Kruger, Justin; Dunning, David
In: Journal of Personality and Social Psychology, Bd. 77, Ausg. 6, S. 1121–1134, 1999.
Abstract | Links | BibTeX | Schlagwörter: A, Dunning-Kruger effect
@article{Kruger1999,
title = {Unskilled and unaware of it: How difficulties in recognizing one's own incompetence lead to inflated self-assessments},
author = {Justin Kruger and David Dunning},
url = {https://doi.org/10.1037/0022-3514.77.6.1121},
doi = {10.1037/0022-3514.77.6.1121},
year = {1999},
date = {1999-01-01},
urldate = {1999-01-01},
journal = {Journal of Personality and Social Psychology},
volume = {77},
issue = {6},
pages = {1121–1134},
abstract = {People tend to hold overly favorable views of their abilities in many social and intellectual domains. The authors suggest that this overestimation occurs, in part, because people who are unskilled in these domains suffer a dual burden: Not only do these people reach erroneous conclusions and make unfortunate choices, but their incompetence robs them of the metacognitive ability to realize it. Across 4 studies, the authors found that participants scoring in the bottom quartile on tests of humor, grammar, and logic grossly overestimated their test performance and ability. Although their test scores put them in the 12th percentile, they estimated themselves to be in the 62nd. Several analyses linked this miscalibration to deficits in metacognitive skill, or the capacity to distinguish accuracy from error. Paradoxically, improving the skills of the participants, and thus increasing their metacognitive competence, helped them recognize the limitations of their abilities. (APA PsycInfo Database Record (c) 2016 APA, all rights reserved)},
keywords = {A, Dunning-Kruger effect},
pubstate = {published},
tppubtype = {article}
}
People tend to hold overly favorable views of their abilities in many social and intellectual domains. The authors suggest that this overestimation occurs, in part, because people who are unskilled in these domains suffer a dual burden: Not only do these people reach erroneous conclusions and make unfortunate choices, but their incompetence robs them of the metacognitive ability to realize it. Across 4 studies, the authors found that participants scoring in the bottom quartile on tests of humor, grammar, and logic grossly overestimated their test performance and ability. Although their test scores put them in the 12th percentile, they estimated themselves to be in the 62nd. Several analyses linked this miscalibration to deficits in metacognitive skill, or the capacity to distinguish accuracy from error. Paradoxically, improving the skills of the participants, and thus increasing their metacognitive competence, helped them recognize the limitations of their abilities. (APA PsycInfo Database Record (c) 2016 APA, all rights reserved)
Rauscher, Frances H.; Shaw, Gordon L.; Ky, Catherine N.
Music and spatial task performance Artikel
In: Nature, Bd. 365, Nr. 611, 1993, ISSN: 1476-4687.
Links | BibTeX | Schlagwörter: music, Mythen, O, task performance
@article{Rauscher1993,
title = {Music and spatial task performance},
author = {Frances H. Rauscher and Gordon L. Shaw and Catherine N. Ky },
url = {https://doi.org/10.1038/365611a0},
doi = {10.1038/365611a0},
issn = {1476-4687},
year = {1993},
date = {1993-10-14},
journal = {Nature},
volume = {365},
number = {611},
keywords = {music, Mythen, O, task performance},
pubstate = {published},
tppubtype = {article}
}
Rolland, John S.
Chronic Illness and the Life Cycle: A Conceptual Framework Artikel
In: Family Process, Bd. 26, S. 203–221, 1986.
