Menü Überspringen
Kontakt
Presse
Deutsch
English
Not track
Datenverarbeitung
Suche
Anmelden
DIPF aktuell
Forschung
Infrastrukturen
Institut
Zurück
Kontakt
Presse
Deutsch
English
Not track
Datenverarbeitung
Suche
Startseite
>
Forschung
>
Publikationen
>
Publikationendatenbank
Ergebnis der Suche in der DIPF Publikationendatenbank
Ihre Abfrage:
(Schlagwörter: "Lernprozeß")
zur erweiterten Suche
Suchbegriff
Nur Open Access
Suchen
Markierungen aufheben
Alle Treffer markieren
Export
78
Inhalte gefunden
Alle Details anzeigen
A checklist to guide the planning, designing, implementation, and evaluation of learning analytics […]
Kaliisa, Rogers; Jivet, Ioana; Prinsloo, Paul
Zeitschriftenbeitrag
| In: International Journal of Educational Technology in Higher Education | 2023
43702 Endnote
Autor*innen:
Kaliisa, Rogers; Jivet, Ioana; Prinsloo, Paul
Titel:
A checklist to guide the planning, designing, implementation, and evaluation of learning analytics dashboards
In:
International Journal of Educational Technology in Higher Education, 20 (2023) , S. 28
DOI:
10.1186/s41239-023-00394-6
URL:
https://educationaltechnologyjournal.springeropen.com/articles/10.1186/s41239-023-00394-6
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Benutzeroberfläche; Datenanalyse; Design; E-Learning; Empfehlung; Empirische Forschung; Evaluation; Implementierung; Lehrer; Lernprozess; Planung; Systematic Review; Tool; Visualisierung
Abstract (english):
Higher education institutions are moving to design and implement teacher-facing learning analytics (LA) dashboards with the hope that instructors can extract deep insights about student learning and make informed decisions to improve their teaching. While much attention has been paid to developing teacher-facing dashboards, less is known about how they are designed, implemented and evaluated. This paper presents a systematic literature review of existing studies reporting on teacher-facing LA dashboards. Out of the 1968 articles retrieved from several databases, 50 articles were included in the final analysis. Guided by several frameworks, articles were coded based on the following dimensions: purpose, theoretical grounding, stakeholder involvement, ethics and privacy, design, implementation, and evaluation criteria. The findings show that most dashboards are designed to increase teachers' awareness but with limited actionable insights to allow intervention. Moreover, while teachers are involved in the design process, this is mainly at the exploratory/problem definition stage, with little input beyond this stage. Most dashboards were prescriptive, less customisable, and implicit about the theoretical constructs behind their designs. In addition, dashboards are deployed at prototype and pilot stages, and the evaluation is dominated by self-reports and users' reactions with limited focus on changes to teaching and learning. Besides, only one study considered privacy as a design requirement. Based on the findings of the study and synthesis of existing literature, we propose a four-dimensional checklist for planning, designing, implementing and evaluating LA dashboards. (DIPF/Orig.)
