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(Personen: "Libbrecht," und "Paul")

Learning information literacy across the globe, Frankfurt am Main, May 10th 2019 Botte, Alexander; Libbrecht, Paul; Rittberger, Marc (Hrsg.) Compilation Book | Frankfurt am Main: DIPF | Leibniz‐Institut für Bildungsforschung und Bildungsinformation | 2021 42365 Endnote: Editor(s) Botte, Alexander; Libbrecht, Paul; Rittberger, Marc
Title: Learning information literacy across the globe, Frankfurt am Main, May 10th 2019
Published: Frankfurt am Main: DIPF | Leibniz‐Institut für Bildungsforschung und Bildungsinformation, 2021
DOI: 10.25656/01:17670
URN: urn:nbn:de:0111-pedocs-176704
URL: https://www.pedocs.de/frontdoor.php?source_opus=17670
Publication Type: 2. Herausgeberschaft; Sammelband (keine besondere Kategorie)
Language: Englisch
Keywords: Didaktik; Digitale Medien; Digitalisierung; E-Learning; Informationsgesellschaft; Informationskompetenz; Informationsverhalten; Informationswissenschaft; Kompetenz; Kompetenzerwerb; Konferenzbericht; Künstliche Intelligenz; Lernen; Lernprozess; Medienkompetenz; Mehrsprachigkeit; Online-Kurs; OPEN ACCESS; Open Educational Resources
Abstract (english): The international Conference on Learning Information Literacy across the Globe was held on the 10th of May 2019 at Frankfurt Main, Germany. The Conference was part of the Erasmus+ Project Information Literacy Online (ILO), a European project to improve students' competencies. […] The Conference task was to be a forum for the exchange of research and experience associated with Information Literacy (IL) Learning. […] With different frequency, the following topics are touched by the keynotes and papers: Information literacy as a learning process, including assessment; Digital learning resources for information literacy (e.g. MOOCs, Learning-scenarios, OERs); Comparative studies of courses and curricula with an information literacy lens; Cultural diversity of information literacy; Information literacy in connection with other literacy concepts.
DIPF-Departments: Informationszentrum Bildung

Facilitation of information literacy through a multilingual MOOC considering cultural aspects Dreisiebner, Stefan; Polzer, Anna Katharina; Robinson, Lyn; Libbrecht, Paul; […] Journal Article | In: Journal of Documentation | 2021 40969 Endnote: Author(s): Dreisiebner, Stefan; Polzer, Anna Katharina; Robinson, Lyn; Libbrecht, Paul; Boté-Vericad, Juan-José; Urbano, Cristóbal; Mandl, Thomas; Vilar, Polona; Žumer, Maja; Pehar, Franjo; Stričević, Ivanka
Title: Facilitation of information literacy through a multilingual MOOC considering cultural aspects
In: Journal of Documentation, 77 (2021) 3, S. 777-797
DOI: 10.1108/JD-06-2020-0099
URL: https://www.emerald.com/insight/content/doi/10.1108/JD-06-2020-0099/full/html
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language: Englisch
Keywords: Deutschland; Großbritannien; Kroatien; Spanien; Katalonien; Slovenien; Österreich; Informationskompetenz; MOOC <Massive Open Online Course>; Mehrsprachigkeit; Übersetzung; Interkulturelle Differenz; Student; Wissenserwerb; Einstellung <Psy>; Hochschullehrer; Bewertung; Evaluation; Deutsch; Englisch; Katalanisch; Kroatisch; Slovenisch; Spanisch
Abstract: Purpose: The purpose of this paper is to demonstrate the rationale, technical framework, content creation workflow and evaluation for a multilingual massive open online course (MOOC) to facilitate information literacy (IL) considering cultural aspects. Design/methodology/approach: A good practice analysis built the basis for the technical and content framework. The evaluation approach consisted of three phases: first, the students were asked to fill out a short self-assessment questionnaire and a shortened adapted version of a standardized IL test. Second, they completed the full version of the IL MOOC. Third, they were asked to fill out the full version of a standardized IL test and a user experience questionnaire. Findings: The results show that first the designed workflow was suitable in practice and led to the implementation of a full-grown MOOC. Second, the implementation itself provides implications for future projects developing multilingual educational resources. Third, the evaluation results show that participants achieved significantly higher results in a standardized IL test after attending the MOOC as mandatory coursework. Variations between the different student groups in the participating countries were observed. Fourth, self-motivation to complete the MOOC showed to be a challenge for students asked to attend the MOOC as nonmandatory out-of-classroom task. It seems that multilingual facilitation alone is not sufficient to increase active MOOC participation. Originality/value: This paper presents an innovative approach of developing multilingual IL teaching resources and is one of the first works to evaluate the impact of an IL MOOC on learners' experience and learning outcomes in an international evaluation study. (DIPF/Orig.)
DIPF-Departments: Informationszentrum Bildung

