Bibliothek

@article{Hilton2019,
title = {Open educational resources, student efficacy, and user perceptions: a synthesis of research published between 2015 and 2018},
author = {John Hilton},
url = {https://doi.org/10.1007/s11423-019-09700-4},
doi = {10.1007/s11423-019-09700-4},
issn = {1556-6501},
year = {2019},
date = {2019-08-06},
journal = {Educational Technology Research and Development},
abstract = {Although textbooks are a traditional component in many higher education contexts, their increasing price have led many students to forgo purchasing them and some faculty to seek substitutes. One such alternative is open educational resources (OER). This present study synthesizes results from sixteen efficacy and twenty perceptions studies involving 121,168 students or faculty that examine either (1) OER and student efficacy in higher education settings or (2) the perceptions of college students and/or instructors who have used OER. Results across these studies suggest students achieve the same or better learning outcomes when using OER while saving significant amounts of money. The results also indicate that the majority of faculty and students who have used OER had a positive experience and would do so again.},
keywords = {A, Computers in education, Financing education, O, OER, open educational resources},
pubstate = {published},
tppubtype = {article}
}

@article{Dacrema2019,
title = {Are We Really Making Much Progress? A Worrying Analysis of Recent Neural Recommendation Approaches},
author = {Maurizio Ferrari Dacrema and Paolo Cremonesi and Dietmar Jannach},
url = {https://arxiv.org/abs/1907.06902
https://dblp.org/rec/bib/journals/corr/abs-1907-06902},
year = {2019},
date = {2019-07-23},
urldate = {2019-08-08},
journal = {Proceedings of the 13th ACM Conference on Recommender Systems (RecSys 2019)},
abstract = {Deep learning techniques have become the method of choice for researchers working on algorithmic aspects of recommender systems. With the strongly increased interest in machine learning in general, it has, as a result, become difficult to keep track of what represents the state-of-the-art at the moment, e.g., for top-n recommendation tasks. At the same time, several recent publications point out problems in today's research practice in applied machine learning, e.g., in terms of the reproducibility of the results or the choice of the baselines when proposing new models. In this work, we report the results of a systematic analysis of algorithmic proposals for top-n recommendation tasks. Specifically, we considered 18 algorithms that were presented at top-level research conferences in the last years. Only 7 of them could be reproduced with reasonable effort. For these methods, it however turned out that 6 of them can often be outperformed with comparably simple heuristic methods, e.g., based on nearest-neighbor or graph-based techniques. The remaining one clearly outperformed the baselines but did not consistently outperform a well-tuned non-neural linear ranking method. Overall, our work sheds light on a number of potential problems in today's machine learning scholarship and calls for improved scientific practices in this area. },
keywords = {evolutionary computing, information retrieval, machine learning, neural computing, O},
pubstate = {published},
tppubtype = {article}
}

@article{Perini2019,
title = {Using Hypervideo to support undergraduate students’ reflection on work practices: a qualitative study},
author = {Marco Perini and Alberto A.P. Cattaneo and Guiseppe Tacconi},
url = {https://doi.org/10.1186/s41239-019-0156-z},
doi = {10.1186/s41239-019-0156-z},
issn = {2365-9440},
year = {2019},
date = {2019-07-19},
urldate = {2019-08-08},
journal = {International Journal of Educational Technology in Higher Education},
volume = {16},
number = {1},
pages = {29},
publisher = {Springer International Publishing},
abstract = {According to several exploratory studies, the HyperVideo seems to be particularly useful in highlighting the existing connections between the school-based and the work-based contexts, between authentic work situations and theoretical underpinnings. This tool and its features, in particular, the video annotation, seems to constitute an instrument which facilitates the students' reflection on work-practices. Even though several researchers have already studied the efficacy of HyperVideo, studies concerning the qualitative differences between a reflection process activated with or without its use are still missing. Therefore, the present contribution is focused on the reflective processes activated by two groups of students engaged in a higher education course while they carry out a reflective activity on work practices using the HyperVideo or not. The aim is to investigate wether the HyperVideo can be useful for students to foster the connection between theoretical concepts and work practices. Through multi-step qualitative analysis which combined Thematic Qualitative Text Analysis and Grounded Theory, a sample of reflective reports drafted by a group of students who employed HiperVideo to make a video-interview on a work-practice and to reflect on it (Group A) was compared with a sample of reflective reports drafted by a group who did not use it to complete the same task (Group B).},
keywords = {crossing boundaries, educational technologies, hypervideo, O, reflective activities, video annotation},
pubstate = {published},
tppubtype = {article}
}