DIPF-Abteilung:
Informationszentrum Bildung
Keep me in the loop. Real-time feedback with multimodal data
Di Mitri, Daniele; Schneider, Jan; Drachsler, Hendrik
Zeitschriftenbeitrag
| In: International Journal of Artificial Intelligence in Education | 2022
43531 Endnote
Autor*innen:
Di Mitri, Daniele; Schneider, Jan; Drachsler, Hendrik
Titel:
Keep me in the loop. Real-time feedback with multimodal data
In:
International Journal of Artificial Intelligence in Education, 32 (2022) 4, S. 1093-1118
DOI:
10.1007/s40593-021-00281-z
URL:
https://link.springer.com/article/10.1007/s40593-021-00281-z
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Datenanalyse; Datenverarbeitung; Effektivität; Empirische Untersuchung; Feedback; Fehler; Fertigkeit; Fragebogen; Lernprozess; Medizin; Psychomotorik; Simulation; System; Technologie; Teilnehmer; Tool; Training
Abstract (english):
This paper describes the CPR Tutor, a real-time multimodal feedback system for cardiopulmonary resuscitation (CPR) training. The CPR Tutor detects training mistakes using recurrent neural networks. The CPR Tutor automatically recognises and assesses the quality of the chest compressions according to five CPR performance indicators. It detects training mistakes in real-time by analysing a multimodal data stream consisting of kinematic and electromyographic data. Based on this assessment, the CPR Tutor provides audio feedback to correct the most critical mistakes and improve the CPR performance. The mistake detection models of the CPR Tutor were trained using a dataset from 10 experts. Hence, we tested the validity of the CPR Tutor and the impact of its feedback functionality in a user study involving additional 10 participants. The CPR Tutor pushes forward the current state of the art of real-time multimodal tutors by providing: (1) an architecture design, (2) a methodological approach for delivering real-time feedback using multimodal data and (3) a field study on real-time feedback for CPR training. This paper details the results of a field study by quantitatively measuring the impact of the CPR Tutor feedback on the performance indicators and qualitatively analysing the participants' questionnaire answers. (DIPF/Orig.)
DIPF-Abteilung:
Informationszentrum Bildung
From sensor data to educational insights
Ruipérez-Valiente, José A.; Martínez-Maldonado, Roberto; Di Mitri, Daniele; Schneider, Jan
Zeitschriftenbeitrag
| In: Sensors | 2022
43621 Endnote
Autor*innen:
Ruipérez-Valiente, José A.; Martínez-Maldonado, Roberto; Di Mitri, Daniele; Schneider, Jan
Titel:
From sensor data to educational insights
In:
Sensors, 22 (2022) 21, S. 8556
DOI:
10.3390/s22218556
URL:
https://www.mdpi.com/1424-8220/22/21/8556
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Datenanalyse; Datenerfassung; Künstliche Intelligenz; Lernprozess; Logdatei; Mensch-Maschine-Kommunikation; Messverfahren; Tool; Übersicht; Virtuelles Lernen
Abstract:
Technology is gradually becoming an integral part of learning at all levels of educational. This includes the now pervasive presence of virtual learning environments (VLEs) and the inclusion of interactive devices used or worn by learners or that are present in the physical classroom environment. These new technology-rich educational ecosystems have greatly facilitated data capture about learners. Thus, several research areas, such as learning analytics (LA), educational data mining (EDM), and artificial intelligence in education (AIED), have grown exponentially during the last decade, with multiple venues supporting this research [1]. However, the inferences about learning that can be made by solely analyzing trace data from VLEs are limited, since logged data do not commonly provide a complete view of the learning experience [2]. Therefore, research communities are moving beyond the data obtained from VLEs and other online tools by incorporating data from external sources such as sensors, pervasive devices, and computer vision systems. Within the context of education, this subfield is often denominated as multimodal learning analytics (MMLA) [3]; nevertheless, the use of these data sources is also common in broader research areas, such as affective computing (e.g., [4]) and human-computer interaction (HCI) (e.g., [5]). The promise is to augment and improve the extent and quality of the analysis that can be performed with these new data sources [6]. Moreover, many new sensor-based tools, such as sensor-based games [7] or realistic laboratories [8,9], are being built to support the educational process. The challenge is embedding sensors and resulting data representations in authentic educational settings in pedagogically meaningful and ethical ways [10]. This Special Issue (SI) invited publications that include approaches to converting data captured using sensors (e.g., cameras, smartphones, microphones, or temperature sensors), wearables (e.g., smart wristbands, watches, or glasses), or other Internet of Things (IoT) devices (e.g., interactive whiteboards, eBooks, or tablets) into meaningful educational insights. Moreover, it invited papers on tools, architectures, or frameworks to manage the orchestration of these sensors and IoT devices to improve education. The submitted articles had to appropriately explain how the inclusiveness of sensor devices can augment the analyses performed to improve teaching, learning, or the educational context in which the sensing it occurs (e.g., in classrooms, VLEs, or other educational spaces). This SI has focused on empirical case studies that fulfill the aforementioned criteria and experimental architectures, methodologies, frameworks, or survey papers. (DIPF/Orig.)
