x},
issn = {2056-7936},
year = {2018},
date = {2018-04-24},
urldate = {2018-06-12},
journal = {npj Science of Learning},
volume = {9},
number = {3},
abstract = {Memory reactivation is a process whereby cueing or recalling a long-term memory makes it enter a new active and labile state. Substantial evidence suggests that during this state the memory can be updated (e.g., adding information) and can become more vulnerable to disruption (e.g., brain insult). Memory reactivations can also prevent memory decay or forgetting. However, it is unclear whether cueing recall of a feature or component of the memory can benefit retention similarly to promoting recall of the entire memory. We examined this possibility by having participants view a series of neutral images and then randomly assigning them to one of four reactivation groups: control (no reactivation), distractor (reactivation of experimental procedures), component (image category reactivation), and descriptive (effortful description of the images). The experiment also included three retention intervals: 1 h, 9 days, and 28 days. Importantly, the participants received three reactivations equally spaced within their respective retention interval. At the end of the interval, all the participants were given an in-lab free-recall test in which they were asked to write down each image they remembered with as many details as possible. The data revealed that both the participants in the descriptive reactivation and component reactivation groups remembered significantly more than the participants in the control groups, with the effect being most pronounced in the 28-day retention interval condition. These findings suggest that memory reactivation, even component reactivation of a memory, makes memories more resistant to decay.},
keywords = {A, memory, psychology, recall, remember, repetition},
pubstate = {published},
tppubtype = {article}
}
Memory reactivation is a process whereby cueing or recalling a long-term memory makes it enter a new active and labile state. Substantial evidence suggests that during this state the memory can be updated (e.g., adding information) and can become more vulnerable to disruption (e.g., brain insult). Memory reactivations can also prevent memory decay or forgetting. However, it is unclear whether cueing recall of a feature or component of the memory can benefit retention similarly to promoting recall of the entire memory. We examined this possibility by having participants view a series of neutral images and then randomly assigning them to one of four reactivation groups: control (no reactivation), distractor (reactivation of experimental procedures), component (image category reactivation), and descriptive (effortful description of the images). The experiment also included three retention intervals: 1 h, 9 days, and 28 days. Importantly, the participants received three reactivations equally spaced within their respective retention interval. At the end of the interval, all the participants were given an in-lab free-recall test in which they were asked to write down each image they remembered with as many details as possible. The data revealed that both the participants in the descriptive reactivation and component reactivation groups remembered significantly more than the participants in the control groups, with the effect being most pronounced in the 28-day retention interval condition. These findings suggest that memory reactivation, even component reactivation of a memory, makes memories more resistant to decay.
Khalil, Mohammad; Wong, Jacqueline; de Koning, Björn; Ebner, Martin; Paas, Fred
Gamification in MOOCs: A Review of the State of the Art (Draft) Proceedings Article
In: Proceedings of the 2018 IEEE Global Engineering Education Conference, S. 1635–1644, Santa Cruz, Tenerife, Canary Islands, Spains, 2018.
Abstract | Links | BibTeX | Schlagwörter: A, gamification, literature review, massive open online courses (MOOCs)
@inproceedings{Khalil2018,
title = {Gamification in MOOCs: A Review of the State of the Art (Draft)},
author = {Mohammad Khalil and Jacqueline Wong and Björn de Koning and Martin Ebner and Fred Paas},
url = {https://www.researchgate.net/publication/324528892_Gamification_in_MOOCs_A_Review_of_the_State_of_the_Art},
year = {2018},
date = {2018-04-01},
urldate = {2018-05-16},
booktitle = {Proceedings of the 2018 IEEE Global Engineering Education Conference},
pages = {1635–1644},
address = {Santa Cruz, Tenerife, Canary Islands, Spains},
abstract = {A Massive Open Online Course (MOOC) is a type of online learning environment that has the potential to increase students' access to education. However, the low completion rates in MOOCs suggest that student engagement and progression in the courses are problematic. Following the increasing adoption of gamification in education, it is possible that gamification can also be effectively adopted in MOOCs to enhance students' motivation and increase completion rates. Yet at present, the extent to which gamification has been examined in MOOCs is not known. Considering the myriad gamification elements that can be adopted in MOOCs (e.g., leaderboards and digital badges), this theoretical research study reviews scholarly publications examining gamification of MOOCs. The main purpose is to provide an overview of studies on gamification in MOOCs, types of research studies, theories applied, gamification elements implemented, methods of implementation, the overall impact of gamification in MOOCs, and the challenges faced by researchers and practitioners when implementing gamification in MOOCs. The results of the literature study indicate that research on gamification in MOOCs is in its early stages. While there are only a handful of empirical research studies, results of the experiments generally showed a positive relation between gamification and student motivation and engagement. It is concluded that there is a need for further studies using educational theories to account for the effects of employing gamification in MOOCs.},
keywords = {A, gamification, literature review, massive open online courses (MOOCs)},
pubstate = {published},
tppubtype = {inproceedings}
}
A Massive Open Online Course (MOOC) is a type of online learning environment that has the potential to increase students' access to education. However, the low completion rates in MOOCs suggest that student engagement and progression in the courses are problematic. Following the increasing adoption of gamification in education, it is possible that gamification can also be effectively adopted in MOOCs to enhance students' motivation and increase completion rates. Yet at present, the extent to which gamification has been examined in MOOCs is not known. Considering the myriad gamification elements that can be adopted in MOOCs (e.g., leaderboards and digital badges), this theoretical research study reviews scholarly publications examining gamification of MOOCs. The main purpose is to provide an overview of studies on gamification in MOOCs, types of research studies, theories applied, gamification elements implemented, methods of implementation, the overall impact of gamification in MOOCs, and the challenges faced by researchers and practitioners when implementing gamification in MOOCs. The results of the literature study indicate that research on gamification in MOOCs is in its early stages. While there are only a handful of empirical research studies, results of the experiments generally showed a positive relation between gamification and student motivation and engagement. It is concluded that there is a need for further studies using educational theories to account for the effects of employing gamification in MOOCs.
Friedrichs-Liesenkötter, Henrike; Karsch, Philip
In: MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung, Bd. 31, Nr. März, S. 107–124, 2018, ISSN: 1424-3636.
Abstract | Links | BibTeX | Schlagwörter: A, classroom, digitalization, mobile learning, school, Smartphones, teaching
@article{Friedrichs2018,
title = {Smartphones im Unterricht – Wollen das Schülerinnen und Schüler überhaupt?! Eine explorative Studie zum Smartphone-Einsatz an weiterführenden Schulen aus der Sicht von Schülerinnen und Schülern},
author = {Henrike Friedrichs-Liesenkötter and Philip Karsch},
url = {http://dx.doi.org/10.21240/mpaed/31/2018.03.30.X},
doi = {10.21240/mpaed/31/2018.03.30.X},
issn = {1424-3636},
year = {2018},
date = {2018-03-28},
journal = {MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung},
volume = {31},
number = {März},
pages = {107–124},
abstract = {Mit Blick auf empirische Studien zum Einsatz digitaler Medien in Schulen werden bisher vor allem die Haltungen von Lehrpersonen in den Blick genommen und die Haltungen von Schülerinnen und Schüler gegenüber digitalen Medien in der Schule kaum betrachtet. An diesem Forschungsdesiderat anknüpfend, wurde im Juni/Juli 2015 eine explorative qualitative Studie durchgeführt, in der zwei Gruppendiskussionen mit Schülerinnen und Schülern weiterführender Schulen in Nordrhein-Westfalen durchgeführt wurden. Mittels der dokumentarischen Methode nach Bohnsack (2013) wurden die medienbezogenen Haltungen der Schülerinnen und Schüler im Hinblick auf die Nutzung digitaler Medien und spezifisch des Smartphones in der Schule rekonstruiert. Ein zentrales Ergebnis der Studie ist eine kritisch-reflexive Haltung der Schülerinnen und Schüler und der Wunsch nach einem auf spezifische Unterrichtsphasen beschränkten Einsatz digitaler Medien.},
keywords = {A, classroom, digitalization, mobile learning, school, Smartphones, teaching},
pubstate = {published},
tppubtype = {article}
}
Mit Blick auf empirische Studien zum Einsatz digitaler Medien in Schulen werden bisher vor allem die Haltungen von Lehrpersonen in den Blick genommen und die Haltungen von Schülerinnen und Schüler gegenüber digitalen Medien in der Schule kaum betrachtet. An diesem Forschungsdesiderat anknüpfend, wurde im Juni/Juli 2015 eine explorative qualitative Studie durchgeführt, in der zwei Gruppendiskussionen mit Schülerinnen und Schülern weiterführender Schulen in Nordrhein-Westfalen durchgeführt wurden. Mittels der dokumentarischen Methode nach Bohnsack (2013) wurden die medienbezogenen Haltungen der Schülerinnen und Schüler im Hinblick auf die Nutzung digitaler Medien und spezifisch des Smartphones in der Schule rekonstruiert. Ein zentrales Ergebnis der Studie ist eine kritisch-reflexive Haltung der Schülerinnen und Schüler und der Wunsch nach einem auf spezifische Unterrichtsphasen beschränkten Einsatz digitaler Medien.
Schulmeister, Rolf; Loviscach, Jörn
Mythen der Digitalisierung mit Blick auf Studium und Lernen Artikel
In: Digitale Transformation im Diskurs: Kritische Perspektiven auf Entwicklungen und Tendenzen im Zeitalter des Digitalen, S. 1–21, 2018.
Abstract | Links | BibTeX | Schlagwörter: Digitalisierung, Mythen, O, Studium
@article{schulmeister2017,
title = {Mythen der Digitalisierung mit Blick auf Studium und Lernen},
author = {Rolf Schulmeister and Jörn Loviscach},
editor = {Christian Leineweber and Claudia de Witt},
url = {https://ub-deposit.fernuni-hagen.de/receive/mir_mods_00001055
http://www.fernuni-hagen.de/KSW/portale/ifbm/bildung_medien/medien-im-diskurs/digitale-transformation-im-diskurs/},
year = {2018},
date = {2018-03-07},
urldate = {2018-03-31},
journal = {Digitale Transformation im Diskurs: Kritische Perspektiven auf Entwicklungen und Tendenzen im Zeitalter des Digitalen},
pages = {1–21},
address = {Hagen},
abstract = {Der Online-Sammelband "Dgitale Transformation im Diskurs" erscheint im Rahmen der Reihe "Medien im Diskurs" (Lehrgebiet Bildungstheorie und Medienpädagogik, Leitung: Prof. Dr. Claudia de Witt). Im Zentrum steht die Entfaltung von Perspektiven, die kontradiktorisch zum gegenwärtig wahrzunehmenden Digitalisierungshype stehen, und Digitalisierung insofern in ein kritisches Licht rücken lassen. Wir folgen damit der These, dass die besonderen Potenziale der Digitalisierung erst dann final abgeschätzt werden können, wenn auch ihre Schattenseiten beleuchtet werden.},
keywords = {Digitalisierung, Mythen, O, Studium},
pubstate = {published},
tppubtype = {article}
}
Der Online-Sammelband "Dgitale Transformation im Diskurs" erscheint im Rahmen der Reihe "Medien im Diskurs" (Lehrgebiet Bildungstheorie und Medienpädagogik, Leitung: Prof. Dr. Claudia de Witt). Im Zentrum steht die Entfaltung von Perspektiven, die kontradiktorisch zum gegenwärtig wahrzunehmenden Digitalisierungshype stehen, und Digitalisierung insofern in ein kritisches Licht rücken lassen. Wir folgen damit der These, dass die besonderen Potenziale der Digitalisierung erst dann final abgeschätzt werden können, wenn auch ihre Schattenseiten beleuchtet werden.
Warm, Johanna; Vettori, Oliver
In: Zeitschrift für Hochschulentwicklung, Bd. 13, Nr. 1, 2018, ISSN: 2219-6994.
Abstract | Links | BibTeX | Schlagwörter: A, evidenzorientierte Qualitätsentwicklung, Exzellente Lehre, Hochschullehre, Studierendenkonzeptionen
@article{Warm2018,
title = {Was macht Lehre „ausgezeichnet“? Merkmale und Handlungspraktiken exzellenter Lehrender aus Studierendensicht},
author = {Johanna Warm and Oliver Vettori},
url = {https://www.zfhe.at/index.php/zfhe/article/view/1100},
issn = {2219-6994},
year = {2018},
date = {2018-03-07},
journal = {Zeitschrift für Hochschulentwicklung},
volume = {13},
number = {1},
abstract = {Dieser Beitrag befasst sich mit der Frage, wie Studierende Exzellenz in der Lehre fassen. Auf Basis von Begründungen, die Studierende an der Wirtschaftsuniversität Wien im Rahmen eines Lehrpreises für ausgezeichnete Lehrende abgegeben haben, wurden fünf Typen konstruiert, die Aufschluss darüber geben, welche Zugänge zum Thema Exzellenz die Studierenden wählen und anhand welcher Kriterien sie selbige beurteilen. Neben der eingehenden Vorstellung dieser fünf Typen diskutiert der Beitrag auch kritisch, welche Handlungsempfehlungen aus solchen Ergebnissen ableitbar sind – bzw. wo die Grenzen solcher Handlungsempfehlungen liegen.},
keywords = {A, evidenzorientierte Qualitätsentwicklung, Exzellente Lehre, Hochschullehre, Studierendenkonzeptionen},
pubstate = {published},
tppubtype = {article}
}
Dieser Beitrag befasst sich mit der Frage, wie Studierende Exzellenz in der Lehre fassen. Auf Basis von Begründungen, die Studierende an der Wirtschaftsuniversität Wien im Rahmen eines Lehrpreises für ausgezeichnete Lehrende abgegeben haben, wurden fünf Typen konstruiert, die Aufschluss darüber geben, welche Zugänge zum Thema Exzellenz die Studierenden wählen und anhand welcher Kriterien sie selbige beurteilen. Neben der eingehenden Vorstellung dieser fünf Typen diskutiert der Beitrag auch kritisch, welche Handlungsempfehlungen aus solchen Ergebnissen ableitbar sind – bzw. wo die Grenzen solcher Handlungsempfehlungen liegen.
Hahm, Sabrina; Storck, Johanna
Das Potenzial administrativer Daten für das Qualitätsmanagement an Hochschulen Artikel
In: Zeitschrift für Hochschulentwicklung, Bd. 13, Nr. 1, 2018, ISSN: 2219-6994.