Abstract | Links | BibTeX | Schlagwörter: Chronic Illness, Cronicity Framework, O
@article{Rolland1987,
title = {Chronic Illness and the Life Cycle: A Conceptual Framework},
author = {John S. Rolland},
url = {https://doi.org/10.1111/j.1545-5300.1987.00203.x},
doi = {10.1111/j.1545-5300.1987.00203.x},
year = {1986},
date = {1986-12-30},
journal = {Family Process},
volume = {26},
pages = {203–221},
abstract = {This article provides a conceptual framework for thinking about the system created at the interface of chronic illness with the family life cycle. First, a psychosocial typology and time phases of illness schema is described as a necessary, preliminary step to create a common language that bridges the worlds of illness, individual, and family development. This schema organizes similarities and differences between diseases in a manner useful to psychosocial-developmental rather than biomedical inquiry. Then, drawing on several major life-cycle theories in the literature, key concepts (periods of transition, life-structure building and maintaining, centripetality, and centrifugality) are used in a complementary fashion to link these three lines of development. Equipped with these psychosocial languages, consideration is given to transgenerational aspects of illness, loss, and crisis, and the interwoven threads of illness, family, and individual development. Clinical vignettes are provided to highlight this conceptual framework.},
keywords = {Chronic Illness, Cronicity Framework, O},
pubstate = {published},
tppubtype = {article}
}
This article provides a conceptual framework for thinking about the system created at the interface of chronic illness with the family life cycle. First, a psychosocial typology and time phases of illness schema is described as a necessary, preliminary step to create a common language that bridges the worlds of illness, individual, and family development. This schema organizes similarities and differences between diseases in a manner useful to psychosocial-developmental rather than biomedical inquiry. Then, drawing on several major life-cycle theories in the literature, key concepts (periods of transition, life-structure building and maintaining, centripetality, and centrifugality) are used in a complementary fashion to link these three lines of development. Equipped with these psychosocial languages, consideration is given to transgenerational aspects of illness, loss, and crisis, and the interwoven threads of illness, family, and individual development. Clinical vignettes are provided to highlight this conceptual framework.
Strecker, Dorothea
Nutzung der Schattenbibliothek Sci-Hub in Deutschland Artikel
In: LIBREAS. Library Ideas, Bd. 36, 0000, ISSN: 1860-7950.
Links | BibTeX | Schlagwörter: A, closed access, Germany, logfile analysis, publishers, Schattenbibliothek, Sci-Hub
@article{Strecker2019,
title = {Nutzung der Schattenbibliothek Sci-Hub in Deutschland},
author = {Dorothea Strecker},
url = {https://libreas.eu/ausgabe36/strecker/},
issn = {1860-7950},
journal = {LIBREAS. Library Ideas},
volume = {36},
keywords = {A, closed access, Germany, logfile analysis, publishers, Schattenbibliothek, Sci-Hub},
pubstate = {published},
tppubtype = {article}
}
Wang, Shaoyi; Xu, Yan; Li, Quanlong; Chen, Yuanlong
Learning Path Planning Algorithm Based on Learner Behavior Analysis Proceedings Article
In: 2021 4th International Conference on Big Data and Education, S. 26–33, Association for Computing Machinery, New York, NY, USA, 0000, ISBN: 9781450389389.
Abstract | Links | BibTeX | Schlagwörter: Learning path, O, Smart education, Time series
@inproceedings{Wang2021,
title = {Learning Path Planning Algorithm Based on Learner Behavior Analysis},
author = {Shaoyi Wang and Yan Xu and Quanlong Li and Yuanlong Chen},
url = {https://doi.org/10.1145/3451400.3451405},
doi = {10.1145/3451400.3451405},
isbn = {9781450389389},
booktitle = {2021 4th International Conference on Big Data and Education},
pages = {26–33},
publisher = {Association for Computing Machinery},
address = {New York, NY, USA},
series = {ICBDE 2021},
abstract = {Internet online education platforms are developing at an unprecedented speed. Ordinary people can also have zero-distance access to excellent courses from excellent universities that were inaccessible in the past. However, learners are unable to quickly find content that suits their learning interests and abilities in the massive learning materials, resulting in greatly reduced learning effects. This article conducts research on how to fill the knowledge gap between learners and educational resources, and aims to plan individualized and highly compatible learning paths for learners. Combining the prediction results of the exercises and answering questions, the knowledge points and courses are modeled. Based on the established model, a learning path planning algorithm with review strategies based on the knowledge graph is proposed, and the topological sorting is used to show the completeness for the learners at the end. Personalized learning path. The experimental results show that the method has satisfactory accuracy. It can provide learners with a personalized learning path.},
keywords = {Learning path, O, Smart education, Time series},
pubstate = {published},
tppubtype = {inproceedings}
}
Internet online education platforms are developing at an unprecedented speed. Ordinary people can also have zero-distance access to excellent courses from excellent universities that were inaccessible in the past. However, learners are unable to quickly find content that suits their learning interests and abilities in the massive learning materials, resulting in greatly reduced learning effects. This article conducts research on how to fill the knowledge gap between learners and educational resources, and aims to plan individualized and highly compatible learning paths for learners. Combining the prediction results of the exercises and answering questions, the knowledge points and courses are modeled. Based on the established model, a learning path planning algorithm with review strategies based on the knowledge graph is proposed, and the topological sorting is used to show the completeness for the learners at the end. Personalized learning path. The experimental results show that the method has satisfactory accuracy. It can provide learners with a personalized learning path.