@article{Kim2019,
title = {LumièreNet: Lecture Video Synthesis from Audio},
author = {Byung-Hak Kim and Varun Ganapathi},
url = {http://arxiv.org/abs/1907.02253
https://dblp.org/rec/bib/journals/corr/abs-1907-02253},
year = {2019},
date = {2019-07-08},
urldate = {2019-08-08},
journal = {CoRR},
volume = {bs/1907.02253},
abstract = {We present LumièreNet, a simple, modular, and completely deep-learning based architecture that synthesizes, high quality, full-pose headshot lecture videos from instructor's new audio narration of any length. Unlike prior works, LumièreNet is entirely composed of trainable neural network modules to learn mapping functions from the audio to video through (intermediate) estimated pose-based compact and abstract latent codes. Our video demos are available at [22] and [23].},
keywords = {audio processing, computer vision, lectures, machine learning, O, pattern recognition, speech processing},
pubstate = {published},
tppubtype = {article}
}

@online{Wikipedianer2019AdaLovelace,
title = {Ada Lovelace},
author = {Wikipedianer},
url = {https://de.wikipedia.org/w/index.php?title=Ada_Lovelace&oldid=189780475},
year = {2019},
date = {2019-06-22},
urldate = {2019-06-27},
keywords = {A, Ada Lovelace},
pubstate = {published},
tppubtype = {online}
}

@article{Otto2019,
title = {Can MOOCs empower people to critically think about climate change? A learning outcome based comparison of two MOOCs},
author = {Daniel Otto and Sandra Caeiro and Paula Nicolau and Antje Disterheft and António Teixeira and Sara Becker and Alexander Bollmann and Kirsten Sander},
url = {https://doi.org/10.1016/j.jclepro.2019.02.190},
doi = {10.1016/j.jclepro.2019.02.190},
issn = {0959-6526},
year = {2019},
date = {2019-06-10},
urldate = {2019-06-27},
journal = {Journal of Cleaner Production},
volume = {222},
pages = {12–21},
publisher = {Elsevier},
abstract = {Climate change can be regarded as one of the key topics of sustainable development where public awareness and education are crucial. In the field of education, Massive Online Open Courses (MOOCs) have raised remarkable attention throughout the last decade as their initial objective is to provide massive open online education for everyone. This article aims to explore the impact of MOOCs on learning about climate change. This is necessary in order to evaluate whether MOOCs can make a substantial contribution to lifelong learning about sustainable development for a wider audience. We therefore present findings from self-assessment questionnaires of participants from two climate change MOOCs provided by two-distance learning universities in Germany and Portugal. Both MOOCs aimed at imparting to the participants the competencies to better understand the topic of climate change. The objective of the survey was a competency-based evaluation to review which learning outcomes have been achieved. The results indicate that taking part in either of the MOOCs increased the participants’ competencies to critically engage in the climate change debate. MOOCs are able to convey certain learning outcomes to the students and thus can contribute to climate change literacy. For further research, we recommend a more differentiated view on MOOCs and the learning opportunities for participants. Options for potential improvement are to think of better ways of how to integrate MOOCs into climate change education or to consider possibilities to increase the attractiveness of MOOCs for instance by using innovative formats to overcome the barriers between formal and informal learning.},
keywords = {Climate change education, climate literacy, distance learning, massive open online courses (MOOCs), O, open education, sustainability},
pubstate = {published},
tppubtype = {article}
}