Abstract | Links | BibTeX | Schlagwörter: A, Administrative Daten, datengestütztes Qualitätsmanagement, Kausalanalysen, Studienverlaufsanalysen
@article{Hahm2019,
title = {Das Potenzial administrativer Daten für das Qualitätsmanagement an Hochschulen},
author = {Sabrina Hahm and Johanna Storck},
url = {https://www.zfhe.at/index.php/zfhe/article/view/1113},
issn = {2219-6994},
year = {2018},
date = {2018-03-07},
urldate = {2019-05-25},
journal = {Zeitschrift für Hochschulentwicklung},
volume = {13},
number = {1},
address = {Graz},
abstract = {Der Beitrag beschreibt verschiedene Möglichkeiten zur Analyse administrativer Daten der Studierenden- und Prüfungsverwaltung für die evidenzorientierte Qualitätsentwicklung in der Hochschullehre. Es werden sowohl Verfahren zur explorativen Datenanalyse als auch zur Kausalanalyse vorgestellt und am Beispiel von entsprechenden Untersuchungen an der Humboldt-Universität zu Berlin (HU Berlin) illustriert.},
keywords = {A, Administrative Daten, datengestütztes Qualitätsmanagement, Kausalanalysen, Studienverlaufsanalysen},
pubstate = {published},
tppubtype = {article}
}
Der Beitrag beschreibt verschiedene Möglichkeiten zur Analyse administrativer Daten der Studierenden- und Prüfungsverwaltung für die evidenzorientierte Qualitätsentwicklung in der Hochschullehre. Es werden sowohl Verfahren zur explorativen Datenanalyse als auch zur Kausalanalyse vorgestellt und am Beispiel von entsprechenden Untersuchungen an der Humboldt-Universität zu Berlin (HU Berlin) illustriert.
Wiemeyer, Josef
Die eigene Lehre erforschen – Lohnt sich der Aufwand? Artikel
In: eleed, Bd. 12, Nr. 2, 2018, ISSN: 1860-7470.
Abstract | Links | BibTeX | Schlagwörter: A, Audience-Response-Systeme, e-learning, evaluation, Forschendes Lehren, Interaktivität, Pädagogische Agenten, Selbstgesteuertes Lernen, Sportwissenschaften, Studium
@article{Wiemeyer2018jfhm,
title = {Die eigene Lehre erforschen – Lohnt sich der Aufwand?},
author = {Josef Wiemeyer},
url = {http://nbn-resolving.de/urn:nbn:de:0009-5-46586},
issn = {1860-7470},
year = {2018},
date = {2018-03-01},
journal = {eleed},
volume = {12},
number = {2},
institution = {Fernuniversität in Hagen},
abstract = {Digitale Medien bieten nicht nur neue Optionen für Lehr-Lernprozesse. Vielmehr werden durch digitale Medien häufig auch Daten generiert, die wertvolle Informationen über das Lernverhalten liefern können, welche ohne Einsatz dieser Medien nicht verfügbar wären. Allerdings sind diese „Oberflächendaten“ schwer zu interpretieren. An vier Beispielen (Interaktivität, Selbstreguliertes Lernen, Audience-Response-System mit Lernspielen und Pädagogische Agenten) soll in diesem Beitrag die Ambivalenz mediendidaktischer Feldforschung aufgezeigt werden: Es zeigten sich einerseits die üblichen Beschränkungen dieser Art von Forschung (z. B. Bedingungskontrolle, fehlende Randomisierung, Selbstselektion und Konfundierungen), andererseits konnte die differenzielle Wirkung der oben erwähnten Medien offengelegt werden. Dem erhöhten Aufwand an Personal, Material und Zeit steht ein Erkenntnisgewinn bzgl. der Effekte des eigenen Lehrens gegenüber, der zur weiteren Verbesserung genutzt werden kann.},
howpublished = {Tagungsband des Jungen Forums für Medien und Hochschulentwicklung 2016},
type = {Keynote},
keywords = {A, Audience-Response-Systeme, e-learning, evaluation, Forschendes Lehren, Interaktivität, Pädagogische Agenten, Selbstgesteuertes Lernen, Sportwissenschaften, Studium},
pubstate = {published},
tppubtype = {article}
}
Digitale Medien bieten nicht nur neue Optionen für Lehr-Lernprozesse. Vielmehr werden durch digitale Medien häufig auch Daten generiert, die wertvolle Informationen über das Lernverhalten liefern können, welche ohne Einsatz dieser Medien nicht verfügbar wären. Allerdings sind diese „Oberflächendaten“ schwer zu interpretieren. An vier Beispielen (Interaktivität, Selbstreguliertes Lernen, Audience-Response-System mit Lernspielen und Pädagogische Agenten) soll in diesem Beitrag die Ambivalenz mediendidaktischer Feldforschung aufgezeigt werden: Es zeigten sich einerseits die üblichen Beschränkungen dieser Art von Forschung (z. B. Bedingungskontrolle, fehlende Randomisierung, Selbstselektion und Konfundierungen), andererseits konnte die differenzielle Wirkung der oben erwähnten Medien offengelegt werden. Dem erhöhten Aufwand an Personal, Material und Zeit steht ein Erkenntnisgewinn bzgl. der Effekte des eigenen Lehrens gegenüber, der zur weiteren Verbesserung genutzt werden kann.
Bicen, Huseyin; Kocakoyun, Senay
Perceptions of Students for Gamification Approach: Kahoot as a Case Study Artikel
In: International Journal of Emerging Technologies in Learning (iJET), Bd. 13, Nr. 2, 2018, ISSN: 1863-0383.
Abstract | Links | BibTeX | Schlagwörter: achievement, competition, gamification, motivation, O, students
@article{Bicen2018,
title = {Perceptions of Students for Gamification Approach: Kahoot as a Case Study},
author = {Huseyin Bicen and Senay Kocakoyun},
url = {http://online-journals.org/index.php/i-jet/article/view/7467
http://dx.doi.org/10.3991/ijet.v13i02.7467},
doi = {10.3991/ijet.v13i02.7467},
issn = {1863-0383},
year = {2018},
date = {2018-02-27},
urldate = {2018-05-16},
journal = {International Journal of Emerging Technologies in Learning (iJET)},
volume = {13},
number = {2},
publisher = {kassel university press GmbH},
abstract = {A novel learning experience that increases student motivation can be created in a learning environment that includes a gamification approach to assess competence. Student views on gamification were surveyed to determine the best application of this method, the environment necessary for its use, and the manner by which the application should proceed. The effect of a gamification approach on student achievement through intra-class competition was assessed using quantitative and qualitative methods. In this study, the Kahoot application was the preferred gamification method used. Participating students included 65 undergraduate students studying at the Department of Preschool Teaching. The findings showed that inclusion of a gamification method increased the interest of students in the class, and increased student ambitions for success. This method was also found to have a positive impact on student motivation. Furthermore, the results of this study indicate that the Kahoot application can be used effectively for gamification of lessons. In conclusion, the gamification method has an impact on students that renders them more ambitious and motivated to study.},
keywords = {achievement, competition, gamification, motivation, O, students},
pubstate = {published},
tppubtype = {article}
}
A novel learning experience that increases student motivation can be created in a learning environment that includes a gamification approach to assess competence. Student views on gamification were surveyed to determine the best application of this method, the environment necessary for its use, and the manner by which the application should proceed. The effect of a gamification approach on student achievement through intra-class competition was assessed using quantitative and qualitative methods. In this study, the Kahoot application was the preferred gamification method used. Participating students included 65 undergraduate students studying at the Department of Preschool Teaching. The findings showed that inclusion of a gamification method increased the interest of students in the class, and increased student ambitions for success. This method was also found to have a positive impact on student motivation. Furthermore, the results of this study indicate that the Kahoot application can be used effectively for gamification of lessons. In conclusion, the gamification method has an impact on students that renders them more ambitious and motivated to study.
Kardas, Michael; O’Brien, Ed
Easier Seen Than Done: Merely Watching Others Perform Can Foster an Illusion of Skill Acquisition Artikel
In: Psychological Science, Bd. 29, Nr. 4, S. 521-536, 2018.
Abstract | Links | BibTeX | Schlagwörter: empathy gap, O, open data, open materials, preregistered, repeated exposure, self-assessment
@article{Kardas2018,
title = {Easier Seen Than Done: Merely Watching Others Perform Can Foster an Illusion of Skill Acquisition},
author = {Michael Kardas and Ed O’Brien},
url = { https://doi.org/10.1177/0956797617740646},
doi = {10.1177/0956797617740646},
year = {2018},
date = {2018-02-16},
journal = {Psychological Science},
volume = {29},
number = {4},
pages = {521-536},
abstract = {Modern technologies such as YouTube afford unprecedented access to the skilled performances of other people. Six experiments (N = 2,225) reveal that repeatedly watching others can foster an illusion of skill acquisition. The more people merely watch others perform (without actually practicing themselves), the more they nonetheless believe they could perform the skill, too (Experiment 1). However, people’s actual abilities—from throwing darts and doing the moonwalk to playing an online game—do not improve after merely watching others, despite predictions to the contrary (Experiments 2–4). What do viewers see that makes them think they are learning? We found that extensive viewing allows people to track what steps to take (Experiment 5) but not how those steps feel when taking them. Accordingly, experiencing a “taste” of performing attenuates the illusion: Watching others juggle but then holding the pins oneself tempers perceived change in one’s own ability (Experiment 6). These findings highlight unforeseen problems for self-assessment when watching other people.},
keywords = {empathy gap, O, open data, open materials, preregistered, repeated exposure, self-assessment},
pubstate = {published},
tppubtype = {article}
}
Modern technologies such as YouTube afford unprecedented access to the skilled performances of other people. Six experiments (N = 2,225) reveal that repeatedly watching others can foster an illusion of skill acquisition. The more people merely watch others perform (without actually practicing themselves), the more they nonetheless believe they could perform the skill, too (Experiment 1). However, people’s actual abilities—from throwing darts and doing the moonwalk to playing an online game—do not improve after merely watching others, despite predictions to the contrary (Experiments 2–4). What do viewers see that makes them think they are learning? We found that extensive viewing allows people to track what steps to take (Experiment 5) but not how those steps feel when taking them. Accordingly, experiencing a “taste” of performing attenuates the illusion: Watching others juggle but then holding the pins oneself tempers perceived change in one’s own ability (Experiment 6). These findings highlight unforeseen problems for self-assessment when watching other people.
Kemper, Lorenz
Predicting Student Dropout: A Machine Learning Approach Unveröffentlicht
2018.
Abstract | Links | BibTeX | Schlagwörter: descision trees, dropout, higher education, logistic regression, machine learning, massive open online courses (MOOCs), O, prediction, students, Studienerfolg
@unpublished{Kemper2018,
title = {Predicting Student Dropout: A Machine Learning Approach},
author = {Lorenz Kemper},
url = {https://www.researchgate.net/publication/322919234_Predicting_Student_Dropout_a_Machine_Learning_Approach},
year = {2018},
date = {2018-02-01},
urldate = {2018-08-22},
institution = {Karlsruhe Institute of Technology (KIT)},
abstract = {We perform two approaches of machine learning, logistic regression and decision trees, to predict student dropout at the Karlsruhe Institute of Technology (KIT). The models are computed on the basis of examination data, i.e. data available at all universities without need of collection. Therefore, we propose a methodical approach that may be put in practice with relative ease at other institutions. Using a Hellinger-Distance splitting approach we find decision trees to produce slightly better results. However, both methods yield high prediction accuracies of up to 95{37d1f293241a1edd19b097ce37fa29bd44d887a41b5283a0fc9485076e078306} after three semesters. A classification with more than 83{37d1f293241a1edd19b097ce37fa29bd44d887a41b5283a0fc9485076e078306} accuracy is already possible after the first semester. Within our analysis we show, that resampling techniques can improve the detection of at-risk students.},
keywords = {descision trees, dropout, higher education, logistic regression, machine learning, massive open online courses (MOOCs), O, prediction, students, Studienerfolg},
pubstate = {published},
tppubtype = {unpublished}
}
We perform two approaches of machine learning, logistic regression and decision trees, to predict student dropout at the Karlsruhe Institute of Technology (KIT). The models are computed on the basis of examination data, i.e. data available at all universities without need of collection. Therefore, we propose a methodical approach that may be put in practice with relative ease at other institutions. Using a Hellinger-Distance splitting approach we find decision trees to produce slightly better results. However, both methods yield high prediction accuracies of up to 95{37d1f293241a1edd19b097ce37fa29bd44d887a41b5283a0fc9485076e078306} after three semesters. A classification with more than 83{37d1f293241a1edd19b097ce37fa29bd44d887a41b5283a0fc9485076e078306} accuracy is already possible after the first semester. Within our analysis we show, that resampling techniques can improve the detection of at-risk students.
Johnstone, Katelyn; Marquis, Elizabeth; Puri, Varun
In: Teaching & Learning Inquiry, Bd. 6, Nr. 1, 2018, ISSN: 2167-4787.
Abstract | Links | BibTeX | Schlagwörter: academic identities disciplinary differences, higher education, instructor-student relationships, media representations, O, popular film, public pedagogy
@article{Johnstone2018,
title = {Public pedagogy and representations of higher education in popular film: New ground for the scholarship of teaching and learning},
author = {Katelyn Johnstone and Elizabeth Marquis and Varun Puri},
url = {https://doi.org/10.20343/teachlearninqu.6.1.4},
doi = {10.20343/teachlearninqu.6.1.4},
issn = {2167-4787},
year = {2018},
date = {2018-01-01},
journal = {Teaching & Learning Inquiry},
volume = {6},
number = {1},
abstract = {Constructions of teaching, learning, and the university within popular culture can exert an important influence on public understandings of higher education, including those held by faculty and students. As such, they constitute a rich site of inquiry for the scholarship of teaching and learning. Drawing on the notion of film as ‘public pedagogy,’ this article analyses representations of higher education within 11 top grossing and/or critically acclaimed films released in 2014. We identify three broad themes across these texts—the purpose of higher education, relationships between students and professors, and the creation of academic identities—and consider the implications and functions of these representational patterns for teaching, learning, and SoTL. Particular attention is given to the difference between the framing of science and arts and humanities disciplines, and to how this might resonate with the contemporary ‘crisis of the humanities.’},
keywords = {academic identities disciplinary differences, higher education, instructor-student relationships, media representations, O, popular film, public pedagogy},
pubstate = {published},
tppubtype = {article}
}
Constructions of teaching, learning, and the university within popular culture can exert an important influence on public understandings of higher education, including those held by faculty and students. As such, they constitute a rich site of inquiry for the scholarship of teaching and learning. Drawing on the notion of film as ‘public pedagogy,’ this article analyses representations of higher education within 11 top grossing and/or critically acclaimed films released in 2014. We identify three broad themes across these texts—the purpose of higher education, relationships between students and professors, and the creation of academic identities—and consider the implications and functions of these representational patterns for teaching, learning, and SoTL. Particular attention is given to the difference between the framing of science and arts and humanities disciplines, and to how this might resonate with the contemporary ‘crisis of the humanities.’
Huynh, Duy; Iida, Hiroyuki
An Analysis of Winning Streak's Effects in Language Course of "Duolingo" Artikel
In: Asia-Pacific Journal of Information Technology and Multimedia, Bd. 6, Nr. 2, S. 23–29, 2017, ISSN: 2289-2192.