DIPF-Abteilung:
Informationszentrum Bildung
Scaffolding the learning in rural and urban schools. Similarities and differences
Jošić, Smiljana; Japelj Pavešić, Barbara; Gutvajn, Nikoleta; Rožman, Mojca
Sammelbandbeitrag
| Aus: Japelj Pavešić, Barbara; Koršňáková, Paulína; Meinck, Sabine (Hrsg.): Dinaric perspectives on TIMSS 2019: Teaching and learning mathematics and science in South-Eastern Europe | Cham: Springer | 2022
42281 Endnote
Autor*innen:
Jošić, Smiljana; Japelj Pavešić, Barbara; Gutvajn, Nikoleta; Rožman, Mojca
Titel:
Scaffolding the learning in rural and urban schools. Similarities and differences
Aus:
Japelj Pavešić, Barbara; Koršňáková, Paulína; Meinck, Sabine (Hrsg.): Dinaric perspectives on TIMSS 2019: Teaching and learning mathematics and science in South-Eastern Europe, Cham: Springer, 2022 (IEA Research for Education, 13), S. 213-239
DOI:
10.1007/978-3-030-85802-5_10
URL:
https://link.springer.com/chapter/10.1007/978-3-030-85802-5_10
Dokumenttyp:
4. Beiträge in Sammelbänden; Sammelband (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Montenegro; Nordmazedonien; Serbien; Schulleiter; Schuljahr 04; Mathematische Kompetenz; Naturwissenschaften; TIMSS <Third International Mathematics and Science Study>; Fragebogenerhebung; Sekundäranalyse; Regressionsanalyse; Internationaler Vergleich; Albanien; Bosnien-Herzegowina; Kroatien; Kosovo; Schulstandort; Ländlicher Raum; Stadt; Lernen; Lernprozess; Bildungssystem; Bildungspolitik; Schülerleistung; Einflussfaktor; Schule; Größe; Ausstattung; Technische Ausrüstung; Laborraum; Bibliothek; Schulkultur; Lehrmethode; Schüler; Soziale Herkunft; Eltern; Unterstützung
Abstract (english):
Education systems can be conceptualized as the scaffolding that supports the construction and development of student competences. Among other things, the size, location, and learning resources of schools can affect how efficient that system is at delivering the required support. Data from international large-scale assessments have indicated that the resources of rural schools may differ from those of urban schools; students in schools in urban and more economically developed environments often demonstrate higher achievement. Data from IEA's Trends in International Mathematics and Science Study (TIMSS) 2019 from across the Dinaric region provides information on variations in the size of schools and allocation, student achievement, and the different kinds of scaffolding/support for learning in urban and rural schools. Secondary analyses of the TIMSS 2019 data for the Dinaric region, taking into account home and school factors, show that the types of support available for student learning differed between urban and rural schools. The findings suggest that policymakers should focus on improving the learning resources available to rural schools across the region, particularly in response to their lack of technological resources for developing students' digital competencies. Concomitant investment is required for the development of teachers' competencies for the effective use of such educational resources. Educators need to compensate for lack of family support for some students; in such situations, schools need to enhance the scaffolding for learning available to children. (DIPF/Orig.)
DIPF-Abteilung:
Lehr und Lernqualität in Bildungseinrichtungen
Learning information literacy across the globe, Frankfurt am Main, May 10th 2019
Botte, Alexander; Libbrecht, Paul; Rittberger, Marc (Hrsg.)