@inproceedings{Leitner2019,
title = {Experiences with a MOOC-platform – Who are our learners and what do they think about MOOCs?},
author = {Philipp Leitner and Martin Ebner},
url = {http://ceur-ws.org/Vol-2356/
http://ceur-ws.org/Vol-2356/experience_short14.pdf
https://www.researchgate.net/publication/333446168_Experiences_with_a_MOOC-platform_-Who_are_our_learners_and_what_do_they_think_about_MOOCs},
issn = {1613-0073},
year = {2019},
date = {2019-05-20},
urldate = {2019-08-08},
booktitle = {Proceedings of Work in Progress Papers of the Research, Experience and Business Tracks at EMOOCs 2019},
volume = {2356},
abstract = {iMooX, the first and currently only Austrian MOOC platform, has been hosting xMOOCs since 2014. Directly after the start a survey of the first three MOOCs was conducted and published in 2015. In the meantime, the MOOC platform contains more than 45 courses and serves many thousands of learners. Therefore, we are investigating, if there is a change towards the learners themselves, their expectations and experiences regarding learning with MOOCs as well as with the platform. Using the exact same survey as years before it can be shown that there are little changes in the right directions or maybe it can be concluded that learning with MOOCs became more common to a broader public, at least in the academic world.},
keywords = {A, iMooX, massive open online courses (MOOCs), online survey, quantitative assessment},
pubstate = {published},
tppubtype = {inproceedings}
}

@inproceedings{Neuböck2019,
title = {What do we know about typical MOOC participants? First insights from the field},
author = {Kristina Neuböck and Michael Kopp and Martin Ebner},
url = {https://www.researchgate.net/publication/276473928_What_do_we_know_about_typical_MOOC_participants_First_insights_from_the_field},
year = {2019},
date = {2019-05-20},
urldate = {2019-08-08},
booktitle = {Proceedings of eMOOCs 2015 conference},
pages = {183–190},
address = {Mons},
abstract = {assive Open Online Courses became a worldwide phenomenon. Especially in Central Europe it is a subject of debates whether universities should invest more money or not. This research study likes to give first answers about typical MOOC participants based on data from different field studies of the Austrian MOOC-platform iMooX.
It can be pointed out that the typical learner is a student or an adult learner, strongly interested in the course topic or just interested in learning with media and finally with self- contained learning competencies. The research work concludes that MOOCs broaden the educational field for universities and are a possibility to educate the public in a long run.},
keywords = {A, iMooX, massive open online courses (MOOCs), online survey, quantitative assessment},
pubstate = {published},
tppubtype = {inproceedings}
}

@article{Marsh2019,
title = {The Digital Expansion of the Mind: Implications of Internet Usage for Memory and Cognition},
author = {Elizabeth J. Marsh and Suparna Rajaram},
url = {https://doi.org/10.1016/j.jarmac.2018.11.001},
doi = {10.1016/j.jarmac.2018.11.001},
issn = {2211-3681},
year = {2019},
date = {2019-01-19},
journal = {Journal of Applied Research in Memory and Cognition},
volume = {8},
number = {1},
pages = {1–14},
publisher = {Elsevier},
abstract = {The internet is rapidly changing what information is available as well as how we find it and share it with others. Here we examine how this “digital expansion of the mind” changes cognition. We begin by identifying ten properties of the internet that likely affect cognition, roughly organized around internet content (e.g., the sheer amount of information available), internet usage (e.g., the requirement to search for information), and the people and communities who create and propagate content (e.g., people are connected in an unprecedented fashion). We use these properties to explain (or ask questions about) internet-related phenomena, such as habitual reliance on the internet, the propagation of misinformation, and consequences for autobiographical memory, among others. Our goal is to consider the impact of internet usage on many aspects of cognition, as people increasingly rely on the internet to seek, post, and share information.},
keywords = {Cognition, External memory, Internet, memory, Metacognition, O, Social memory},
pubstate = {published},
tppubtype = {article}
}