Abstract | Links | BibTeX | Schlagwörter: A, Duolingo, game theory, gamification, language learning
@article{Huynh2017,
title = {An Analysis of Winning Streak's Effects in Language Course of "Duolingo"},
author = {Duy Huynh and Hiroyuki Iida},
url = {http://ejournals.ukm.my/apjitm/article/view/18800/7040},
issn = {2289-2192},
year = {2017},
date = {2017-12-01},
urldate = {2018-04-22},
journal = {Asia-Pacific Journal of Information Technology and Multimedia},
volume = {6},
number = {2},
pages = {23--29},
abstract = {This paper explores the effects of the winning streak on users' motivation and engagement in Duolingo's language course. The winning streak has been used in sport and video games to describe a consecutive number of successful actions and increase players' attention to complete their goal. Similarly, in gamified education system, the winning streak is employed as a game element to boost up motivation of learners. By applying game refinement theory as an assessment method, enjoyment of two user groups in Duolingo is measured to compare. The results indicate that the winning streak can boost up learners' motivation and attention to complete their goals. It also expressed that the winning streak is more significant for advanced learners who are in the high level of milestone than those who are in the low level of milestone.},
keywords = {A, Duolingo, game theory, gamification, language learning},
pubstate = {published},
tppubtype = {article}
}
This paper explores the effects of the winning streak on users' motivation and engagement in Duolingo's language course. The winning streak has been used in sport and video games to describe a consecutive number of successful actions and increase players' attention to complete their goal. Similarly, in gamified education system, the winning streak is employed as a game element to boost up motivation of learners. By applying game refinement theory as an assessment method, enjoyment of two user groups in Duolingo is measured to compare. The results indicate that the winning streak can boost up learners' motivation and attention to complete their goals. It also expressed that the winning streak is more significant for advanced learners who are in the high level of milestone than those who are in the low level of milestone.
McGrath, Jillian L.; Taekman, Jeffrey M.; Dev, Parvati; Danforth, Douglas R.; Mohan, Deepika; Kman, Nicholas; Crichlow, Amanda; Bond, William F.; Fernandez, Rosemarie; Riker, Shiela; Lemheney, A. J.; Talbot, Thomas B.; Franzen, Douglas; McCoy, C. Eric; Chipman, Anne; Parekh, Kendra; Papa, Linda; Harter, Phillip; Frey, Jennifer; Hock, Sara; Kerrigan, Kathleen; Kesawadan, Kesh; Koboldt, Timothy; Kulkornia, Miriam; Mahajan, Prashant; Pusic, Martin; Robinson, Dan; Ruby, David; Kumar, Naveen; Siegelman, Sankaran Jeffrey; Wang, Ernest; Won, Kimberly
Using Virtual Reality Simulation Environments to Assess Competence for Emergency Medicine Learners Artikel
In: Academic Emergency Medicine, Bd. 25, Nr. 2, S. 186–195, 2017, ISSN: 1553-2712.
Abstract | Links | BibTeX | Schlagwörter: Medizin, O, Simulation, Virtual Reality
@article{McGrath2017,
title = {Using Virtual Reality Simulation Environments to Assess Competence for Emergency Medicine Learners},
author = {Jillian L. McGrath and Jeffrey M. Taekman and Parvati Dev and Douglas R. Danforth and Deepika Mohan and Nicholas Kman and Amanda Crichlow and William F. Bond and Rosemarie Fernandez and Shiela Riker and A. J. Lemheney and Thomas B. Talbot and Douglas Franzen and C. Eric McCoy and Anne Chipman and Kendra Parekh and Linda Papa and Phillip Harter and Jennifer Frey and Sara Hock and Kathleen Kerrigan and Kesh Kesawadan and Timothy Koboldt and Miriam Kulkornia and Prashant Mahajan and Martin Pusic and Dan Robinson and David Ruby and Naveen Kumar and Sankaran Jeffrey Siegelman and Ernest Wang and Kimberly Won},
url = {https://onlinelibrary.wiley.com/doi/abs/10.1111/acem.13308},
doi = {doi.org/10.1111/acem.13308 },
issn = {1553-2712},
year = {2017},
date = {2017-09-09},
journal = {Academic Emergency Medicine},
volume = {25},
number = {2},
pages = {186--195},
abstract = {Immersive learning environments that use virtual simulation (VS) technology are increasingly relevant as medical learners train in an environment of restricted clinical training hours and a heightened focus on patient safety. We conducted a consensus process with a breakout group of the 2017 Academic Emergency Medicine Consensus Conference “Catalyzing System Change Through Health Care Simulation: Systems, Competency, and Outcomes.” This group examined the current uses of VS in training and assessment, including limitations and challenges in implementing VS into medical education curricula. We discuss the role of virtual environments in formative and summative assessment. Finally, we offer recommended areas of focus for future research examining VS technology for assessment, including high‐stakes assessment in medical education. Specifically, we discuss needs for determination of areas of focus for VS training and assessment, development and exploration of virtual platforms, automated feedback within such platforms, and evaluation of effectiveness and validity of VS education.},
keywords = {Medizin, O, Simulation, Virtual Reality},
pubstate = {published},
tppubtype = {article}
}
Immersive learning environments that use virtual simulation (VS) technology are increasingly relevant as medical learners train in an environment of restricted clinical training hours and a heightened focus on patient safety. We conducted a consensus process with a breakout group of the 2017 Academic Emergency Medicine Consensus Conference “Catalyzing System Change Through Health Care Simulation: Systems, Competency, and Outcomes.” This group examined the current uses of VS in training and assessment, including limitations and challenges in implementing VS into medical education curricula. We discuss the role of virtual environments in formative and summative assessment. Finally, we offer recommended areas of focus for future research examining VS technology for assessment, including high‐stakes assessment in medical education. Specifically, we discuss needs for determination of areas of focus for VS training and assessment, development and exploration of virtual platforms, automated feedback within such platforms, and evaluation of effectiveness and validity of VS education.
Renz, Jan; Rohloff, Tobias; Meinel, Christoph
Automatisierte Qualitätssicherung in MOOCs durch Learning Analytics Konferenzberichte
Proceedings of DeLFI and GMWWorkshops 2017, Chemnitz, Germany, September 5, 2017, 2017, ISSN: 1613-0073.
Abstract | Links | BibTeX | Schlagwörter: A, learning analytics, massive open online courses (MOOCs), Qualitätssicherung, quality
@proceedings{Renz2017,
title = {Automatisierte Qualitätssicherung in MOOCs durch Learning Analytics},
author = {Jan Renz and Tobias Rohloff and Christoph Meinel},
editor = {Carsten Ullrich and Martin Wessner},
url = {http://ceur-ws.org/Vol-2092/paper24.pdf
https://www.researchgate.net/publication/325226167_Automatisierte_Qualitatssicherung_in_MOOCs_durch_Learning_Analytics
https://www.researchgate.net/publication/321105881_Automatisierte_Qualitatssicherung_in_MOOCs_durch_Learning_Analytics},
issn = {1613-0073},
year = {2017},
date = {2017-09-05},
urldate = {2018-12-20},
series = {CEUR Workshop Proceedings},
abstract = {Dieser Beitrag beschreibt wie mithilfe von Learning Analytics Daten eine automatisierte Qualitätssicherung in MOOCs durchgeführt werden kann. Die Ergebnisse sind auch für andere skalierende E-Learning Systeme anwendbar. Hierfür wird zunächst beschrieben, wie in den untersuchten Systemen (die als verteilte Dienste in einer Microservice-Architektur implementiert sind) Learning Analytics Werkzeuge umgesetzt sind. Darauf aufbauend werden Konzept und Implementierung einer automatisierten Qualitätssicherung beschrieben. In einer ersten Evaluation wird die Nutzung der Funktion auf einer Instanz der am HPI entwickelten MOOC-Plattform untersucht. Anschließend wird ein Ausblick auf Erweiterungen und zukünftige Forschungsfragen gegeben.},
howpublished = {Proceedings of DeLFI and GMWWorkshops 2017, Chemnitz, Germany, September 5, 2017},
keywords = {A, learning analytics, massive open online courses (MOOCs), Qualitätssicherung, quality},
pubstate = {published},
tppubtype = {proceedings}
}
Dieser Beitrag beschreibt wie mithilfe von Learning Analytics Daten eine automatisierte Qualitätssicherung in MOOCs durchgeführt werden kann. Die Ergebnisse sind auch für andere skalierende E-Learning Systeme anwendbar. Hierfür wird zunächst beschrieben, wie in den untersuchten Systemen (die als verteilte Dienste in einer Microservice-Architektur implementiert sind) Learning Analytics Werkzeuge umgesetzt sind. Darauf aufbauend werden Konzept und Implementierung einer automatisierten Qualitätssicherung beschrieben. In einer ersten Evaluation wird die Nutzung der Funktion auf einer Instanz der am HPI entwickelten MOOC-Plattform untersucht. Anschließend wird ein Ausblick auf Erweiterungen und zukünftige Forschungsfragen gegeben.
Zollo, Fabiana; Bessi, Alessandro; Vicario, Michela Del; Scala, Antonio; Caldarelli, Guido; Shekhtman, Louis; Havlin, Shlomo; Quattrociocchi, Walter
Debunking in a world of tribes Artikel
In: PLOS ONE, Bd. 12, Nr. 7, 2017.
Abstract | Links | BibTeX | Schlagwörter: A, echo chamber, filter bubble
@article{Zollo2017,
title = {Debunking in a world of tribes},
author = {Fabiana Zollo and Alessandro Bessi and Michela Del Vicario and Antonio Scala and Guido Caldarelli and Louis Shekhtman and Shlomo Havlin and Walter Quattrociocchi},
url = {https://doi.org/10.1371/journal.pone.0181821},
doi = {10.1371/journal.pone.0181821},
year = {2017},
date = {2017-07-24},
journal = {PLOS ONE},
volume = {12},
number = {7},
abstract = {Social media aggregate people around common interests eliciting collective framing of narratives and worldviews. However, in such a disintermediated environment misinformation is pervasive and attempts to debunk are often undertaken to contrast this trend. In this work, we examine the effectiveness of debunking on Facebook through a quantitative analysis of 54 million users over a time span of five years (Jan 2010, Dec 2014). In particular, we compare how users usually consuming proven (scientific) and unsubstantiated (conspiracy-like) information on Facebook US interact with specific debunking posts. Our findings confirm the existence of echo chambers where users interact primarily with either conspiracy-like or scientific pages. However, both groups interact similarly with the information within their echo chamber. Then, we measure how users from both echo chambers interacted with 50,220 debunking posts accounting for both users consumption patterns and the sentiment expressed in their comments. Sentiment analysis reveals a dominant negativity in the comments to debunking posts. Furthermore, such posts remain mainly confined to the scientific echo chamber. Only few conspiracy users engage with corrections and their liking and commenting rates on conspiracy posts increases after the interaction.},
keywords = {A, echo chamber, filter bubble},
pubstate = {published},
tppubtype = {article}
}
Social media aggregate people around common interests eliciting collective framing of narratives and worldviews. However, in such a disintermediated environment misinformation is pervasive and attempts to debunk are often undertaken to contrast this trend. In this work, we examine the effectiveness of debunking on Facebook through a quantitative analysis of 54 million users over a time span of five years (Jan 2010, Dec 2014). In particular, we compare how users usually consuming proven (scientific) and unsubstantiated (conspiracy-like) information on Facebook US interact with specific debunking posts. Our findings confirm the existence of echo chambers where users interact primarily with either conspiracy-like or scientific pages. However, both groups interact similarly with the information within their echo chamber. Then, we measure how users from both echo chambers interacted with 50,220 debunking posts accounting for both users consumption patterns and the sentiment expressed in their comments. Sentiment analysis reveals a dominant negativity in the comments to debunking posts. Furthermore, such posts remain mainly confined to the scientific echo chamber. Only few conspiracy users engage with corrections and their liking and commenting rates on conspiracy posts increases after the interaction.
Kaynardağ, Aynur Yürekli
Pedagogy in HE: does it matter? Artikel
In: Studies in Higher Education, Bd. 44, Nr. 1, S. 111–119, 2017, ISSN: 1470-174X.
Abstract | Links | BibTeX | Schlagwörter: competence, higher education, O, pedagogy, quality, training
@article{Yuerekli17,
title = {Pedagogy in HE: does it matter?},
author = {Aynur Yürekli Kaynardağ},
url = {https://doi.org/10.1080/03075079.2017.1340444},
doi = {10.1080/03075079.2017.1340444},
issn = {1470-174X},
year = {2017},
date = {2017-06-19},
urldate = {2019-02-16},
journal = {Studies in Higher Education},
volume = {44},
number = {1},
pages = {111–119},
publisher = {Routledge},
abstract = {Pedagogical competencies of instructors play a crucial role in improving the quality of the teaching and learning in higher education institutions. However, in many countries worldwide, pedagogical training is not a requirement for being an instructor at a university [Postareff, L., S. Lindblom-Ylänne, and A. Nevgi. 2007. “The Effect of Pedagogical Training on Teaching in Higher Education.” Teaching and Teacher Education 23: 557–71; Badley, G. 2000. “Developing Globally-Competent University Teachers.” Innovations in Education and Training International 37 (3): 244–53]. This study explores how pedagogical competencies of instructors affect the perceptions of students by focusing on three key dimensions of classroom pedagogy; namely delivery (provision of content and facilitation), communication and assessment. The results of the scale administered to a total of 1083 university students suggests that there are meaningful differences in terms of students’ perceptions regarding their instructors’ pedagogical competencies. The greatest difference is reflected in the ratings of items related to the communication dimension.},
keywords = {competence, higher education, O, pedagogy, quality, training},
pubstate = {published},
tppubtype = {article}
}
Pedagogical competencies of instructors play a crucial role in improving the quality of the teaching and learning in higher education institutions. However, in many countries worldwide, pedagogical training is not a requirement for being an instructor at a university [Postareff, L., S. Lindblom-Ylänne, and A. Nevgi. 2007. “The Effect of Pedagogical Training on Teaching in Higher Education.” Teaching and Teacher Education 23: 557–71; Badley, G. 2000. “Developing Globally-Competent University Teachers.” Innovations in Education and Training International 37 (3): 244–53]. This study explores how pedagogical competencies of instructors affect the perceptions of students by focusing on three key dimensions of classroom pedagogy; namely delivery (provision of content and facilitation), communication and assessment. The results of the scale administered to a total of 1083 university students suggests that there are meaningful differences in terms of students’ perceptions regarding their instructors’ pedagogical competencies. The greatest difference is reflected in the ratings of items related to the communication dimension.
Wiesner, Heike
Mehr Diversity und mehr Gender wagen: Herausforderungen im E-Learning und MOOC-Kontext Buchkapitel
In: Kempf, Ute; Wrede, Brigitta (Hrsg.): Bd. 19, Interdisziplinäres Zentrum für Geschlechterforschung (IZG), Bielefeld, 2017, ISBN: 978-3-932869-19-8.