Harder, Thorleif; Drzyzga, Gilbert
Perzeption und Präferenzen von Online-Studierenden zu Lernenden-Dashboards: Designelemente, Akzeptanz und ML-basierte Lernfortschrittsprognosen Konferenzberichte Geplante Veröffentlichung
Waxmann, Jena, Geplante Veröffentlichung.
Abstract | Links | BibTeX | Schlagwörter: A, Benutzerzentriertes Design, Dashboard, dropout, Instruktionsdesign, User Experience Design
@proceedings{nokey,
title = {Perzeption und Präferenzen von Online-Studierenden zu Lernenden-Dashboards: Designelemente, Akzeptanz und ML-basierte Lernfortschrittsprognosen},
author = {Thorleif Harder and Gilbert Drzyzga},
url = {folgt},
booktitle = {Tagungsband der GMW2023: Integration und Ko-Kreation: Miteinander von Mensch und Maschine in Forschung und Bildung},
publisher = {Waxmann},
address = {Jena},
abstract = {Digitale Studiengänge haben in jüngster Zeit erheblich an Bedeutung gewonnen, da sie ein flexibles, zeit- und ortsunabhängiges Studium ermöglichen. Aufgrund räumlicher Distanz und des Online-Charakters sind die Online-Studierenden jedoch teilweise isoliert und müssen ihr Lernen selbst organisieren. Learning Analytics eröffnet hier aussichtsreiche Möglichkeiten, Lernprozesse zu unterstützen und zu verbessern. Im Rahmen eines Forschungsprojektes wird ein Lernenden-Dashboard (LD) für Online-Studiengänge eines Universitätsnetzwerks entwickelt, das auf Methoden des maschinellen Lernens (ML) basiert. Um die Bedürfnisse, Erwartungen und Sichtweisen der Online-Studierenden in Bezug auf das zu entwickelnde LD und den Umgang mit den analysierten Daten zu erfassen, wurde eine OnlineBefragung im Hochschulverbund durchgeführt (N=179). Die Ergebnisse zeigen, dass die Studierenden bereit sind, ihre persönlichen Daten zur Verfügung zu stellen, wenn sie z.B. durch die Darstellung ihres Lernprozesses in Form eines prognostizierten Verlaufs einen unmittelbaren Mehrwert erhalten. Bei den DashboardElementen zeigte sich beispielsweise, dass ein personalisierter Kalender und die Darstellung von Einsendeaufgaben besonders geschätzt werden, was die Bedeutung individueller Lernpfade unterstreicht.},
keywords = {A, Benutzerzentriertes Design, Dashboard, dropout, Instruktionsdesign, User Experience Design},
pubstate = {forthcoming},
tppubtype = {proceedings}
}
Digitale Studiengänge haben in jüngster Zeit erheblich an Bedeutung gewonnen, da sie ein flexibles, zeit- und ortsunabhängiges Studium ermöglichen. Aufgrund räumlicher Distanz und des Online-Charakters sind die Online-Studierenden jedoch teilweise isoliert und müssen ihr Lernen selbst organisieren. Learning Analytics eröffnet hier aussichtsreiche Möglichkeiten, Lernprozesse zu unterstützen und zu verbessern. Im Rahmen eines Forschungsprojektes wird ein Lernenden-Dashboard (LD) für Online-Studiengänge eines Universitätsnetzwerks entwickelt, das auf Methoden des maschinellen Lernens (ML) basiert. Um die Bedürfnisse, Erwartungen und Sichtweisen der Online-Studierenden in Bezug auf das zu entwickelnde LD und den Umgang mit den analysierten Daten zu erfassen, wurde eine OnlineBefragung im Hochschulverbund durchgeführt (N=179). Die Ergebnisse zeigen, dass die Studierenden bereit sind, ihre persönlichen Daten zur Verfügung zu stellen, wenn sie z.B. durch die Darstellung ihres Lernprozesses in Form eines prognostizierten Verlaufs einen unmittelbaren Mehrwert erhalten. Bei den DashboardElementen zeigte sich beispielsweise, dass ein personalisierter Kalender und die Darstellung von Einsendeaufgaben besonders geschätzt werden, was die Bedeutung individueller Lernpfade unterstreicht.