@article{Orben2019,
title = {The association between adolescent well-being and digital technology use},
author = {Amy Orben and Andrew K. Przybylski},
url = {https://doi.org/10.1038/s41562-018-0506-1},
doi = {10.1038/s41562-018-0506-1},
issn = {2397-3374},
year = {2019},
date = {2019-01-14},
journal = {Nature Human Behaviour},
abstract = {The widespread use of digital technologies by young people has spurred speculation that their regular use negatively impacts psychological well-being. Current empirical evidence supporting this idea is largely based on secondary analyses of large-scale social datasets. Though these datasets provide a valuable resource for highly powered investigations, their many variables and observations are often explored with an analytical flexibility that marks small effects as statistically significant, thereby leading to potential false positives and conflicting results. Here we address these methodological challenges by applying specification curve analysis (SCA) across three large-scale social datasets (total n = 355,358) to rigorously examine correlational evidence for the effects of digital technology on adolescents. The association we find between digital technology use and adolescent well-being is negative but small, explaining at most 0.4% of the variation in well-being. Taking the broader context of the data into account suggests that these effects are too small to warrant policy change.},
keywords = {adolescent, O, specification curve analysis (SCA), technology use, well-being},
pubstate = {published},
tppubtype = {article}
}

@article{Reich2019,
title = {The MOOC pivot},
author = {Justin Reich and José A. Ruipérez-Valiente},
url = {http://dx.doi.org/10.1126/science.aav7958},
doi = {10.1126/science.aav7958},
issn = {1095-9203},
year = {2019},
date = {2019-01-11},
journal = {Science},
volume = {363},
number = {6423},
pages = {130–131},
abstract = {When massive open online courses (MOOCs) first captured global attention in 2012, advocates imagined a disruptive transformation in postsecondary education. Video lectures from the world's best professors could be broadcast to the farthest reaches of the networked world, and students could demonstrate proficiency using innovative computer-graded assessments, even in places with limited access to traditional education. But after promising a reordering of higher education, we see the field instead coalescing around a different, much older business model: helping universities outsource their online master's degrees for professionals (1). To better understand the reasons for this shift, we highlight three patterns emerging from data on MOOCs provided by Harvard University and Massachusetts Institute of Technology (MIT) via the edX platform: The vast majority of MOOC learners never return after their first year, the growth in MOOC participation has been concentrated almost entirely in the world's most affluent countries, and the bane of MOOCs—low completion rates (2)—has not improved over 6 years.},
keywords = {higher education, massive open online courses (MOOCs), O},
pubstate = {published},
tppubtype = {article}
}

@article{Lemke2019,
title = {“When You Use Social Media You Are Not Working”: Barriers for the Use of Metrics in Social Sciences},
author = {Steffen Lemke and Maryam Mehrazar and Athanasios Mazarakis and Isabella Peters},
url = {https://doi.org/10.3389/frma.2018.00039},
doi = {10.3389/frma.2018.00039},
issn = {2504–0537},
year = {2019},
date = {2019-01-08},
journal = {Frontiers in Research Metrics and Analytics},
volume = {3},
pages = {39},
abstract = {The Social Sciences have long been struggling with quantitative forms of research assessment – insufficient coverage in prominent citation indices and overall lower citation counts than in STM subject areas have led to a widespread weariness regarding bibliometric evaluations among social scientists. Fueled by the rise of the social web, new hope is often placed on alternative metrics that measure the attention scholarly publications receive online, in particular on social media. But almost a decade after the coining of the term altmetrics for this new group of indicators, the uptake of the concept in the Social Sciences still seems to be low. Just like with traditional bibliometric indicators, one central problem hindering the applicability of altmetrics for the Social Sciences is the low coverage of social science publications on the respective data sources – which in the case of altmetrics are the various social media platforms on which interactions with scientific outputs can be measured. Another reason is that social scientists have strong opinions about the usefulness of metrics for research evaluation which may hinder broad acceptance of altmetrics too.
We conducted qualitative interviews and online surveys with researchers to identify the concerns which inhibit the use of social media and the utilization of metrics for research evaluation in the Social Sciences. By analyzing the response data from the interviews in conjunction with the response data from the surveys, we identify the key concerns that inhibit social scientists from (1) applying social media for professional purposes and (2) making use of the wide array of metrics available.
Our findings show that aspects of time consumption, privacy, dealing with information overload, and prevalent styles of communication are predominant concerns inhibiting Social Science researchers from using social media platforms for their work. Regarding indicators for research impact we identify a widespread lack of knowledge about existing metrics, their methodologies and meanings as a major hindrance for their uptake through social scientists. The results have implications for future developments of scholarly online tools and show that researchers could benefit considerably from additional formal training regarding the correct application and interpretation of metrics.},
keywords = {A, altmetrics, bibliometrics, concerns, interviews, online survey, research assessment, social media usage},
pubstate = {published},
tppubtype = {article}
}