BibTeX | Schlagwörter: A, Diversity, Gender, massive open online course (MOOC)
@inbook{nokey,
title = {Mehr Diversity und mehr Gender wagen: Herausforderungen im E-Learning und MOOC-Kontext},
author = {Heike Wiesner},
editor = {Ute Kempf and Brigitta Wrede},
isbn = {978-3-932869-19-8},
year = {2017},
date = {2017-01-01},
urldate = {2017-01-01},
volume = {19},
publisher = {Interdisziplinäres Zentrum für Geschlechterforschung (IZG)},
address = {Bielefeld},
series = {IZG-Forschungsreihe},
keywords = {A, Diversity, Gender, massive open online course (MOOC)},
pubstate = {published},
tppubtype = {inbook}
}
Lerch, Donna; Anderson, Thomas
The Mozart Effect: A Closer Look Online
2016, besucht am: 25.01.2020.
Links | BibTeX | Schlagwörter: mozart effect, music, Mythen, O
@online{Lerch2016,
title = {The Mozart Effect: A Closer Look},
author = {Donna Lerch and Thomas Anderson},
url = {https://musicaeadoracao.com.br/recursos/arquivos/ingles/mozart_effect.htm},
year = {2016},
date = {2016-11-29},
urldate = {2020-01-25},
keywords = {mozart effect, music, Mythen, O},
pubstate = {published},
tppubtype = {online}
}
Finardi, Kyria Rebeca; Leao, Roberta Gomes; Amorim, Gabriel Brito
Mobile Assisted Language Learning: Affordances and Limitations of Duolingo Artikel
In: Education and Linguistics Research, Bd. 2, Nr. 2, 2016, ISSN: 2377-1356.
Abstract | Links | BibTeX | Schlagwörter: A, Duolingo, evaluation, language learning, mobile learning
@article{Finardi2016,
title = {Mobile Assisted Language Learning: Affordances and Limitations of Duolingo},
author = {Kyria Rebeca Finardi and Roberta Gomes Leao and Gabriel Brito Amorim},
url = {https://doi.org/10.5296/elr.v2i2.9842},
doi = {10.5296/elr.v2i2.9842},
issn = {2377-1356},
year = {2016},
date = {2016-09-11},
urldate = {2018-04-22},
journal = {Education and Linguistics Research},
volume = {2},
number = {2},
abstract = {This study aimed at analyzing how mobile assisted language learning (MALL) may be used to aid second/foreign language (L2) learning. So as to reach this goal, the Duolingo platform, one of the most popular apps among L2 learners, was analyzed in terms of its possibilities and limitations for L2 learning as perceived by its users. With that aim, a study was carried out with 80 participants, 45 of whom were L2 learners who answered an online survey about their preferences for L2 learning, 25 MALL users and 10 L2 teachers who were interviewed. Data analysis used a mixed methods design with predominantly qualitative data. Results of the study showed that participants recognize the relevance of MALL for L2 learning and think that the Duolingo may aid L2 learning to a certain extent, but agree that a teacher is necessary to foster interaction and the development of production skills in L2. Based on these results the study concluded that L2 teachers should consider using blended approaches combining MALL in traditional classes.},
keywords = {A, Duolingo, evaluation, language learning, mobile learning},
pubstate = {published},
tppubtype = {article}
}
This study aimed at analyzing how mobile assisted language learning (MALL) may be used to aid second/foreign language (L2) learning. So as to reach this goal, the Duolingo platform, one of the most popular apps among L2 learners, was analyzed in terms of its possibilities and limitations for L2 learning as perceived by its users. With that aim, a study was carried out with 80 participants, 45 of whom were L2 learners who answered an online survey about their preferences for L2 learning, 25 MALL users and 10 L2 teachers who were interviewed. Data analysis used a mixed methods design with predominantly qualitative data. Results of the study showed that participants recognize the relevance of MALL for L2 learning and think that the Duolingo may aid L2 learning to a certain extent, but agree that a teacher is necessary to foster interaction and the development of production skills in L2. Based on these results the study concluded that L2 teachers should consider using blended approaches combining MALL in traditional classes.
Blackler, Alethea L.; Gomez, Rafael; Popovic, Vesna; Thompson, Helen M.
In: Interacting with Computers, Bd. 28, Nr. 1, S. 27–46, 2016, ISSN: 0953-5438.
Abstract | Links | BibTeX | Schlagwörter: A, evaluation, features, Ig-Nobel-Preis, manuals, RTFM, Usability, user guides
@article{Blackler2016,
title = {Life Is Too Short to RTFM: How Users Relate to Documentation and Excess Features in Consumer Products},
author = {Alethea L. Blackler and Rafael Gomez and Vesna Popovic and Helen M. Thompson},
url = {http://dx.doi.org/10.1093/iwc/iwu023},
doi = {10.1093/iwc/iwu023},
issn = {0953-5438},
year = {2016},
date = {2016-01-01},
urldate = {2018-10-20},
journal = {Interacting with Computers},
volume = {28},
number = {1},
pages = {27–46},
abstract = {This paper addresses two common problems that users of various products and interfaces encounter—over-featured interfaces and product documentation. Over-featured interfaces are seen as a problem as they can confuse and over-complicate everyday interactions. Researchers also often claim that users do not read product documentation, although they are often exhorted to ‘RTFM’ (read the field manual). We conducted two sets of studies with users which looked at the issues of both manuals and excess features with common domestic and personal products. The quantitative set was a series of questionnaires administered to 170 people over 7 years. The qualitative set consisted of two 6-month longitudinal studies based on diaries and interviews with a total of 15 participants. We found that manuals are not read by the majority of people, and most do not use all the features of the products that they own and use regularly. Men are more likely to do both than women, and younger people are less likely to use manuals than middle-aged and older ones. More educated people are also less likely to read manuals. Over-featuring and being forced to consult manuals also appears to cause negative emotional experiences. Implications of these findings are discussed.},
keywords = {A, evaluation, features, Ig-Nobel-Preis, manuals, RTFM, Usability, user guides},
pubstate = {published},
tppubtype = {article}
}
This paper addresses two common problems that users of various products and interfaces encounter—over-featured interfaces and product documentation. Over-featured interfaces are seen as a problem as they can confuse and over-complicate everyday interactions. Researchers also often claim that users do not read product documentation, although they are often exhorted to ‘RTFM’ (read the field manual). We conducted two sets of studies with users which looked at the issues of both manuals and excess features with common domestic and personal products. The quantitative set was a series of questionnaires administered to 170 people over 7 years. The qualitative set consisted of two 6-month longitudinal studies based on diaries and interviews with a total of 15 participants. We found that manuals are not read by the majority of people, and most do not use all the features of the products that they own and use regularly. Men are more likely to do both than women, and younger people are less likely to use manuals than middle-aged and older ones. More educated people are also less likely to read manuals. Over-featuring and being forced to consult manuals also appears to cause negative emotional experiences. Implications of these findings are discussed.
Nuhfer, Edward; Cogan, Christopher; Fleisher, Steven; Gaze, Eric C.; Wirth, Karl
In: Numeracy, Bd. 9, Ausg. 1, Nr. 4, 2016.
Abstract | Links | BibTeX | Schlagwörter: A, Dunning-Kruger effect, graphs, knowledge surveys, noise, numeracy, random number simulation, reliability, self-assessment, signal
@article{Nuhfer2016,
title = {Random Number Simulations Reveal How Random Noise Affects the Measurements and Graphical Portrayals of Self-Assessed Competency},
author = {Edward Nuhfer and Christopher Cogan and Steven Fleisher and Eric C. Gaze and Karl Wirth},
url = {http://dx.doi.org/10.5038/1936-4660.9.1.4},
doi = {10.5038/1936-4660.9.1.4},
year = {2016},
date = {2016-01-01},
urldate = {2016-01-01},
journal = {Numeracy},
volume = {9},
number = {4},
issue = {1},
abstract = {Self-assessment measures of competency are blends of an authentic self-assessment signal that researchers seek to measure and random disorder or "noise" that accompanies that signal. In this study, we use random number simulations to explore how random noise affects critical aspects of self-assessment investigations: reliability, correlation, critical sample size, and the graphical representations of self-assessment data. We show that graphical conventions common in the self-assessment literature introduce artifacts that invite misinterpretation. Troublesome conventions include: (y minus x) vs. (x) scatterplots; (y minus x) vs. (x) column graphs aggregated as quantiles; line charts that display data aggregated as quantiles; and some histograms. Graphical conventions that generate minimal artifacts include scatterplots with a best-fit line that depict (y) vs. (x) measures (self-assessed competence vs. measured competence) plotted by individual participant scores, and (y) vs. (x) scatterplots of collective average measures of all participants plotted item-by-item. This last graphic convention attenuates noise and improves the definition of the signal. To provide relevant comparisons across varied graphical conventions, we use a single dataset derived from paired measures of 1154 participants' self-assessed competence and demonstrated competence in science literacy. Our results show that different numerical approaches employed in investigating and describing self-assessment accuracy are not equally valid. By modeling this dataset with random numbers, we show how recognizing the varied expressions of randomness in self-assessment data can improve the validity of numeracy-based descriptions of self-assessment.},
keywords = {A, Dunning-Kruger effect, graphs, knowledge surveys, noise, numeracy, random number simulation, reliability, self-assessment, signal},
pubstate = {published},
tppubtype = {article}
}
Self-assessment measures of competency are blends of an authentic self-assessment signal that researchers seek to measure and random disorder or "noise" that accompanies that signal. In this study, we use random number simulations to explore how random noise affects critical aspects of self-assessment investigations: reliability, correlation, critical sample size, and the graphical representations of self-assessment data. We show that graphical conventions common in the self-assessment literature introduce artifacts that invite misinterpretation. Troublesome conventions include: (y minus x) vs. (x) scatterplots; (y minus x) vs. (x) column graphs aggregated as quantiles; line charts that display data aggregated as quantiles; and some histograms. Graphical conventions that generate minimal artifacts include scatterplots with a best-fit line that depict (y) vs. (x) measures (self-assessed competence vs. measured competence) plotted by individual participant scores, and (y) vs. (x) scatterplots of collective average measures of all participants plotted item-by-item. This last graphic convention attenuates noise and improves the definition of the signal. To provide relevant comparisons across varied graphical conventions, we use a single dataset derived from paired measures of 1154 participants' self-assessed competence and demonstrated competence in science literacy. Our results show that different numerical approaches employed in investigating and describing self-assessment accuracy are not equally valid. By modeling this dataset with random numbers, we show how recognizing the varied expressions of randomness in self-assessment data can improve the validity of numeracy-based descriptions of self-assessment.
Wu, Jason S.; Lee, Joey J.
Climate change games as tools for education and engagement Artikel
In: Nature Climate Change, Bd. 5, S. 413–418, 2015, ISSN: 1758-6798.
Abstract | Links | BibTeX | Schlagwörter: A, board games, Climate change education, climate literacy, games, serious games
@article{Wu2015,
title = {Climate change games as tools for education and engagement},
author = {Jason S. Wu and Joey J. Lee},
url = {https://dx.doi.org/10.1038/nclimate2566 },
doi = {10.1038/nclimate2566},
issn = {1758-6798},
year = {2015},
date = {2015-04-23},
journal = {Nature Climate Change},
volume = {5},
pages = {413–418},
abstract = {Scientists, educators and policymakers continue to face challenges when it comes to finding effective strategies to engage the public on climate change. We argue that games on the subject of climate change are well-suited to address these challenges because they can serve as effective tools for education and engagement. Recently, there has been a dramatic increase in the development of such games, many featuring innovative designs that blur traditional boundaries (for example, those that involve social media, alternative reality games, or those that involve direct action upon the real world). Here, we present an overview of the types of climate change game currently available, the benefits and trade-offs of their use, and reasons why they hold such promise for education and engagement regarding climate change.},
keywords = {A, board games, Climate change education, climate literacy, games, serious games},
pubstate = {published},
tppubtype = {article}
}
Scientists, educators and policymakers continue to face challenges when it comes to finding effective strategies to engage the public on climate change. We argue that games on the subject of climate change are well-suited to address these challenges because they can serve as effective tools for education and engagement. Recently, there has been a dramatic increase in the development of such games, many featuring innovative designs that blur traditional boundaries (for example, those that involve social media, alternative reality games, or those that involve direct action upon the real world). Here, we present an overview of the types of climate change game currently available, the benefits and trade-offs of their use, and reasons why they hold such promise for education and engagement regarding climate change.
Bruyckere, Pedro De; Kirschner, Paul A.; Hulshof, Casper D.
Urban Myths about Learning and Education Buch
Academic Press, San Diego, 2015, ISBN: 9780128017319.
Abstract | Links | BibTeX | Schlagwörter: Mythen
@book{DeBruyckere2015,
title = {Urban Myths about Learning and Education},
author = {Pedro De Bruyckere and Paul A. Kirschner and Casper D. Hulshof},
url = {https://www.elsevier.com/books/urban-myths-about-learning-and-education/de-bruyckere/978-0-12-801537-7},
doi = {10.1016/C2013-0-18621-7},
isbn = {9780128017319},
year = {2015},
date = {2015-03-04},
publisher = {Academic Press},
address = {San Diego},
abstract = {Many things people commonly believe to be true about education are not supported by scientific evidence. Urban Myths about Learning and Education examines commonly held incorrect beliefs and then provides the truth of what research has shown. Each chapter examines a different myth, with sections on learning, the brain, technology, and educational policy. A final section discusses why these myths are so persistent. Written in an engaging style, the book separates fact from fiction regarding learning and education.},
keywords = {Mythen},
pubstate = {published},
tppubtype = {book}
}
Many things people commonly believe to be true about education are not supported by scientific evidence. Urban Myths about Learning and Education examines commonly held incorrect beliefs and then provides the truth of what research has shown. Each chapter examines a different myth, with sections on learning, the brain, technology, and educational policy. A final section discusses why these myths are so persistent. Written in an engaging style, the book separates fact from fiction regarding learning and education.
Czerwionka, Thomas
E- war einmal Online
2015, besucht am: 24.03.2018.
Links | BibTeX | Schlagwörter: e-learning
@online{Czerwionka2015,
title = {E- war einmal},
author = {Thomas Czerwionka},
url = {https://www.olivertacke.de/2015/03/03/e-war-einmal/},
year = {2015},
date = {2015-03-03},
urldate = {2018-03-24},
howpublished = {Gastbeitrag auf dem Blog von Oliver Tacke},
type = {Blogbeitrag},
keywords = {e-learning},
pubstate = {published},
tppubtype = {online}
}
Mueller, Pam A.; Oppenheimer, Daniel M.
The Pen Is Mightier Than the Keyboard: Advantages of Longhand Over Laptop Note Taking Artikel
In: Psychological Science, Bd. 25, Nr. 6, 2014.