Sammelband
| Frankfurt am Main: DIPF | Leibniz‐Institut für Bildungsforschung und Bildungsinformation | 2021
42365 Endnote
Herausgeber*innen:
Botte, Alexander; Libbrecht, Paul; Rittberger, Marc
Titel:
Learning information literacy across the globe, Frankfurt am Main, May 10th 2019
Erscheinungsvermerk:
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
Dokumenttyp:
2. Herausgeberschaft; Sammelband (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
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-Abteilung:
Informationszentrum Bildung
Toward an understanding of when prior knowledge helps or hinders learning
Brod, Garvin
Zeitschriftenbeitrag
| In: npj Science of Learning | 2021
42308 Endnote
Autor*innen:
Brod, Garvin
Titel:
Toward an understanding of when prior knowledge helps or hinders learning
In:
npj Science of Learning, 6 (2021) , S. 24
DOI:
10.1038/s41539-021-00103-w
URL:
https://www.nature.com/articles/s41539-021-00103-w
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Einflussfaktor; Gedächtnis; Kognition; Lernen; Lernerfolg; Lernprozess; Lerntheorie; Vorwissen
DIPF-Abteilung:
Bildung und Entwicklung
A short history, emerging challenges and co-operation structures for Artificial Intelligence in […]
Mavrikis, Manolis; Cukurova, Mutlu; Di Mitri, Daniele; Schneider, Jan; Drachsler, Hendrik
Zeitschriftenbeitrag
| In: Bildung und Erziehung | 2021
41559 Endnote
Autor*innen:
Mavrikis, Manolis; Cukurova, Mutlu; Di Mitri, Daniele; Schneider, Jan; Drachsler, Hendrik
Titel:
A short history, emerging challenges and co-operation structures for Artificial Intelligence in education
In:
Bildung und Erziehung, (2021) 74:3, S. 249-263
DOI:
10.13109/buer.2021.74.3.249
URL:
https://doi.org/10.13109/buer.2021.74.3.249
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Bibliografien/Rezensionen u.ä. (z.B. Linktipps)
Sprache:
Englisch
Schlagwörter:
Künstliche Intelligenz; Digitalisierung; Bildung; Ethik; Geschichte <Histor>; Kooperation; Lernprozess; Datenanalyse; Feedback; Automatisierung; Digitale Medien; Medieneinsatz; Data Mining; Lernforschung; Lehrer; Roboter; Implementierung; Vertrauen; Akzeptanz
Abstract:
Der vorliegende Beitrag präsentiert für das Themenheft über Künstliche Intelligenz und Pädagogik eine kurze Geschichte der Forschung auf diesem Gebiet und fasst aktuelle Herausforderungen zusammen. Der Artikel fokussiert auf mögliche Paradigmenwechsel auf dem Forschungsgebiet und betont die Notwendigkeit der Betrachtung von Theorie und Praxis unter Beachtung ethischer Grundsätze. Abschließend wird auf internationale Kooperationsstrukturen in diesem Bereich hingewiesen, welche interdisziplinäre Perspektiven und methodische Vorgehen unterstützen können, die für die Forschung in diesem Bereich erforderlich sind. (DIPF/Orig.)
Abstract (english):
To accompany the special issue in Artificial Intelligence and Education, this article presents a short history of research in the field and summarises emerging challenges. We highlight key paradigm shifts that are becoming possible but also the need to pay attention to theory, implementation and pedagogy while adhering to ethical principles. We conclude by drawing attention to international co-operation structures in the field that can support the interdiscipniary perspectives and methods required to undertake research in the area. (DIPF/Orig.)
DIPF-Abteilung:
Informationszentrum Bildung
Developing personalized education. A dynamic framework
Tetzlaff, Leonard; Schmiedek, Florian; Brod, Garvin
Zeitschriftenbeitrag
| In: Educational Psychology Review | 2021
40764 Endnote
Autor*innen:
Tetzlaff, Leonard; Schmiedek, Florian; Brod, Garvin
Titel:
Developing personalized education. A dynamic framework
In:
Educational Psychology Review, 33 (2021) 3, S. 863-882
DOI:
10.1007/s10648-020-09570-w
URN:
urn:nbn:de:0111-pedocs-252373
URL:
https://nbn-resolving.org/urn:nbn:de:0111-pedocs-252373
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Unterricht; Individualisierung; Adaptiver Unterricht; Lernender; Lernprozess; Datenerhebung; E-Learning; Lernumgebung; Schulklasse; Binnendifferenzierung; Forschungsstand; Lerndynamik; Modellbildung; Unterrichtsgestaltung; Lernforschung; Lehr-Lern-Forschung
Abstract:
Personalized education - the systematic adaption of instruction to individual learners - has been a long-striven goal. We review research on personalized education that has been conducted in the laboratory, in the classroom, and in digital learning environments. Across all learning environments, we find that personalization is most successful when relevant learner characteristics are measured repeatedly during the learning process and when these data are used to adapt instruction in a systematic way. Building on these observations, we propose a novel, dynamic framework of personalization that conceptualizes learners as dynamic entities that change during and in interaction with the instructional process. As these dynamics manifest on different timescales, so do the opportunities for instructional adaptions - ranging from setting appropriate learning goals at the macroscale to reacting to affective-motivational fluctuations at the microscale. We argue that instructional design needs to take these dynamics into account in order to adapt to a specific learner at a specific point in time. Finally, we provide some examples of successful, dynamic adaptations and discuss future directions that arise from a dynamic conceptualization of personalization. (DIPF/Orig.)