@online{Klexikon2019adaLovelace,
title = {Ada Lovelace},
author = {Klexikonianer},
url = {https://klexikon.zum.de/index.php?title=Ada_Lovelace&oldid=88296},
year = {2018},
date = {2018-12-31},
urldate = {2019-06-27},
keywords = {A, Ada Lovelace},
pubstate = {published},
tppubtype = {online}
}

@online{Wikipedia2019Kopernikus,
title = {Nikolaus Kopernikus},
author = {Wikipedianer},
url = {https://de.wikipedia.org/w/index.php?title=Nikolaus_Kopernikus&oldid=184010871},
year = {2018},
date = {2018-12-25},
urldate = {2019-02-16},
organization = {Wikipedia},
keywords = {A, Astronomie, Nikolaus Kopernikus},
pubstate = {published},
tppubtype = {online}
}

@online{Klexikon2019Kopernikus,
title = {Nikolaus Kopernikus},
author = {Klexikonianer},
url = {https://klexikon.zum.de/index.php?title=Nikolaus_Kopernikus&oldid=83283},
year = {2018},
date = {2018-10-28},
urldate = {2019-02-16},
keywords = {A, Astronomie, Nikolaus Kopernikus},
pubstate = {published},
tppubtype = {online}
}

@article{Könitz_2018,
title = {OER – Auf dem Weg in eine selbstverschuldete digitale Unmündigkeit?},
author = {Christopher Könitz},
url = {https://www.medienpaed.com/article/view/609},
doi = {10.21240/mpaed/32/2018.10.24.X},
issn = {1424-3636},
year = {2018},
date = {2018-10-24},
urldate = {2018-12-20},
journal = {MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung},
volume = {32},
number = {Oktober},
pages = {63–71},
abstract = {Spätestens seit der Debatte um die Vergütung von urheberrechtlich geschütztem Material nach UrhG §52a, scheinen Open Educational Resources (OER) die Antwort auf proprietäre Verlagsangebote zu sein. Jedoch gibt es lizenzrechtliche, technische und begriffliche Unschärfen, die dazu führen, dass OER in eine selbstverschuldete digitale Unmündigkeit führen können. Dieser Beitrag liefert daher im Kern eine kritische Auseinandersetzung mit dem OER-Begriff aus einer bildungstheoretisch-medienpädagogischen Perspektive. Im ersten Teil werden die genannten Unschärfen näher beleuchtet und erste Lösungsansätze aufzeigt. Der Beitrag plädiert für eine Hinwendung zu einem starken Copyleft, welches derzeit mit den Creative Commons nicht möglich ist, da diese unter Umständen zu proprietären Materialen führen können. Die technische Perspektive richtet sich auf die verwendeten Dateiformate von OER, die häufig nicht frei und/oder editierbar sind. Die begriffliche Perspektive stellt heraus, dass der OER-Begriff ein negatives Konzept von Freiheit verfolgen und mit Blick auf die Medienpädagogik untertheoretisiert sind.

Im zweiten Teil werden daher durch das Medienkompetenzmodell nach Baacke und der Strukturalen Medienbildung nach Jörissen und Marotzki zwei mögliche medienpädagogische Anschlüsse geschaffen. Durch diese Anschlüsse werden die Momente der Medienkritik und der Reflexivität eingebracht. Damit wird der Fokus von einer Outputorientierung auf den Aufbau eines Orientierungswissens – und damit auf transformatorische Bildungsprozesse und den damit verbundenen medialen Artikulationen – verschoben.},
keywords = {O, OER, open educational resources},
pubstate = {published},
tppubtype = {article}
}