Abstract | Links | BibTeX | Schlagwörter: academic achievement, cognitive processes, educational psychology, memory, open data, open materials
@article{Mueller2014,
title = {The Pen Is Mightier Than the Keyboard: Advantages of Longhand Over Laptop Note Taking},
author = {Pam A. Mueller and Daniel M. Oppenheimer},
url = {https://doi.org/10.1177/0956797614524581},
doi = {10.1177/0956797614524581},
year = {2014},
date = {2014-04-23},
journal = {Psychological Science},
volume = {25},
number = {6},
abstract = {Taking notes on laptops rather than in longhand is increasingly common. Many researchers have suggested that laptop note taking is less effective than longhand note taking for learning. Prior studies have primarily focused on students’ capacity for multitasking and distraction when using laptops. The present research suggests that even when laptops are used solely to take notes, they may still be impairing learning because their use results in shallower processing. In three studies, we found that students who took notes on laptops performed worse on conceptual questions than students who took notes longhand. We show that whereas taking more notes can be beneficial, laptop note takers’ tendency to transcribe lectures verbatim rather than processing information and reframing it in their own words is detrimental to learning.},
keywords = {academic achievement, cognitive processes, educational psychology, memory, open data, open materials},
pubstate = {published},
tppubtype = {article}
}
Taking notes on laptops rather than in longhand is increasingly common. Many researchers have suggested that laptop note taking is less effective than longhand note taking for learning. Prior studies have primarily focused on students’ capacity for multitasking and distraction when using laptops. The present research suggests that even when laptops are used solely to take notes, they may still be impairing learning because their use results in shallower processing. In three studies, we found that students who took notes on laptops performed worse on conceptual questions than students who took notes longhand. We show that whereas taking more notes can be beneficial, laptop note takers’ tendency to transcribe lectures verbatim rather than processing information and reframing it in their own words is detrimental to learning.
Willingham, Daniel
Don't Blame the Internet: We Can Still Think and Read Critically, We Just Don't Want to Online
RealClear Education 2014, besucht am: 08.08.2019.
Links | BibTeX | Schlagwörter: long text, O, reading
@online{Willingham2014,
title = {Don't Blame the Internet: We Can Still Think and Read Critically, We Just Don't Want to},
author = {Daniel Willingham},
url = {https://www.realcleareducation.com/articles/2014/04/16/dont_blame_the_web_we_can_still_think_and_read_critically_we_just_dont_want_to_942.html},
year = {2014},
date = {2014-04-16},
urldate = {2019-08-08},
organization = {RealClear Education},
keywords = {long text, O, reading},
pubstate = {published},
tppubtype = {online}
}
Rosenwald, Michael S.
Serious reading takes a hit from online scanning and skimming, researchers say Online
The Washington Post 2014, besucht am: 08.08.2019.
Links | BibTeX | Schlagwörter: long text, Mythen, O, reading
@online{Rosenwald2014,
title = {Serious reading takes a hit from online scanning and skimming, researchers say},
author = {Michael S. Rosenwald},
url = {https://www.washingtonpost.com/local/serious-reading-takes-a-hit-from-online-scanning-and-skimming-researchers-say/2014/04/06/088028d2-b5d2-11e3-b899-20667de76985_story.html?noredirect=on},
year = {2014},
date = {2014-04-06},
urldate = {2019-08-08},
organization = {The Washington Post},
keywords = {long text, Mythen, O, reading},
pubstate = {published},
tppubtype = {online}
}
Yue, Carole L; Castel, Alan D; Bjork, Robert A
In: Memory & Cognition, Bd. 41, Nr. 2, S. 229–241, 2013, ISSN: 1532-5946.
Abstract | Links | BibTeX | Schlagwörter: Desirable difficulties, Fluency, Judgments of learning, Metamemory; Memory, O
@article{Yue2013,
title = {When disfluency is—and is not—a desirable difficulty: The influence of typeface clarity on metacognitive judgments and memory},
author = {Carole L Yue and Alan D Castel and Robert A Bjork},
url = {https://doi.org/10.3758/s13421-012-0255-8},
doi = {10.3758/s13421-012-0255-8},
issn = {1532-5946},
year = {2013},
date = {2013-02-01},
urldate = {2018-12-21},
journal = {Memory & Cognition},
volume = {41},
number = {2},
pages = {229–241},
abstract = {There are many instances in which perceptual disfluency leads to improved memory performance, a phenomenon often referred to as the perceptual-interference effect (e.g., Diemand-Yauman, Oppenheimer, & Vaughn (Cognition 118:111–115, 2010); Nairne (Journal of Experimental Psychology: Learning, Memory, and Cognition 14:248–255, 1988)). In some situations, however, perceptual disfluency does not affect memory (Rhodes & Castel (Journal of Experimental Psychology: General 137:615–625, 2008)), or even impairs memory (Glass, (Psychology and Aging 22:233–238, 2007)). Because of the uncertain effects of perceptual disfluency, it is important to establish when disfluency is a ``desirable difficulty'' (Bjork, 1994) and when it is not, and the degree to which people's judgments of learning (JOLs) reflect the consequences of processing disfluent information. In five experiments, our participants saw multiple lists of blurred and clear words and gave JOLs after each word. The JOLs were consistently higher for the perceptually fluent items in within-subjects designs, which accurately predicted the pattern of recall performance when the presentation time was short (Exps. 1a and 2a). When the final test was recognition or when the presentation time was long, however, we found no difference in recall for clear and blurred words, although JOLs continued to be higher for clear words (Exps. 2b and 3). When fluency was manipulated between subjects, neither JOLs nor recall varied between formats (Exp. 1b). This study suggests a boundary condition for the desirable difficulty of perceptual disfluency and indicates that a visual distortion, such as blurring a word, may not always induce the deeper processing necessary to create a perceptual-interference effect.},
keywords = {Desirable difficulties, Fluency, Judgments of learning, Metamemory; Memory, O},
pubstate = {published},
tppubtype = {article}
}
There are many instances in which perceptual disfluency leads to improved memory performance, a phenomenon often referred to as the perceptual-interference effect (e.g., Diemand-Yauman, Oppenheimer, & Vaughn (Cognition 118:111–115, 2010); Nairne (Journal of Experimental Psychology: Learning, Memory, and Cognition 14:248–255, 1988)). In some situations, however, perceptual disfluency does not affect memory (Rhodes & Castel (Journal of Experimental Psychology: General 137:615–625, 2008)), or even impairs memory (Glass, (Psychology and Aging 22:233–238, 2007)). Because of the uncertain effects of perceptual disfluency, it is important to establish when disfluency is a ``desirable difficulty'' (Bjork, 1994) and when it is not, and the degree to which people's judgments of learning (JOLs) reflect the consequences of processing disfluent information. In five experiments, our participants saw multiple lists of blurred and clear words and gave JOLs after each word. The JOLs were consistently higher for the perceptually fluent items in within-subjects designs, which accurately predicted the pattern of recall performance when the presentation time was short (Exps. 1a and 2a). When the final test was recognition or when the presentation time was long, however, we found no difference in recall for clear and blurred words, although JOLs continued to be higher for clear words (Exps. 2b and 3). When fluency was manipulated between subjects, neither JOLs nor recall varied between formats (Exp. 1b). This study suggests a boundary condition for the desirable difficulty of perceptual disfluency and indicates that a visual distortion, such as blurring a word, may not always induce the deeper processing necessary to create a perceptual-interference effect.
Garcia, Ignacio
Learning a Language for Free While Translating the Web. Does Duolingo Work? Artikel
In: International Journal of English Linguistics, Bd. 3, Nr. 1, 2013, ISSN: 1923-8703.
Abstract | Links | BibTeX | Schlagwörter: A, Duolingo, language learning
@article{Garcia2013,
title = {Learning a Language for Free While Translating the Web. Does Duolingo Work?},
author = {Ignacio Garcia},
url = {http://dx.doi.org/10.5539/ijel.v3n1p19},
doi = {10.5539/ijel.v3n1p19},
issn = {1923-8703},
year = {2013},
date = {2013-01-25},
urldate = {2018-04-22},
journal = {International Journal of English Linguistics},
volume = {3},
number = {1},
publisher = {Canadian Center of Science and Education},
abstract = {Duolingo, a free online language learning site, has as its mission to help users to learn a language while simultaneously using their learning exercises to translate the web. Language is learned through translation with, according to developers, Duolingo being as effective as any of the leading language learning software. For translating the web, machine translation is not good enough and relying only on professional translators, far too expensive. Duolingo, we are told, offers a third way, with translation as a by-product of its language learning. Translation which will be, if as promised, almost as cheap as if done by machines and almost as good as if by professionals. Launched in June 2012, Duolingo boasts already at the time of writing 300,000 active language learners ready for the task. This article independently assesses the extent to which Duolingo, at its current stage of development, meets those expectations.},
keywords = {A, Duolingo, language learning},
pubstate = {published},
tppubtype = {article}
}
Duolingo, a free online language learning site, has as its mission to help users to learn a language while simultaneously using their learning exercises to translate the web. Language is learned through translation with, according to developers, Duolingo being as effective as any of the leading language learning software. For translating the web, machine translation is not good enough and relying only on professional translators, far too expensive. Duolingo, we are told, offers a third way, with translation as a by-product of its language learning. Translation which will be, if as promised, almost as cheap as if done by machines and almost as good as if by professionals. Launched in June 2012, Duolingo boasts already at the time of writing 300,000 active language learners ready for the task. This article independently assesses the extent to which Duolingo, at its current stage of development, meets those expectations.
Döring, Nicola
In: GENDER - Zeitschrift für Geschlecht, Kultur und Gesellschaft, Bd. 5, Nr. 2, S. 94–113, 2013, ISSN: 2196-4467.
Abstract | Links | BibTeX | Schlagwörter: A, Fragebogen, Gender-Theorie, Geschlecht, Messtheorie, Operationalisierung, Queer-Theorie
@article{Döring2013,
title = {Zur Operationalisierung von Geschlecht im Fragebogen: Probleme und Lösungsansätze aus Sicht von Mess-, Umfrage-, Gender- und Queer-Theorie},
author = {Nicola Döring},
url = {https://nbn-resolving.org/urn:nbn:de:0168-ssoar-396603},
issn = {2196-4467},
year = {2013},
date = {2013-01-01},
journal = {GENDER - Zeitschrift für Geschlecht, Kultur und Gesellschaft},
volume = {5},
number = {2},
pages = {94–113},
abstract = {Es existiert kaum ein Forschungsfragebogen in den Sozialwissenschaften, in dem nicht routinemäßig auch das Geschlecht abgefragt wird. Die entsprechende Frage samt Antwortalternativen scheint aus Sicht der Umfragepraxis simpel: Man lässt die Befragten einfach 'männlich' oder 'weiblich' ankreuzen. Der vorliegende Beitrag problematisiert diese Erfassung von Geschlecht in Forschungsfragebögen. Es werden unterschiedliche Operationalisierungsformen (Einzel-Items und psychometrische Skalen) vorgestellt und aus Sicht der Gender- und Queer-Theorie, aber auch der Mess- und Umfragetheorie sowie der Forschungsethik kritisch hinsichtlich ihrer Vor- und Nachteile diskutiert. Der Beitrag will dazu anregen, a) Geschlecht reflektierter zu operationalisieren, b) verschiedene Operationalisierungsformen in zukünftigen Methodenstudien zu prüfen und c) die Operationalisierungsprobleme beim Konstrukt "Geschlecht" im Rahmen der Methodenlehre ausdrücklich zu behandeln.},
keywords = {A, Fragebogen, Gender-Theorie, Geschlecht, Messtheorie, Operationalisierung, Queer-Theorie},
pubstate = {published},
tppubtype = {article}
}
Es existiert kaum ein Forschungsfragebogen in den Sozialwissenschaften, in dem nicht routinemäßig auch das Geschlecht abgefragt wird. Die entsprechende Frage samt Antwortalternativen scheint aus Sicht der Umfragepraxis simpel: Man lässt die Befragten einfach 'männlich' oder 'weiblich' ankreuzen. Der vorliegende Beitrag problematisiert diese Erfassung von Geschlecht in Forschungsfragebögen. Es werden unterschiedliche Operationalisierungsformen (Einzel-Items und psychometrische Skalen) vorgestellt und aus Sicht der Gender- und Queer-Theorie, aber auch der Mess- und Umfragetheorie sowie der Forschungsethik kritisch hinsichtlich ihrer Vor- und Nachteile diskutiert. Der Beitrag will dazu anregen, a) Geschlecht reflektierter zu operationalisieren, b) verschiedene Operationalisierungsformen in zukünftigen Methodenstudien zu prüfen und c) die Operationalisierungsprobleme beim Konstrukt "Geschlecht" im Rahmen der Methodenlehre ausdrücklich zu behandeln.
Schulmeister, Rolf (Hrsg.)
MOOCs – Massive Open Online Courses: Offene Bildung oder Geschäftsmodell? Sammelband
Waxmann, Münster/New York/München/Berlin, 2013, ISBN: 978-3-8309-7960-9.
Abstract | Links | BibTeX | Schlagwörter: A, massive open online course (MOOC)
@collection{Schulmeister2013,
title = {MOOCs – Massive Open Online Courses: Offene Bildung oder Geschäftsmodell?},
editor = {Rolf Schulmeister},
url = {https://www.waxmann.com/waxmann-buecher/?tx_p2waxmann_pi2{37d1f293241a1edd19b097ce37fa29bd44d887a41b5283a0fc9485076e078306}5bbuchnr{37d1f293241a1edd19b097ce37fa29bd44d887a41b5283a0fc9485076e078306}5d=2960&tx_p2waxmann_pi2{37d1f293241a1edd19b097ce37fa29bd44d887a41b5283a0fc9485076e078306}5baction{37d1f293241a1edd19b097ce37fa29bd44d887a41b5283a0fc9485076e078306}5d=show},
isbn = {978-3-8309-7960-9},
year = {2013},
date = {2013-01-01},
publisher = {Waxmann},
address = {Münster/New York/München/Berlin},
abstract = {Massive Open Online Courses (MOOCs) bezeichnen Kurse, die online stattfinden und auf Grund fehlender Zugangsbeschränkungen und kostenfreien Zugangs sehr hohe Teilnehmerzahlen erreichen. Der erste MOOC wurde 2011 durch Sebastian Thrun, Professor für Informatik an der Stanford University, zum Thema der Künstlichen Intelligenz angeboten und hatte 160.000 Teilnehmende. In der Folge wurden MOOCs als die revolutionäre Lehr-/Lerninnovation gepriesen, immer mehr Unternehmen gründeten MOOCs-Plattformen. Seit Ende 2012 bieten auch in Deutschland erste Institutionen eigene Plattformen mit MOOCs an.
Man unterscheidet im Wesentlichen zwei Varianten – xMoocs und cMOOCs: xMoocs bieten auf Video aufgezeichnete Vorlesungen, die durch Tests und Fragen unterbrochen und zu denen Aufgaben ausgeteilt werden. Sie werden ergänzt durch Foren. cMOOCs orientieren sich eher an der Form eines Seminars oder Workshops, in ihnen können die Teilnehmenden die Inhalte selbst miterarbeiten und -gestalten.