Evaluating educational standards using assessment "with" and "through" technology Frenken, Lena; Libbrecht, Paul; Greefrath, Gilbert; Schiffner, Daniel; Schnitzler, Carola Book Chapter | Aus: Donevska-Todorova, Ana; Faggiano, Eleonora; Trgalova, Jana; Lavicza, Zsolt; Weinhandl, Robert; Clark-Wilson, Alison; Weigand, Hans-Georg (Hrsg.): Proceedings of the Thenth ERME Topic Conference (ETC 10) on Mathematics Education in the Digital Age (MEDA), 16-18 September 2020 in Linz, Austria | Paris: Centre pour la communication scientifique directe | 2020 40260 Endnote: Author(s): Frenken, Lena; Libbrecht, Paul; Greefrath, Gilbert; Schiffner, Daniel; Schnitzler, Carola
Title: Evaluating educational standards using assessment "with" and "through" technology
In: Donevska-Todorova, Ana; Faggiano, Eleonora; Trgalova, Jana; Lavicza, Zsolt; Weinhandl, Robert; Clark-Wilson, Alison; Weigand, Hans-Georg (Hrsg.): Proceedings of the Thenth ERME Topic Conference (ETC 10) on Mathematics Education in the Digital Age (MEDA), 16-18 September 2020 in Linz, Austria, Paris: Centre pour la communication scientifique directe, 2020 , S. 361-368
URL: https://hal.archives-ouvertes.fr/hal-02932218/document#page=374
Publication Type: 4. Beiträge in Sammelbänden; Tagungsband/Konferenzbeitrag/Proceedings
Language: Englisch
Keywords: Schüler; Leistungsbeurteilung; Vergleichsarbeit; Bildungsstandards; Mathematik; Technologiebasiertes Testen; Umsetzung; Deutschland
Abstract: This paper reports on a feasibility study of creating a standardised assessment instrument to evaluate students' competencies found in the German national standards. The study aimed at combining widespread tools in math-classes, such as dynamic geometry and spreadsheets, in an integrated and computer-driven way. We report on the mathematical and technical feasibility: What limits were reached, and which opportunities have appeared? The report provides indications that a development process is feasible but that an attention to the task description is required, as the student may be unaware of the manipulations to perform tasks. (DIPF/Orig.)
DIPF-Departments: Informationszentrum Bildung

NLP for student and teacher. Concept for an AI based information literacy tutoring system Libbrecht, Paul; Declerck, Thierry; Schlippe, Tim; Mandl, Thomas; Schiffner, Daniel Book Chapter | Aus: Conrad, Stefan; Tiddi, Ilaria (Hrsg.): Proceedings of the CIKM 2020 workshops co-located with 29th International Conference on Information and Knowledge Management (CIKM 2020), Galway, Ireland, October 19-23, 2020 | Aachen: RWTH | 2020 40478 Endnote: Author(s): Libbrecht, Paul; Declerck, Thierry; Schlippe, Tim; Mandl, Thomas; Schiffner, Daniel
Title: NLP for student and teacher. Concept for an AI based information literacy tutoring system
In: Conrad, Stefan; Tiddi, Ilaria (Hrsg.): Proceedings of the CIKM 2020 workshops co-located with 29th International Conference on Information and Knowledge Management (CIKM 2020), Galway, Ireland, October 19-23, 2020, Aachen: RWTH, 2020 (CEUR Workshop Proceedings, 2699), S. #24
URL: http://ceur-ws.org/Vol-2699/paper24.pdf
Publication Type: 4. Beiträge in Sammelbänden; Tagungsband/Konferenzbeitrag/Proceedings
Language: Englisch
Keywords: Intelligentes Tutorsystem; Medienkompetenz; Internet; World Wide Web; Online-Recherche; Künstliche Intelligenz; Kurs; Konzept
Abstract: We present the concept of an intelligent system which combines web search for learning purposes and state-of-the-art natural language processing techniques. Our concept is described for the case of teaching information literacy, but has the potential to be applied to other courses or for independent acquisition of knowledge through web search. The concept supports both, students and teachers. Furthermore, the approach integrates issues like AI explainability, privacy of student information, assessment of the quality of retrieved information and automatic grading of student performance. (DIPF/Orig.)
DIPF-Departments: Informationszentrum Bildung