@article{Reder2018,
title = {Offene Bildungspraxis erlebbar machen – die Rolle von Podcasts für Projektdokumentationen und Reflexionsprozesse},
author = {Constanze Reder and Bence Lukács},
url = {https://www.medienpaed.com/article/view/610},
doi = {10.21240/mpaed/32/2018.10.20.X},
issn = {1424-3636},
year = {2018},
date = {2018-10-20},
journal = {MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung},
volume = {32},
pages = {17–27},
abstract = {Der vorliegende Beitrag widmet sich der Frage, wie Reflexion als Teil akademischer Medienkompetenz an Hochschulen adressiert werden kann. Als Beispiel dient ein Praxisprojekt, über das Studierende in labs mit Open Educational Resources (frei verfügbares Bildungsmaterial, OER), aber darüber hinaus vor allem mit Open Educational Practices (offenen Bildungspraktiken, OEP) und offenen Lehrinhalten in Kontakt kommen. Dabei stehen auch andere hochschulische Akteursgruppen im Fokus, die gemeinsam mit den Studierenden in moderierten Dialogen darüber beraten, wie nicht nur OER sondern auch OEP an der Hochschule etabliert werden können, um Dozierenden wie Studierenden den Zugang zu offener Bildung zu erleichtern. Ausgehend von dieser Praxiserfahrung greift der Artikel den Baustein des projektbegleitenden Podcasts heraus, der die Anlage des Projekts dokumentiert, aber auch ein reflexives Element im Doing darstellt, durch das die verschiedenen Perspektiven der Mitarbeitenden an den beiden Standorten, aber auch die von Stakeholdern und Kooperationsakteurinnen und Kooperationsakteuren widergespiegelt wird. Er widmet sich der Frage, wie dementsprechend ein reflektierter Umgang mit offener Lehr-Lernpraxis an der Hochschule unterstützt werden kann und wie offene Praxis nicht nur als Seminarinhalt, sondern auch nachhaltig als Teil von Hochschulentwicklungsprojekten implementiert werden kann.},
keywords = {Hochschule, O, OER, Podcasts},
pubstate = {published},
tppubtype = {article}
}

@article{Leuchtenbörger2018,
title = {Erstellung und Weiterentwicklung von Open Educational Resources im Selbstversuch},
author = {Jens Leuchtenbörger},
url = {https://www.medienpaed.com/article/view/651},
doi = {10.21240/mpaed/34/2019.03.02.X},
issn = {1424-3636},
year = {2018},
date = {2018-10-20},
journal = {MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung},
volume = {32},
pages = {101–117},
abstract = {Open Educational Resources (OER) versprechen einerseits den Abbau von Hürden im Bildungszugang und andererseits die Vermeidung redundanter Arbeit bei der Erstellung ähnlicher und gleichzeitig qualitativ hochwertiger Bildungsressourcen in unterschiedlichen Organisationen. Der Verbreitung von OER stehen jedoch bekannte Hürden gegenüber, wobei das ALMS-Framework einen Rahmen für die Bewertung der Wieder- und Weiternutzung von OER aus technischer Sicht bereitstellt. Ausgehend von einem Selbstversuch zur OER-Einführung werden in dieser Arbeit das ALMS-Framework erweiternde Anforderungen an OER basierend auf Konzepten aus Software-Entwicklung und technischem Schreiben definiert. Unter Beachtung dieser Anforderungen werden zwei OER-Projekte beschrieben: Zum einen wird die Weiterentwicklung eines Lehrbuchs unter Creative-Commons-Lizenz skizziert. Zum anderen werden Erstellung und Nutzung der neu entwickelten Software emacs-reveal für die Erzeugung von für das Selbststudium geeigneten, mit Audiokommentaren unterlegten HTML-Präsentationen beschrieben; die Präsentationen werden in einfachen Textdateien erstellt, wobei die Erzeugung von HTML-Code automatisiert in einer öffentlichen GitLab-Infrastruktur abläuft und damit die Software-Nutzung vereinfacht. Ergebnisse einer Umfrage unter Studierenden verdeutlichen die Vorzüge der erzeugten Präsentationen.},
keywords = {Github, Hochschule, Informatik, O, open educational resources, Open Source},
pubstate = {published},
tppubtype = {article}
}