Um die Potenziale, aber auch die Schwächen der MOOCs bewerten zu können, bedarf es aber einer differenzierten Betrachtung, als sie bisher stattgefunden hat. Dieser Band stellt Erfahrungsberichte und Beispiele aus deutschen Hochschulen oder mit deutscher Beteiligung vor und reflektiert das Phänomen der MOOCs unter didaktischen, historischen und bildungspolitischen Aspekten.},
keywords = {A, massive open online course (MOOC)},
pubstate = {published},
tppubtype = {collection}
}
Massive Open Online Courses (MOOCs) bezeichnen Kurse, die online stattfinden und auf Grund fehlender Zugangsbeschränkungen und kostenfreien Zugangs sehr hohe Teilnehmerzahlen erreichen. Der erste MOOC wurde 2011 durch Sebastian Thrun, Professor für Informatik an der Stanford University, zum Thema der Künstlichen Intelligenz angeboten und hatte 160.000 Teilnehmende. In der Folge wurden MOOCs als die revolutionäre Lehr-/Lerninnovation gepriesen, immer mehr Unternehmen gründeten MOOCs-Plattformen. Seit Ende 2012 bieten auch in Deutschland erste Institutionen eigene Plattformen mit MOOCs an.
Man unterscheidet im Wesentlichen zwei Varianten – xMoocs und cMOOCs: xMoocs bieten auf Video aufgezeichnete Vorlesungen, die durch Tests und Fragen unterbrochen und zu denen Aufgaben ausgeteilt werden. Sie werden ergänzt durch Foren. cMOOCs orientieren sich eher an der Form eines Seminars oder Workshops, in ihnen können die Teilnehmenden die Inhalte selbst miterarbeiten und -gestalten.
Um die Potenziale, aber auch die Schwächen der MOOCs bewerten zu können, bedarf es aber einer differenzierten Betrachtung, als sie bisher stattgefunden hat. Dieser Band stellt Erfahrungsberichte und Beispiele aus deutschen Hochschulen oder mit deutscher Beteiligung vor und reflektiert das Phänomen der MOOCs unter didaktischen, historischen und bildungspolitischen Aspekten.
Man unterscheidet im Wesentlichen zwei Varianten – xMoocs und cMOOCs: xMoocs bieten auf Video aufgezeichnete Vorlesungen, die durch Tests und Fragen unterbrochen und zu denen Aufgaben ausgeteilt werden. Sie werden ergänzt durch Foren. cMOOCs orientieren sich eher an der Form eines Seminars oder Workshops, in ihnen können die Teilnehmenden die Inhalte selbst miterarbeiten und -gestalten.
Um die Potenziale, aber auch die Schwächen der MOOCs bewerten zu können, bedarf es aber einer differenzierten Betrachtung, als sie bisher stattgefunden hat. Dieser Band stellt Erfahrungsberichte und Beispiele aus deutschen Hochschulen oder mit deutscher Beteiligung vor und reflektiert das Phänomen der MOOCs unter didaktischen, historischen und bildungspolitischen Aspekten.
Vesselinov, Roumen; Grego, John
Duolingo Effectiveness Study Forschungsbericht
City University of New York and University of South Carolina 2012.
Abstract | Links | BibTeX | Schlagwörter: A, Duolingo, language learning
@techreport{Vesslinov2012,
title = {Duolingo Effectiveness Study},
author = {Roumen Vesselinov and John Grego},
url = {http://static.duolingo.com/s3/DuolingoReport_Final.pdf},
year = {2012},
date = {2012-12-01},
urldate = {2018-04-22},
institution = {City University of New York and University of South Carolina},
organization = {Duolingo},
abstract = {The research study of Duolingo effectiveness was independently conducted in September-November of 2012. The study lasted for approximately eight weeks. A random representative sample was selected from Duolingo users who studied Spanish. The participants were at least 18 years of age, native speakers of English, not from Hispanic origin and not advanced users of Spanish, and all of the participants resided in the United States.
The participants took one college placement Spanish language test in the beginning of the study and one test at the end of the study. The test results were measured in points (the higher the better). The improvement of language abilities was measured as the difference between the final and the initial language test results. The effectiveness of Duolingo was measured as language improvement per one hour of study.},
keywords = {A, Duolingo, language learning},
pubstate = {published},
tppubtype = {techreport}
}
The research study of Duolingo effectiveness was independently conducted in September-November of 2012. The study lasted for approximately eight weeks. A random representative sample was selected from Duolingo users who studied Spanish. The participants were at least 18 years of age, native speakers of English, not from Hispanic origin and not advanced users of Spanish, and all of the participants resided in the United States.
The participants took one college placement Spanish language test in the beginning of the study and one test at the end of the study. The test results were measured in points (the higher the better). The improvement of language abilities was measured as the difference between the final and the initial language test results. The effectiveness of Duolingo was measured as language improvement per one hour of study.
The participants took one college placement Spanish language test in the beginning of the study and one test at the end of the study. The test results were measured in points (the higher the better). The improvement of language abilities was measured as the difference between the final and the initial language test results. The effectiveness of Duolingo was measured as language improvement per one hour of study.
Maillot, Pauline; Perrot, Alexandra; Hartley, Alan
In: Psychology and Aging, Bd. 27, Nr. 3, S. 589–600, 2012, ISSN: 0882-7974.
Abstract | Links | BibTeX | Schlagwörter: Mythen
@article{Maillot2012,
title = {Effects of interactive physical-activity video-game training on physical and cognitive function in older adults},
author = {Pauline Maillot and Alexandra Perrot and Alan Hartley},
url = {https://psycnet.apa.org/doiLanding?doi=10.1037{37d1f293241a1edd19b097ce37fa29bd44d887a41b5283a0fc9485076e078306}2Fa0026268
https://dx.doi.org/10.1037/a0026268},
doi = {10.1037/a0026268},
issn = {0882-7974},
year = {2012},
date = {2012-09-01},
urldate = {2019-05-25},
journal = {Psychology and Aging},
volume = {27},
number = {3},
pages = {589–600},
abstract = {The purpose of the present study was to assess the potential of exergame training based on physically simulated sport play as a mode of physical activity that could have cognitive benefits for older adults. If exergame play has the cognitive benefits of conventional physical activity and also has the intrinsic attractiveness of video games, then it might be a very effective way to induce desirable lifestyle changes in older adults. To examine this issue, the authors developed an active video game training program using a pretest-training-posttest design comparing an experimental group (24 × 1 hr of training) with a control group without treatment. Participants completed a battery of neuropsychological tests, assessing executive control, visuospatial functions, and processing speed, to measure the cognitive impact of the program. They were also given a battery of functional fitness tests to measure the physical impact of the program. The trainees improved significantly in measures of game performance. They also improved significantly more than the control participants in measures of physical function and cognitive measures of executive control and processing speed, but not on visuospatial measures. It was encouraging to observe that, engagement in physically simulated sport games yielded benefits to cognitive and physical skills that are directly involved in functional abilities older adults need in everyday living (e.g., Hultsch, Hertzog, Small, & Dixon, 1999).},
keywords = {Mythen},
pubstate = {published},
tppubtype = {article}
}
The purpose of the present study was to assess the potential of exergame training based on physically simulated sport play as a mode of physical activity that could have cognitive benefits for older adults. If exergame play has the cognitive benefits of conventional physical activity and also has the intrinsic attractiveness of video games, then it might be a very effective way to induce desirable lifestyle changes in older adults. To examine this issue, the authors developed an active video game training program using a pretest-training-posttest design comparing an experimental group (24 × 1 hr of training) with a control group without treatment. Participants completed a battery of neuropsychological tests, assessing executive control, visuospatial functions, and processing speed, to measure the cognitive impact of the program. They were also given a battery of functional fitness tests to measure the physical impact of the program. The trainees improved significantly in measures of game performance. They also improved significantly more than the control participants in measures of physical function and cognitive measures of executive control and processing speed, but not on visuospatial measures. It was encouraging to observe that, engagement in physically simulated sport games yielded benefits to cognitive and physical skills that are directly involved in functional abilities older adults need in everyday living (e.g., Hultsch, Hertzog, Small, & Dixon, 1999).
Thomas, Adam; Dennis, Andrea; Bandettini, Peter; Johansen-Berg, Heidi
The Effects of Aerobic Activity on Brain Structure Artikel
In: Frontiers in Psychology, Bd. 3, S. 86, 2012, ISSN: 1664-1078.
Abstract | Links | BibTeX | Schlagwörter: aging, angiogenesis, environmental enrichment, exercise, hippocampus, Learning, Mythen, neurogenesis, plasticity
@article{Thomas2012,
title = {The Effects of Aerobic Activity on Brain Structure},
author = {Adam Thomas and Andrea Dennis and Peter Bandettini and Heidi Johansen-Berg},
url = {https://www.frontiersin.org/article/10.3389/fpsyg.2012.00086
https://doi.org/10.3389/fpsyg.2012.00086},
doi = {10.3389/fpsyg.2012.00086},
issn = {1664-1078},
year = {2012},
date = {2012-03-23},
urldate = {2019-05-25},
journal = {Frontiers in Psychology},
volume = {3},
pages = {86},
abstract = {Aerobic activity is a powerful stimulus for improving mental health and for generating structural changes in the brain. We review the literature documenting these structural changes and explore exactly where in the brain these changes occur as well as the underlying substrates of the changes including neural, glial, and vasculature components. Aerobic activity has been shown to produce different types of changes in the brain. The presence of novel experiences or learning is an especially important component in how these changes are manifest. We also discuss the distinct time courses of structural brain changes with both aerobic activity and learning as well as how these effects might differ in diseased and elderly groups.},
keywords = {aging, angiogenesis, environmental enrichment, exercise, hippocampus, Learning, Mythen, neurogenesis, plasticity},
pubstate = {published},
tppubtype = {article}
}
Aerobic activity is a powerful stimulus for improving mental health and for generating structural changes in the brain. We review the literature documenting these structural changes and explore exactly where in the brain these changes occur as well as the underlying substrates of the changes including neural, glial, and vasculature components. Aerobic activity has been shown to produce different types of changes in the brain. The presence of novel experiences or learning is an especially important component in how these changes are manifest. We also discuss the distinct time courses of structural brain changes with both aerobic activity and learning as well as how these effects might differ in diseased and elderly groups.
Sawyer, R. Keith
Explaining Creativity: The Science of Human Innovation Buch
2, Oxford University Press, 2012, ISBN: 9780199737574.
Abstract | BibTeX | Schlagwörter: Brainstorming, Mythen, O
@book{Sawyer2012,
title = {Explaining Creativity: The Science of Human Innovation},
author = {R. Keith Sawyer},
isbn = {9780199737574},
year = {2012},
date = {2012-01-12},
publisher = {Oxford University Press},
edition = {2},
abstract = {Explaining Creativity is an accessible introduction to the latest scientific research on creativity. In the last 50 years, psychologists, anthropologists, and sociologists have increasingly studied creativity, and we now know more about creativity than at any point in history. It considers not only arts like painting and writing, but also science, stage performance, and business innovation. Until about a decade ago, creativity researchers tended to focus on highly valued activities like fine art painting and Nobel prize winning science. Sawyer brings this research up to date by including movies, music videos, cartoons, video games, hypertext fiction, and computer technology. For example, this is the first book on creativity to include studies of performance and improvisation. Sawyer draws on the latest research findings to show the importance of collaboration and context in all of these creative activities. Today's science of creativity is interdisciplinary; in addition to psychological studies of creativity the book includes research by anthropologists on creativity in non-Western cultures, and research by sociologists about the situation, contexts, and networks of creative activity. It brings these approaches together within the sociocultural approach to creativity pioneered by Howard Becker, Mihaly Csikszentmihalyi, and Howard Gardner. The sociocultural approach moves beyond the individual to consider the social and cultural contexts of creativity, emphasizing the role of collaboration and context in the creative process.},
keywords = {Brainstorming, Mythen, O},
pubstate = {published},
tppubtype = {book}
}
Explaining Creativity is an accessible introduction to the latest scientific research on creativity. In the last 50 years, psychologists, anthropologists, and sociologists have increasingly studied creativity, and we now know more about creativity than at any point in history. It considers not only arts like painting and writing, but also science, stage performance, and business innovation. Until about a decade ago, creativity researchers tended to focus on highly valued activities like fine art painting and Nobel prize winning science. Sawyer brings this research up to date by including movies, music videos, cartoons, video games, hypertext fiction, and computer technology. For example, this is the first book on creativity to include studies of performance and improvisation. Sawyer draws on the latest research findings to show the importance of collaboration and context in all of these creative activities. Today's science of creativity is interdisciplinary; in addition to psychological studies of creativity the book includes research by anthropologists on creativity in non-Western cultures, and research by sociologists about the situation, contexts, and networks of creative activity. It brings these approaches together within the sociocultural approach to creativity pioneered by Howard Becker, Mihaly Csikszentmihalyi, and Howard Gardner. The sociocultural approach moves beyond the individual to consider the social and cultural contexts of creativity, emphasizing the role of collaboration and context in the creative process.
FriezeEmail, Carol; Quesenberry, Jeria L.; Kemp, Elizabeth; Velázquez, Anthony
In: Journal of Science Education and Technology, Bd. 21, Nr. 4, S. 423–439, 2011, ISSN: 1573-1839.
Abstract | Links | BibTeX | Schlagwörter: A, Computer science education, Culture, Diversity, Environment, Gender, Recruitment, Retention, Women, Women-CS fit
@article{Frieze2012,
title = {Diversity or Difference? New Research Supports the Case for a Cultural Perspective on Women in Computing},
author = {Carol FriezeEmail and Jeria L. Quesenberry and Elizabeth Kemp and Anthony Velázquez},
url = {https://doi.org/10.1007/s10956-011-9335-y
https://twitter.com/lauralindal/status/1098942462012338177 },
doi = {10.1007/s10956-011-9335-y},
issn = {1573-1839},
year = {2011},
date = {2011-09-08},
urldate = {2019-03-20},
journal = {Journal of Science Education and Technology},
volume = {21},
number = {4},
pages = {423–439},
publisher = {SpringerLink},
abstract = {Gender difference approaches to the participation of women in computing have not provided adequate explanations for women’s declining interest in computer science (CS) and related technical fields. Indeed, the search for gender differences can work against diversity which we define as a cross-gender spectrum of characteristics, interests, abilities, experiences, beliefs and identities. Our ongoing case studies at Carnegie Mellon University (CMU) provide evidence to show that a focus on culture offers the most insightful and effective approach for investigating women’s participation in CS. In this paper, we illustrate this approach and show the significance of cultural factors by describing a new case study which examines the attitudes of CS majors at CMU. Our analysis found that most men and women felt comfortable in the school, believed they could be successful in the CS environment at CMU, and thought they fit in socially and academically. In brief, we did not see any evidence of a strong gender divide in student attitudes towards fitting in or feeling like they could be successful; indeed we found that the Women-CS fit remained strong from prior years. Hence, our research demonstrates that women, alongside their male peers, can fit successfully into a CS environment and help shape that environment and computing culture, for the benefit of everyone, without accommodating presumed gender differences or any compromises to academic integrity.},
keywords = {A, Computer science education, Culture, Diversity, Environment, Gender, Recruitment, Retention, Women, Women-CS fit},
pubstate = {published},
tppubtype = {article}
}
Gender difference approaches to the participation of women in computing have not provided adequate explanations for women’s declining interest in computer science (CS) and related technical fields. Indeed, the search for gender differences can work against diversity which we define as a cross-gender spectrum of characteristics, interests, abilities, experiences, beliefs and identities. Our ongoing case studies at Carnegie Mellon University (CMU) provide evidence to show that a focus on culture offers the most insightful and effective approach for investigating women’s participation in CS. In this paper, we illustrate this approach and show the significance of cultural factors by describing a new case study which examines the attitudes of CS majors at CMU. Our analysis found that most men and women felt comfortable in the school, believed they could be successful in the CS environment at CMU, and thought they fit in socially and academically. In brief, we did not see any evidence of a strong gender divide in student attitudes towards fitting in or feeling like they could be successful; indeed we found that the Women-CS fit remained strong from prior years. Hence, our research demonstrates that women, alongside their male peers, can fit successfully into a CS environment and help shape that environment and computing culture, for the benefit of everyone, without accommodating presumed gender differences or any compromises to academic integrity.