Creating multilingual MOOC content for information literacy. A workflow Libbrecht, Paul; Dreisiebner, Stefan; Buchal, Björn; Polzer, Anna Book Chapter | Aus: ILO (Hrsg.): Proceedings of the Conference Learning Information Literacy across the Globe (LILG) 2019 | Graz: Universität | 2020 40938 Endnote: Author(s): Libbrecht, Paul; Dreisiebner, Stefan; Buchal, Björn; Polzer, Anna
Title: Creating multilingual MOOC content for information literacy. A workflow
In: ILO (Hrsg.): Proceedings of the Conference Learning Information Literacy across the Globe (LILG) 2019, Graz: Universität, 2020 , S. 1-15
DOI: 10.25656/01:17890
URN: urn:nbn:de:0111-pedocs-178908
URL: https://www.pedocs.de/frontdoor.php?source_opus=17890
Publication Type: 4. Beiträge in Sammelwerken; Tagungsband/Konferenzbeitrag/Proceedings
Language: Englisch
Keywords: Informationskompetenz; E-Learning; Online; Software; Publizieren; Arbeitsablauf; Mehrsprachigkeit; Web Based Training
Abstract: A massive open online course (MOOC) is an online space for learning with no prerequisites for entry. All content is delivered online and learners interact with the content by navigating through it, assessing their progress, writing down their knowledge, and sometimes interacting with other students. The European project Information Literacy Online is an example of a MOOC. It has a number of set goals: it should offer study in six European languages, it should deliver content that can be re-used, it should be used mostly by self-paced learners who progress at their own speed through the content, and subsequently assess and see their progress as they go. The aim of this paper is to discuss how to build a multilingual MOOC in a location-independent and distributed collaboration scenario. The project requirements have shaped a content creation progress, an authoring workflow, which we present in this paper. While the MOOC is delivered on the OpenEdX platform, the authoring workflow is centered around a versioning system which has allowed quality control processes, automated transformation processes, and the contribution of content from multiple places to occur in an asynchronous manner. This paper describes the workflow, sketches the technical choices made in the process, the issues encountered and their workarounds and reports on the experience gained thus far. (DIPF/Orig.)
DIPF-Departments: Informationszentrum Bildung

Visualisation of complex question pools Horn, Florian; Schiffner, Daniel; Krömker, Detlef; Bengs, Daniel; Fabriz, Sabine; […] Book Chapter | Aus: Schiffner, Daniel (Hrsg.): Proceedings of DeLFI Workshops 2018 - co-located with 16th e-Learning Conference of the German Computer Society (DeLFI 2018) | Aachen: RWTH | 2018 38893 Endnote: Author(s): Horn, Florian; Schiffner, Daniel; Krömker, Detlef; Bengs, Daniel; Fabriz, Sabine; Goldhammer, Frank; Horz, Holger; Kröhne, Ulf; Libbrecht, Paul; Niemeyer, Jana; Tillmann, Alexander; Wenzel, Franziska
Title: Visualisation of complex question pools
In: Schiffner, Daniel (Hrsg.): Proceedings of DeLFI Workshops 2018 - co-located with 16th e-Learning Conference of the German Computer Society (DeLFI 2018), Aachen: RWTH, 2018 (CEUR Workshop Proceedings), S. 1-8
URL: http://ceur-ws.org/Vol-2250/WS_Pro_paper6.pdf
Publication Type: 4. Beiträge in Sammelwerken; Tagungsband/Konferenzbeitrag/Proceedings
Language: Englisch
Abstract (english): In this paper, we discuss the conceptualisation and implementation of an interactive visualisation for complex question pools. In our case we require a way to organize and interact with a pool, including composition and selection of questions, e.g. for creating a test. We therefore use an ontology, which is a primary dimension of the questions, as a default view. Starting from a user-driven design process, we expand it with filter, search and data display functionality. After completion of the first implementation cycle, we evaluated the visualisation by conducting expert interviews and a formal requirement review. These showed that the visualisation solves some of the issues. To address the remainder, we propose a new version of the visualisation and ways to interact with the question pool. (DIPF/Orig.)
DIPF-Departments: Bildungsqualität und Evaluation; Informationszentrum Bildung