@proceedings{wolters2018,
title = {Entwicklung einer effizienten Integrationslösung zur Bereitstellung von Vorlesungsfolien in hochschulischer Präsenzlehre},
author = {Christian Wolters and Nadine Flegel and Michael Herczeg},
editor = {Detlef Krömker and Ulrik Schroeder},
isbn = {978-3-88579-678-7},
year = {2018},
date = {2018-09-01},
booktitle = {DeLFI 2018 - Die 16. E-Learning Fachtagung Informatik},
pages = {81–92},
publisher = {Gesellschaft für Informatik e.V.},
address = {Bonn},
abstract = {Zur Arbeit mit digitalen Vorlesungsfolien in hochschulischer Präsenzlehre gehört nach der Vorbereitung und Präsentation auch das Bereitstellen und Verbreiten von Foliensätzen. Bei der Pflege des Präsentationsmediums und dessen Export aus dem Autorenwerkzeug in ein Learning Management System (LMS) können auf Grund nicht vorhandener Integration der beteiligten Systeme selbst bei kleinen Änderungen hohe Aufwände entstehen. Um das Optimierungspotential einer Integration zu untersuchen, wurde eine LTI-Schnittstelle zwischen einem web-basierten Autorenwerkzeug zur Erstellung von Vorlesungsfolien und einem LMS geschaffen und mit einem nicht-optimierten Arbeitsablauf verglichen. Im Rahmen eines menschzentrierten Entwicklungsprozesses wurde eine prototypische Integrationslösung entwickelt, die sowohl aufgabenorientiert, mittels GOMS-Analyse, als auch benutzerorientiert in einer Laborstudie evaluiert wurde.},
keywords = {A, GOMS-Analyse, LTI, Moodle, Präsenzlehre, Usability},
pubstate = {published},
tppubtype = {proceedings}
}

@inbook{Seidel2018,
title = {Aufgabentypen für das Zusammenspiel von E-Assessment und Lernvideos},
author = {Niels Seidel},
editor = {Aline Bergert and Anje Lehmann and Maja Liebscher and Jens Schulz},
url = {http://nbn-resolving.de/urn:nbn:de:bsz:105-qucosa2-312017},
isbn = {978-3-86012-575-5},
year = {2018},
date = {2018-08-10},
urldate = {2018-11-18},
booktitle = {Videocampus Sachsen – Machbarkeitsuntersuchung},
pages = {45–60},
publisher = {TU Bergakademie Freiberg},
address = {Freiberg},
edition = {1},
institution = {Medienzentrum der TU Bergakademie Freiberg},
series = {Freiberger Forschungshefte},
abstract = {Lernvideos werden oft als Instruktionsmedien verstanden, die Lerninhalte in audiovisueller Form konservieren und transportieren. Dieser Beitrag ergänzt diese Sichtweise um den Aspekt der Überprüfung des Lernerfolgs mit Hilfe von E-Assessments. Durch die Integration von speziellen Aufgabentypen in den Ablauf der Videowiedergabe können höhere Kompetenzlevel geprüft und weiterführende didaktische Intentionen, Lernszenarien und -formen umgesetzt werden. Im Rahmen der Verbundförderung des Videocampus Sachsen (VCS) konnten entsprechende Feldstudien ausgewertet und Pilotanwendungen im Rahmen des Innovationsvorhabens ViAssess entwickelt werden.},
keywords = {Assessment, e-Assessment, higher education, O, Saxony, teaching, video},
pubstate = {published},
tppubtype = {inbook}
}

@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}
}

@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}
}

@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}
}

@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}
}

@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}
}

@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}
}

@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}
}

@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}
}

@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}
}

@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}
}

@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}
}

@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}
}

@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}
}

@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}
}

@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% after three semesters. A classification with more than 83% 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}
}

@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}
}

@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}
}

@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}
}

@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}
}

@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}
}

@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}
}

@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}
}

@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}
}

@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}
}

@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}
}

@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}
}

@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}
}

@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}
}

@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}
}

@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%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}
}