Fedewa, Alicia L.; Ahn, Soyeon
In: Research Quarterly for Exercise and Sport, Bd. 82, Nr. 3, S. 521–535, 2011.
Abstract | Links | BibTeX | Schlagwörter: activity, Learning, Mythen, overweight, school health
@article{Fedewa2011,
title = {The Effects of Physical Activity and Physical Fitness on Children's Achievement and Cognitive Outcomes},
author = {Alicia L. Fedewa and Soyeon Ahn},
url = {https://doi.org/10.1080/02701367.2011.10599785},
doi = {10.1080/02701367.2011.10599785},
year = {2011},
date = {2011-01-23},
urldate = {2019-05-25},
journal = {Research Quarterly for Exercise and Sport},
volume = {82},
number = {3},
pages = {521–535},
publisher = {Routledge},
abstract = {Abstract It is common knowledge that physical activity leads to numerous health and psychological benefits. However, the relationship between children's physical activity and academic achievement has been debated in the literature. Some studies have found strong, positive relationships between physical activity and cognitive outcomes, while other studies have reported small, negative associations. This study was a comprehensive, quantitative synthesis of the literature, using a total of 59 studies from 1947 to 2009 for analysis. Results indicated a significant and positive effect of physical activity on children's achievement and cognitive outcomes, with aerobic exercise having the greatest effect. A number of moderator variables were also found to play a significant role in this relationship. Findings are discussed in light of improving children's academic performance and changing school-based policy.},
keywords = {activity, Learning, Mythen, overweight, school health},
pubstate = {published},
tppubtype = {article}
}
Abstract It is common knowledge that physical activity leads to numerous health and psychological benefits. However, the relationship between children's physical activity and academic achievement has been debated in the literature. Some studies have found strong, positive relationships between physical activity and cognitive outcomes, while other studies have reported small, negative associations. This study was a comprehensive, quantitative synthesis of the literature, using a total of 59 studies from 1947 to 2009 for analysis. Results indicated a significant and positive effect of physical activity on children's achievement and cognitive outcomes, with aerobic exercise having the greatest effect. A number of moderator variables were also found to play a significant role in this relationship. Findings are discussed in light of improving children's academic performance and changing school-based policy.
III, Henry L. Roediger; Putnam, Adam L.; Smith, Megan A.
Chapter One - Ten Benefits of Testing and Their Applications to Educational Practice Buchabschnitt
In: Mestre, Jose P.; Ross, Brian H. (Hrsg.): Psychology of Learning and Motivation, Bd. 55, S. 1–36, Academic Press, 2011, ISSN: 0079-7421.
Abstract | Links | BibTeX | Schlagwörter: Learning and Transfer, Retention, Retrieval, Testing
@incollection{Roediger2011,
title = {Chapter One - Ten Benefits of Testing and Their Applications to Educational Practice},
author = {Henry L. Roediger III and Adam L. Putnam and Megan A. Smith},
editor = {Jose P. Mestre and Brian H. Ross},
url = {https://doi.org/10.1016/B978-0-12-387691-1.00001-6},
doi = {10.1016/B978-0-12-387691-1.00001-6},
issn = {0079-7421},
year = {2011},
date = {2011-01-01},
urldate = {2018-06-13},
booktitle = {Psychology of Learning and Motivation},
volume = {55},
pages = {1–36},
publisher = {Academic Press},
series = {Psychology of Learning and Motivation},
abstract = {Testing in school is usually done for purposes of assessment, to assign students grades (from tests in classrooms) or rank them in terms of abilities (in standardized tests). Yet tests can serve other purposes in educational settings that greatly improve performance; this chapter reviews 10 other benefits of testing. Retrieval practice occurring during tests can greatly enhance retention of the retrieved information (relative to no testing or even to restudying). Furthermore, besides its durability, such repeated retrieval produces knowledge that can be retrieved flexibly and transferred to other situations. On open-ended assessments (such as essay tests), retrieval practice required by tests can help students organize information and form a coherent knowledge base. Retrieval of some information on a test can also lead to easier retrieval of related information, at least on delayed tests. Besides these direct effects of testing, there are also indirect effects that are quite positive. If students are quizzed frequently, they tend to study more and with more regularity. Quizzes also permit students to discover gaps in their knowledge and focus study efforts on difficult material; furthermore, when students study after taking a test, they learn more from the study episode than if they had not taken the test. Quizzing also enables better metacognitive monitoring for both students and teachers because it provides feedback as to how well learning is progressing. Greater learning would occur in educational settings if students used self-testing as a study strategy and were quizzed more frequently in class.},
keywords = {Learning and Transfer, Retention, Retrieval, Testing},
pubstate = {published},
tppubtype = {incollection}
}
Testing in school is usually done for purposes of assessment, to assign students grades (from tests in classrooms) or rank them in terms of abilities (in standardized tests). Yet tests can serve other purposes in educational settings that greatly improve performance; this chapter reviews 10 other benefits of testing. Retrieval practice occurring during tests can greatly enhance retention of the retrieved information (relative to no testing or even to restudying). Furthermore, besides its durability, such repeated retrieval produces knowledge that can be retrieved flexibly and transferred to other situations. On open-ended assessments (such as essay tests), retrieval practice required by tests can help students organize information and form a coherent knowledge base. Retrieval of some information on a test can also lead to easier retrieval of related information, at least on delayed tests. Besides these direct effects of testing, there are also indirect effects that are quite positive. If students are quizzed frequently, they tend to study more and with more regularity. Quizzes also permit students to discover gaps in their knowledge and focus study efforts on difficult material; furthermore, when students study after taking a test, they learn more from the study episode than if they had not taken the test. Quizzing also enables better metacognitive monitoring for both students and teachers because it provides feedback as to how well learning is progressing. Greater learning would occur in educational settings if students used self-testing as a study strategy and were quizzed more frequently in class.
Oppenheimer, Daniel M.; Yauman, Connor Diemand; Vaughan, Erikka B.
Fortune Favors the Bold (and the Italicized): Effects of Disfluency on Educational Outcomes Artikel
In: Cognition, Bd. 32, S. 2739–2742, 2010, ISSN: 0010-0277.
Abstract | Links | BibTeX | Schlagwörter: Desirable difficulties, Education, Fluency, O
@article{Oppenheimer,
title = {Fortune Favors the Bold (and the Italicized): Effects of Disfluency on Educational Outcomes},
author = {Daniel M. Oppenheimer and Connor Diemand Yauman and Erikka B. Vaughan},
doi = {10.1016/j.cognition.2010.09.012},
issn = {0010-0277},
year = {2010},
date = {2010-01-01},
journal = {Cognition},
volume = {32},
pages = {2739–2742},
abstract = {Previous research has shown that disfluency – the subjective experience of difficulty associated with cognitive operations – leads to deeper processing. Two studies explore the extent to which this deeper processing engendered by disfluency interventions can lead to improved memory performance. Study 1 found that information in hard-to-read fonts was better remembered than easier to read information in a controlled laboratory setting. Study 2 extended this finding to high school classrooms. The results suggest that superficial changes to learning materials could yield significant improvements in educational outcomes.},
keywords = {Desirable difficulties, Education, Fluency, O},
pubstate = {published},
tppubtype = {article}
}
Previous research has shown that disfluency – the subjective experience of difficulty associated with cognitive operations – leads to deeper processing. Two studies explore the extent to which this deeper processing engendered by disfluency interventions can lead to improved memory performance. Study 1 found that information in hard-to-read fonts was better remembered than easier to read information in a controlled laboratory setting. Study 2 extended this finding to high school classrooms. The results suggest that superficial changes to learning materials could yield significant improvements in educational outcomes.
Bachmann, Gudrun; Bertschinger, Antonia; Miluska, Jan
E-Learning ade – tut Scheiden weh? Proceedings Article
In: Hoffmann, Harriet; Mansmann, Veronika; Schwill, Andreas (Hrsg.): E-Learning 2009. Lernen im digitalen Zeitalter, S. 118-128, Waxmann, Münster; New York; München; Berlin, 2009, ISBN: 978-3-8309-2199-8.
Abstract | Links | BibTeX | Schlagwörter: e-learning
@inproceedings{Bachmann2009,
title = {E-Learning ade – tut Scheiden weh?},
author = {Gudrun Bachmann and Antonia Bertschinger and Jan Miluska},
editor = {Harriet Hoffmann and Veronika Mansmann and Andreas Schwill},
url = {http://www.pedocs.de/volltexte/2010/3013
http://nbn-resolving.de/urn:nbn:de:0111-opus-30134},
isbn = {978-3-8309-2199-8},
year = {2009},
date = {2009-09-07},
urldate = {2018-03-24},
booktitle = {E-Learning 2009. Lernen im digitalen Zeitalter},
volume = {41},
pages = {118-128},
publisher = {Waxmann},
address = {Münster; New York; München; Berlin},
series = {Medien in der Wissenschaft},
abstract = {Da die Autoren davon überzeugt sind, dass es der Verwendung von Computer und Internet in der Lehre förderlich wäre, „wenn der Begriff „E-Learning“ in den Ruhestand versetzt würde und neue, flexiblere Ausdrücke an seine Stelle treten würden“, plädieren die Autoren dafür, „E-Learning abzuschaffen“. Während die Autoren zu diesem Schluss durch die Reflexion auf ihre praktische Arbeit gekommen sind, sind sie in verschiedensten Wissenschaftszweigen auf Parallelen zu ihrem Gedankengang gestoßen, die sie hier zur Illustration und Bekräftigung ihrer These heranziehen. Entsprechend verstehen sie ihren Artikel „explizit als Beitrag zur Diskussion auf der Meta-Ebene“ und eben nicht „als Beitrag zur Erforschung einzelner Aspekte des Unterrichtens mit digitalen Medien“. „Die Reflexion wird am Ende ergänzt durch eine Bilanz dessen, was sich an der Universität Basel verändert hat“, seitdem man dort wieder von „Neuen Medien in der Lehre“ und nicht mehr von „E-Learning“ spricht – gleichzeitig ihr „Hauptargument für die Abschaffung, denn letztlich muss sich die Theorie in der Praxis bewähren.“},
keywords = {e-learning},
pubstate = {published},
tppubtype = {inproceedings}
}
Da die Autoren davon überzeugt sind, dass es der Verwendung von Computer und Internet in der Lehre förderlich wäre, „wenn der Begriff „E-Learning“ in den Ruhestand versetzt würde und neue, flexiblere Ausdrücke an seine Stelle treten würden“, plädieren die Autoren dafür, „E-Learning abzuschaffen“. Während die Autoren zu diesem Schluss durch die Reflexion auf ihre praktische Arbeit gekommen sind, sind sie in verschiedensten Wissenschaftszweigen auf Parallelen zu ihrem Gedankengang gestoßen, die sie hier zur Illustration und Bekräftigung ihrer These heranziehen. Entsprechend verstehen sie ihren Artikel „explizit als Beitrag zur Diskussion auf der Meta-Ebene“ und eben nicht „als Beitrag zur Erforschung einzelner Aspekte des Unterrichtens mit digitalen Medien“. „Die Reflexion wird am Ende ergänzt durch eine Bilanz dessen, was sich an der Universität Basel verändert hat“, seitdem man dort wieder von „Neuen Medien in der Lehre“ und nicht mehr von „E-Learning“ spricht – gleichzeitig ihr „Hauptargument für die Abschaffung, denn letztlich muss sich die Theorie in der Praxis bewähren.“
Kohls, Christian
E-Learning Patterns – Nutzen und Hürden des Entwurfsmuster-Ansatzes Konferenzberichte
Tagungsband der GMW-Jahrestagung 2009, Gesellschaft für Medien in der Wissenschaft Waxmann, Bd. 51, 2009, ISBN: 978-3-8309-2199-8.
Abstract | Links | BibTeX | Schlagwörter: A, Didaktische Pattern, Didaktisches Design, Muster
@proceedings{Kohls2009,
title = {E-Learning Patterns – Nutzen und Hürden des Entwurfsmuster-Ansatzes},
author = {Christian Kohls},
editor = {Nicolas Apostolopoulos and Harriet Hoffmann and Veronika Mansmann and Andreas Schwill},
url = {http://www.e-learning2009.de/home/tagungsband/index.html},
isbn = {978-3-8309-2199-8},
year = {2009},
date = {2009-09-01},
booktitle = {E-Learning 2009: Lernen im digitalen Zeitalter},
volume = {51},
pages = {61–72},
publisher = {Waxmann},
organization = {Gesellschaft für Medien in der Wissenschaft},
series = {Medien in der Wissenschaft},
abstract = {Entwurfsmuster versprechen die effektive Vermittlung von Wissen über er probte Lösungsformen, um diese sinnvoll bei der Gestaltung neuer Lehr-/Lernszenarien erneut einzusetzen, ohne die Kreativität und Anpassbarkeit an die Lehrsituationen einzuschränken. Doch halten Entwurfsmuster dieses Versprechen in Bezug auf pädagogische Kontexte? Was sind die Vorteile gegenüber anderen Dokumentationsformen und wieso werden Entwurfsmuster bislang kaum als Beschreibungsform genutzt? Der vorliegende Beitrag diskutiert Vorteile und Hürden beim Entwickeln von Entwurfsmustern anhand der E-Learning-Patterns bei e-teaching.org.},
howpublished = {Tagungsband der GMW-Jahrestagung 2009},
keywords = {A, Didaktische Pattern, Didaktisches Design, Muster},
pubstate = {published},
tppubtype = {proceedings}
}
Entwurfsmuster versprechen die effektive Vermittlung von Wissen über er probte Lösungsformen, um diese sinnvoll bei der Gestaltung neuer Lehr-/Lernszenarien erneut einzusetzen, ohne die Kreativität und Anpassbarkeit an die Lehrsituationen einzuschränken. Doch halten Entwurfsmuster dieses Versprechen in Bezug auf pädagogische Kontexte? Was sind die Vorteile gegenüber anderen Dokumentationsformen und wieso werden Entwurfsmuster bislang kaum als Beschreibungsform genutzt? Der vorliegende Beitrag diskutiert Vorteile und Hürden beim Entwickeln von Entwurfsmustern anhand der E-Learning-Patterns bei e-teaching.org.
