Schlagwort: Clicktivism

@article{Selwyn2019,

title = {What’s the Problem with Learning Analytics?},

author = {Neil Selwyn},

url = {https://doi.org/10.18608/jla.2019.63.3},

doi = {10.18608/jla.2019.63.3},

year  = {2019},

date = {2019-12-13},

journal = {Journal of Learning Analytics},

volume = {6},

number = {3},

pages = {11–19},

abstract = {This article summarizes some emerging concerns as learning analytics become implemented throughout education. The article takes a sociotechnical perspective — positioning learning analytics as shaped by a range of social, cultural, political, and economic factors. In this manner, various concerns are outlined regarding the propensity of learning analytics to entrench and deepen the status quo, disempower and disenfranchise vulnerable groups, and further subjugate public education to the profit-led machinations of the burgeoning “data economy.” In light of these charges, the article briefly considers some possible areas of change. These include the design of analytics applications that are more open and accessible, that offer genuine control and oversight to users, and that better reflect students’ lived reality. The article also considers ways of rethinking the political economy of the learning analytics industry. Above all, learning analytics researchers need to begin talking more openly about the values and politics of data-driven analytics technologies as they are implemented along mass lines throughout school and university contexts.},

keywords = {},

pubstate = {published},

tppubtype = {article}

}

@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 = {},

pubstate = {published},

tppubtype = {article}

}

@article{Ivanov2003,

title = {The Mozart effect and primary school children},

author = {Vesna K. Ivanov and John G. Geake},

url = {https://doi.org/10.1177/03057356030314005},

doi = {10.1177/03057356030314005},

issn = {1741-3087},

year  = {2003},

date = {2003-10-01},

journal = {Psychology of music},

volume = {31},

number = {4},

pages = {405–413},

abstract = {This study found some evidence for the existence of a Mozart Effect with upper-primary school-aged children in a school setting. Scores on a Paper Folding Task (PFT) for a class which listened to Mozart during testing were significantly higher than the PFT scores of a control class. Moreover, a similar result was obtained for another class which listened to Bach during testing. The musical educational experience of the children, ascertained by a Musical Background Questionnaire, did not significantly contribute to the variance in PFT scores. We believe that this study is the first to find a Mozart Effect for school children in a natural setting, in contrast to the original study of Rauscher, Shaw and Ky (1993) who examined the effects of listening to Mozart on the spatial task performance of university students in a laboratory.},

keywords = {},

pubstate = {published},

tppubtype = {article}

}

@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 = {},

pubstate = {published},

tppubtype = {article}

}