DIPF-Abteilung:
Bildung und Entwicklung
Inside self-regulated learning. Measuring and predicting intraindividual and interindividual […]
Theobald, Maria; Bellhäuser, Henrik; Nückles, Matthias
Zeitschriftenbeitrag
| In: Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie | 2021
41288 Endnote
Autor*innen:
Theobald, Maria; Bellhäuser, Henrik; Nückles, Matthias
Titel:
Inside self-regulated learning. Measuring and predicting intraindividual and interindividual variation in self-regulated learning over time
In:
Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie, 51 (2021) 4, S. 183-189
DOI:
10.1026/0049-8637/a000224
URL:
https://econtent.hogrefe.com/doi/10.1026/0049-8637/a000224
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Bibliografien/Rezensionen u.ä. (z.B. Linktipps)
Sprache:
Englisch
Schlagwörter:
Lernen; Selbstregulation; Student; Lernstrategie; Lernprozess; Modell; Messung; Lerntagebuch; Empirische Forschung
Abstract:
The present introductory article is organized as follows: First, we describe strategies and assessment methods to set a common research framework. Second, we summarize the design and key findings of the studies in this special issue. Third, we discuss implications for SRL assessment, SRL models, and SRL interventions that open up avenues for further research. (DIPF/Orig.)
DIPF-Abteilung:
Bildung und Entwicklung
Tackling scientific misconceptions. The element of surprise
Theobald, Maria; Brod, Garvin
Zeitschriftenbeitrag
| In: Child Development | 2021
41286 Endnote
Autor*innen:
Theobald, Maria; Brod, Garvin
Titel:
Tackling scientific misconceptions. The element of surprise
In:
Child Development, 92 (2021) 5, S. 2128-2141
DOI:
10.1111/cdev.13582
URL:
https://srcd.onlinelibrary.wiley.com/doi/10.1111/cdev.13582
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Missverständnis; Kind; Grundschulalter; Stichprobe; Lernprozess; Lernforschung; Pupillenreflex; Kognition; Revision; Überraschung; Überzeugung; Naturwissenschaftlicher Unterricht; Naturwissenschaftliches Denken; Widerspruch; Lernverhalten; Einflussfaktor; Kognitive Lerntheorie
Abstract:
Misconceptions about scientific concepts often prevail even if learners are confronted with conflicting evidence. This study tested the facilitative role of surprise in children's revision of misconceptions regarding water displacement in a sample of German children (N = 94, aged 6-9 years, 46% female). Surprise was measured via the pupil dilation response. It was induced by letting children generate predictions before presenting them with outcomes that conflicted with their misconception. Compared to a control condition, generating predictions boosted children's surprise and led to a greater revision of misconceptions (d = 0.56). Surprise further predicted successful belief revision during the learning phase. These results suggest that surprise increases the salience of a cognitive conflict, thereby facilitating the revision of misconceptions. (DIPF/Orig.)
DIPF-Abteilung:
Bildung und Entwicklung
Markierungen aufheben
Alle Treffer markieren
Export
1
(aktuell)
2
3
...
8
>
Alle anzeigen
(78)