Foster, David; Miller, Harold L.
In: Psychology Science Quarterly, Bd. 51, Nr. 4, S. 355–369, 2009, ISSN: 1866-6140.
Abstract | Links | BibTeX | Schlagwörter: computerized testing, Discrete-Option Multiple-Choice, fairness, multiple choice, self-assessment, test security
@article{Foster2009,
title = {A new format for multiple-choice testing: Discrete-Option Multiple-Choice. Results from early studies},
author = {David Foster and Harold L. Miller},
url = {https://doaj.org/article/9851131c12144827a1369f195773d083},
issn = {1866-6140},
year = {2009},
date = {2009-04-01},
urldate = {2018-06-13},
journal = {Psychology Science Quarterly},
volume = {51},
number = {4},
pages = {355–369},
abstract = {The standard multiple-choice format has remained relatively unchanged for nearly 100 years, even over the past 25 years as multiple-choice tests have been computerized. We introduce a unique version of the multiple-choice format that has the potential to improve a test’s measurement and security properties, along with other advantages. We summarize our research with college students on course-level exams to demonstrate these benefits and to establish the Discrete-Option Multiple-Choice (DOMC) format as not only a viable way to measure skills and content knowledge, but an essential one.},
keywords = {computerized testing, Discrete-Option Multiple-Choice, fairness, multiple choice, self-assessment, test security},
pubstate = {published},
tppubtype = {article}
}
The standard multiple-choice format has remained relatively unchanged for nearly 100 years, even over the past 25 years as multiple-choice tests have been computerized. We introduce a unique version of the multiple-choice format that has the potential to improve a test’s measurement and security properties, along with other advantages. We summarize our research with college students on course-level exams to demonstrate these benefits and to establish the Discrete-Option Multiple-Choice (DOMC) format as not only a viable way to measure skills and content knowledge, but an essential one.
Fournier, Jean Paul; Demeester, Anne; Charlin, Bernard
Script Concordance Tests: Guidelines for Construction Artikel
In: BMC Medical Informatics and Decision Making, Bd. 8, Ausg. 18, 2008, ISSN: 1472-6947.
Abstract | Links | BibTeX | Schlagwörter: Clinical Reasoning, Item Format, O, Panel Member, Reference Panel, Test Construction
@article{Fournier2008,
title = {Script Concordance Tests: Guidelines for Construction},
author = {Jean Paul Fournier and Anne Demeester and Bernard Charlin},
url = {https://doi.org/10.1186/1472-6947-8-18},
doi = {10.1186/1472-6947-8-18},
issn = {1472-6947},
year = {2008},
date = {2008-05-06},
urldate = {2008-05-06},
journal = {BMC Medical Informatics and Decision Making},
volume = {8},
issue = {18},
abstract = {Background
SCT is used to assess clinical reasoning in ambiguous or uncertain situations. It allows testing on real-life situations that are not adequately measured with current tests. It probes the multiple judgments that are made in the clinical reasoning process. Scoring reflects the degree of concordance of these judgments to those of a panel of reference experts.
Method
SCT is an item format that is gaining acceptance in education in the health professions. However, there are no detailed guidelines on item writing, test scoring or test optimization.
Results
The item format is described and the steps for preparing and administering reliable and valid SCTs are presented.
Conclusion
SCTs probe examinees on a specific clinical reasoning task: data interpretation, a crucial step in the clinical reasoning process. It is inferred that a high degree of concordance corresponds to optimal use of information in the context of these specific tasks and therefore provides an indication of clinical reasoning quality.},
keywords = {Clinical Reasoning, Item Format, O, Panel Member, Reference Panel, Test Construction},
pubstate = {published},
tppubtype = {article}
}
Background
SCT is used to assess clinical reasoning in ambiguous or uncertain situations. It allows testing on real-life situations that are not adequately measured with current tests. It probes the multiple judgments that are made in the clinical reasoning process. Scoring reflects the degree of concordance of these judgments to those of a panel of reference experts.
Method
SCT is an item format that is gaining acceptance in education in the health professions. However, there are no detailed guidelines on item writing, test scoring or test optimization.
Results
The item format is described and the steps for preparing and administering reliable and valid SCTs are presented.
Conclusion
SCTs probe examinees on a specific clinical reasoning task: data interpretation, a crucial step in the clinical reasoning process. It is inferred that a high degree of concordance corresponds to optimal use of information in the context of these specific tasks and therefore provides an indication of clinical reasoning quality.
SCT is used to assess clinical reasoning in ambiguous or uncertain situations. It allows testing on real-life situations that are not adequately measured with current tests. It probes the multiple judgments that are made in the clinical reasoning process. Scoring reflects the degree of concordance of these judgments to those of a panel of reference experts.
Method
SCT is an item format that is gaining acceptance in education in the health professions. However, there are no detailed guidelines on item writing, test scoring or test optimization.
Results
The item format is described and the steps for preparing and administering reliable and valid SCTs are presented.
Conclusion
SCTs probe examinees on a specific clinical reasoning task: data interpretation, a crucial step in the clinical reasoning process. It is inferred that a high degree of concordance corresponds to optimal use of information in the context of these specific tasks and therefore provides an indication of clinical reasoning quality.
Haidinger, Gerald; Mitterauer, Lukas; Rimroth, Evelyne; Frischenschlager, Oskar
In: Wiener klinische Wochenschrift, Bd. 120, Nr. 1-2, S. 37–45, 2007, ISSN: 1613-7671.
Abstract | Links | BibTeX | Schlagwörter: A, Gender, Geschlecht, learning strategies, Lernstrategien, medicine, Medizin, sex, strategic learning, strategisches Lernen, Studienerfolg, study success
@article{Haidinger2008,
title = {Lernstrategien oder strategisches Lernen? Gender-abhängige Erfolgsstrategien im Medizinstudium an der Medizinischen Universität Wien},
author = {Gerald Haidinger and Lukas Mitterauer and Evelyne Rimroth and Oskar Frischenschlager},
url = {https://doi.org/10.1007/S00508-007-0923-Z
https://www.academia.edu/16252631/Lernstrategien_oder_strategisches_Lernen_Gender-abh{37d1f293241a1edd19b097ce37fa29bd44d887a41b5283a0fc9485076e078306}C3{37d1f293241a1edd19b097ce37fa29bd44d887a41b5283a0fc9485076e078306}A4ngige_Erfolgsstrategien_im_Medizinstudium_an_der_Medizinischen_Universit{37d1f293241a1edd19b097ce37fa29bd44d887a41b5283a0fc9485076e078306}C3{37d1f293241a1edd19b097ce37fa29bd44d887a41b5283a0fc9485076e078306}A4t_Wien?auto=download},
doi = {10.1007/s00508-007-0923-z},
issn = {1613-7671},
year = {2007},
date = {2007-12-11},
journal = {Wiener klinische Wochenschrift},
volume = {120},
number = {1-2},
pages = {37–45},
abstract = {Ziel der Studie: Wir untersuchen die höheren Bestehensraten männlicher Studierender bei der summativ-integrativen Prüfung (SIP-1) am Ende des ersten Studienjahres des Medizinstudiums an der Medizinischen Universität Wien. Obwohl Schulleistungen (Mathematik, Chemie, Physik, Englisch) in allen unseren Untersuchungen als Erfolgsprädiktor bestätigt wurden und obwohl weibliche Studierende in diesen Fächern signifikant bessere Schulleistungen aufweisen, weisen weibliche Studierende geringere Erfolgsraten auf. Als Erklärung dafür nehmen wir geschlechtsspezifisch unterschiedliches und erfolgsrelevantes „strategisches Lernen“ an.
Methode: In einer prospektiven Studie an 726 Studierenden der Medizinischen Universität Wien wurde „strategisches Lernverhalten“ mit einem Fragebogen (45 Items) erhoben. Eine Faktorenanalyse ergibt 11 Faktoren, welche mit den Prüfungsergebnissen (bestanden/nicht bestanden) und dem Geschlecht in Beziehung gesetzt werden.
Ergebnisse: Acht der 11 Faktoren erwiesen sich als geschlechtsabhängig oder mit dem Prüfungserfolg verbunden, vier von diesen als sowohl geschlechtsabhängig als auch erfolgsrelevant („Erfolgssicherheit“, „laufend und viel mitlernen“, „hohe Lernkapazität“, „ängstlich/fleißig/strategielos“). Männliche Studierende zeigen eine deutlich strategischere Ausrichtung ihres Lernverhaltens. Interessant erscheint darüber hinaus, dass ein auf Verstehen ausgerichtetes Lernen für den Prüfungserfolg nicht relevant ist.
Schlussfolgerungen: Das Lernverhalten von Mädchen, das grosso modo in der Schule zu besseren Leistungen führt, erweist sich in der Situation der SIP-1 als nicht zielführend. Es wird zu überlegen sein, inwieweit auf Gender-bezogene Differenzen in der Planung von Curriculum und Prüfungswesen Bedacht genommen werden kann.},
keywords = {A, Gender, Geschlecht, learning strategies, Lernstrategien, medicine, Medizin, sex, strategic learning, strategisches Lernen, Studienerfolg, study success},
pubstate = {published},
tppubtype = {article}
}
Ziel der Studie: Wir untersuchen die höheren Bestehensraten männlicher Studierender bei der summativ-integrativen Prüfung (SIP-1) am Ende des ersten Studienjahres des Medizinstudiums an der Medizinischen Universität Wien. Obwohl Schulleistungen (Mathematik, Chemie, Physik, Englisch) in allen unseren Untersuchungen als Erfolgsprädiktor bestätigt wurden und obwohl weibliche Studierende in diesen Fächern signifikant bessere Schulleistungen aufweisen, weisen weibliche Studierende geringere Erfolgsraten auf. Als Erklärung dafür nehmen wir geschlechtsspezifisch unterschiedliches und erfolgsrelevantes „strategisches Lernen“ an.
Methode: In einer prospektiven Studie an 726 Studierenden der Medizinischen Universität Wien wurde „strategisches Lernverhalten“ mit einem Fragebogen (45 Items) erhoben. Eine Faktorenanalyse ergibt 11 Faktoren, welche mit den Prüfungsergebnissen (bestanden/nicht bestanden) und dem Geschlecht in Beziehung gesetzt werden.
Ergebnisse: Acht der 11 Faktoren erwiesen sich als geschlechtsabhängig oder mit dem Prüfungserfolg verbunden, vier von diesen als sowohl geschlechtsabhängig als auch erfolgsrelevant („Erfolgssicherheit“, „laufend und viel mitlernen“, „hohe Lernkapazität“, „ängstlich/fleißig/strategielos“). Männliche Studierende zeigen eine deutlich strategischere Ausrichtung ihres Lernverhaltens. Interessant erscheint darüber hinaus, dass ein auf Verstehen ausgerichtetes Lernen für den Prüfungserfolg nicht relevant ist.
Schlussfolgerungen: Das Lernverhalten von Mädchen, das grosso modo in der Schule zu besseren Leistungen führt, erweist sich in der Situation der SIP-1 als nicht zielführend. Es wird zu überlegen sein, inwieweit auf Gender-bezogene Differenzen in der Planung von Curriculum und Prüfungswesen Bedacht genommen werden kann.
Methode: In einer prospektiven Studie an 726 Studierenden der Medizinischen Universität Wien wurde „strategisches Lernverhalten“ mit einem Fragebogen (45 Items) erhoben. Eine Faktorenanalyse ergibt 11 Faktoren, welche mit den Prüfungsergebnissen (bestanden/nicht bestanden) und dem Geschlecht in Beziehung gesetzt werden.
Ergebnisse: Acht der 11 Faktoren erwiesen sich als geschlechtsabhängig oder mit dem Prüfungserfolg verbunden, vier von diesen als sowohl geschlechtsabhängig als auch erfolgsrelevant („Erfolgssicherheit“, „laufend und viel mitlernen“, „hohe Lernkapazität“, „ängstlich/fleißig/strategielos“). Männliche Studierende zeigen eine deutlich strategischere Ausrichtung ihres Lernverhaltens. Interessant erscheint darüber hinaus, dass ein auf Verstehen ausgerichtetes Lernen für den Prüfungserfolg nicht relevant ist.
Schlussfolgerungen: Das Lernverhalten von Mädchen, das grosso modo in der Schule zu besseren Leistungen führt, erweist sich in der Situation der SIP-1 als nicht zielführend. Es wird zu überlegen sein, inwieweit auf Gender-bezogene Differenzen in der Planung von Curriculum und Prüfungswesen Bedacht genommen werden kann.
Lalley, James P.; Miller, Robert H.
The Learning Pyramid: Does it point teachers in the right direction? Artikel
In: Education, Bd. 128, Nr. 1, S. 64–79, 2007, ISSN: 0013-1172.
Abstract | Links | BibTeX | Schlagwörter: learning pyramide, Mythen, O
@article{Lalley2019,
title = {The Learning Pyramid: Does it point teachers in the right direction?},
author = {James P. Lalley and Robert H. Miller},
url = {http://www.impudent.org.uk/wordpress/wp-content/uploads/2015/03/Lalley-Miller-TheLearningPyramid-Education-200709-.pdf},
issn = {0013-1172},
year = {2007},
date = {2007-09-01},
journal = {Education},
volume = {128},
number = {1},
pages = {64–79},
abstract = {This paper raises serious questions about the reliability of the learning pyramid as a guide to retention among students. The pyramid suggests that certain teaching methods are connected with a corresponding hierarchy of student retention. No specific credible research was uncovered to support the pyramid, which is loosely associated with the theory proposed by the well-respected researcher, Edgar Dale. Dale is credited with creating the Cone of Experience in 1946. The Cone was designed to represent the importance of altering teaching methods in relation to student background knowledge: it suggests a continuum of methods not a hierarchy. While no credible research was uncovered to support the pyramid, clear research on retention was discovered regarding the importance of each of the pyramid levels: each of the methods identified by the pyramid resulted in retention, with none being consistently superior to the others and all being effective in certain contexts. A key conclusion from the literature reviewed rests with the critical importance of the teacher as a knowledgeable decision maker for choosing instructional methods. (Contains 3 figures.)},
keywords = {learning pyramide, Mythen, O},
pubstate = {published},
tppubtype = {article}
}
This paper raises serious questions about the reliability of the learning pyramid as a guide to retention among students. The pyramid suggests that certain teaching methods are connected with a corresponding hierarchy of student retention. No specific credible research was uncovered to support the pyramid, which is loosely associated with the theory proposed by the well-respected researcher, Edgar Dale. Dale is credited with creating the Cone of Experience in 1946. The Cone was designed to represent the importance of altering teaching methods in relation to student background knowledge: it suggests a continuum of methods not a hierarchy. While no credible research was uncovered to support the pyramid, clear research on retention was discovered regarding the importance of each of the pyramid levels: each of the methods identified by the pyramid resulted in retention, with none being consistently superior to the others and all being effective in certain contexts. A key conclusion from the literature reviewed rests with the critical importance of the teacher as a knowledgeable decision maker for choosing instructional methods. (Contains 3 figures.)