Challenges for international and multilingual MOOCs. Experiences with the Information Literacy […] Mandl, Thomas; Dreisiebner, Stefan; Libbrecht, Paul; Boté Vericad, Juan-José Book Chapter | Aus: Aparac-Jelušić, Tatjana; Casarosa, Vittore; Macevičiūtė, Elena (Hrsg.): The future of education in information science: Proceedings from FEIS - International EINFOSE Symposium, 10-11 September 2018 Pisa, Italy | Osijek: University of Osijek | 2018 38892 Endnote: Author(s): Mandl, Thomas; Dreisiebner, Stefan; Libbrecht, Paul; Boté Vericad, Juan-José
Title: Challenges for international and multilingual MOOCs. Experiences with the Information Literacy Online (ILO) learning service
In: Aparac-Jelušić, Tatjana; Casarosa, Vittore; Macevičiūtė, Elena (Hrsg.): The future of education in information science: Proceedings from FEIS - International EINFOSE Symposium, 10-11 September 2018 Pisa, Italy, Osijek: University of Osijek, 2018 , S. 135-142
URL: http://einfose.ffos.hr/feis-2018/proceedings
Publication Type: 4. Beiträge in Sammelwerken; Tagungsband/Konferenzbeitrag/Proceedings
Language: Englisch
Abstract (english): The development of Open Educational Resources and especially of Massive Open Online Courses (MOOCs) is a huge trend. Open Educational Resources lower barriers to education and have the potential to improve access to knowledge for many people. However, MOOCs are often not available in many languages and English dominates the online offers. In this paper, we report the development of a MOOC for Information Literacy, which will be available in several languages in parallel. First, we report on the development of the content for the MOOC. The creation of a learning resource in several languages poses several practical, technological and cultural challenges. The awareness about the issues facilitates the design of such offers.
DIPF-Departments: Informationszentrum Bildung

Issues in combining the use of various tools in solving mathematical problems - why is copy-paste […] Lokar, Matija; Libbrecht, Paul Journal Article | In: Acta Didactica Napocensia | 2017 37540 Endnote: Author(s): Lokar, Matija; Libbrecht, Paul
Title: Issues in combining the use of various tools in solving mathematical problems - why is copy-paste often useless
In: Acta Didactica Napocensia, 10 (2017) 1, S. 19-34
DOI: 10.24193/adn.10.1.2
URL: http://padi.psiedu.ubbcluj.ro/adn/article_10_1_2.pdf
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language: Englisch
Keywords: Aufgabe; Beobachtung; Effektivität; Empirische Untersuchung; Ljubljana; Mathematik; Nutzung; Slowenien; Software; Student; Transfer
Abstract: Mathematische Formeln sind Objekte, die man in einem Rechner eingeben, visualisieren, und evaluieren kann. Daher ist es von den Mehrheiten der Benutzern erwartet, dass sie auch durch den einfachen Kopieren & Einfügen ausgetauscht werden können. Dieser Austausch ist besonders interessant, wenn Benutzer Aufgaben erledigen, die verschiedenen Domänen abdecken. Zum Beispiel wenn sie Berechnungen machen lassen und darüber einen Bericht schreiben, oder wenn sie Berechnungen ab geometrische Konstruktionen machen. Im grossen Ganzen erlaubt die Benutzer das Kopieren und EInfügen die Verwendung des besten Softwares für das beste Zweck. Um die mögliche Schwierigkeiten dieses Prozesses zu entdecken, haben wir Studenten gefragt, die gerade dabei sind, die Verwendung von mathematischen Werkzeugen zu lernen. Dieses ist durch einer Analyse ihrer Aufgaben, wo sie auch über die Verwendung von mehreren Werkzeugen berichten, und eine Analyse der Gesprächen mit den Dozenten. Ihre Versuche zeigt viele Probleme, die wir versuchen zu begründen. Insgesamt erscheint Kopieren und Einfügen meist nutzlos, insbesonders für unerfahrene Benutzern. (DIPF/Autor)
Abstract (english): Mathematical formulae are information objects that can be entered in a computer, visualized, and evaluated. Thus, by the majority of (mostly occasional) users it is also expected that they are transferable through the simple copy-paste procedure. This transfer is particularly interesting when users are involved in tasks that span different mathematical activities or domains. For example, when performing computations and writing a report about them, or when performing algebraic computations from geometric constructions. Essentially, using copy-paste also allows users to use a particular mathematical software for the tasks that it does best. To uncover the possible difficulties within this process, we approached students who are beginning to learn the use of mathematical tools. Through analysing their home-work where they report on the usage of various tools we observed their use of the copy-paste transfer procedure, both from their reports and from the dialogue they had with the teachers. Their attempts show a multitude of issues which we try to explain. It appears that the copy-paste procedure is often useless, especially for inexperienced users. (DIPF/Orig.)
DIPF-Departments: Informationszentrum Bildung