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(Schlagwörter: "Information")

Predicting as a learning strategy Brod, Garvin Journal Article | In: Psychonomic Bulletin & Review | 2021 42310 Endnote: Author(s): Brod, Garvin
Title: Predicting as a learning strategy
In: Psychonomic Bulletin & Review, 28 (2021) 6, S. 1839-1847
DOI: 10.3758/s13423-021-01904-1
URL: https://link.springer.com/article/10.3758/s13423-021-01904-1
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language: Englisch
Keywords: Lernstrategie; Prognose; Information; Wissen; Antwort; Gedächtnis; Kognitive Prozesse; Strategie; Vergleich; Neugier; Fehler; Feedback; Unterricht; Forschung
Abstract (english): This article attempts to delineate the procedural and mechanistic characteristics of predicting as a learning strategy. While asking students to generate a prediction before presenting the correct answer has long been a popular learning strategy, the exact mechanisms by which it improves learning are only beginning to be unraveled. Moreover, predicting shares many features with other retrieval-based learning strategies (e.g., practice testing, pretesting, guessing), which begs the question of whether there is more to it than getting students to engage in active retrieval. I argue that active retrieval as such does not suffice to explain beneficial effects of predicting. Rather, the effectiveness of predicting is also linked to changes in the way the ensuing feedback is processed. Initial evidence suggests that predicting boosts surprise about unexpected answers, which leads to enhanced attention to the correct answer and strengthens its encoding. I propose that it is this affective aspect of predicting that sets it apart from other retrieval-based learning strategies, particularly from guessing. Predicting should thus be considered as a learning strategy in its own right. Studying its unique effects on student learning promises to bring together research on formal models of learning from prediction error, epistemic emotions, and instructional design. (DIPF/Orig.)
DIPF-Departments: Bildung und Entwicklung

Adoption of learning technologies in times of pandemic crisis Drachsler, Hendrik; Jansen, Jeroen; Kirschner, Paul A. Journal Article | In: Journal of Computer Assisted Learning | 2021 42316 Endnote: Author(s): Drachsler, Hendrik; Jansen, Jeroen; Kirschner, Paul A.
Title: Adoption of learning technologies in times of pandemic crisis
In: Journal of Computer Assisted Learning, 37 (2021) 6, S. 1509-1512
DOI: 10.1111/jcal.12626
URL: https://onlinelibrary.wiley.com/doi/10.1111/jcal.12626
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Bibliografien/Rezensionen u.ä. (z.B. Linktipps)
Language: Englisch
Keywords: Pandemie; Lernen; Unterricht; Digitalisierung; Online; Lernumgebung; Informationstechnologie
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

Development and evaluation of a framework for the performance-based testing of ICT skills Engelhardt, Lena; Naumann, Johannes; Goldhammer, Frank; Frey, Andreas; Horz, Holger; Hartig, Katja; […] Journal Article | In: Frontiers in Education | 2021 41203 Endnote: Author(s): Engelhardt, Lena; Naumann, Johannes; Goldhammer, Frank; Frey, Andreas; Horz, Holger; Hartig, Katja; Wenzel, S. Franziska C.
Title: Development and evaluation of a framework for the performance-based testing of ICT skills
In: Frontiers in Education, 6 (2021) , S. 668860
DOI: 10.3389/feduc.2021.668860
URL: https://www.frontiersin.org/articles/10.3389/feduc.2021.668860/full
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language: Englisch
Keywords: Informations- und Kommunikationstechnologie; Praktische Fertigkeit; Wissen; Problemlösen; Textverständnis; Bildverstehen; Bewertung; Modell; Item; Entwicklung; Testvalidität; Itemanalyse; Rasch-Modell; Implementation; Evaluation; Test; Testverhalten; Schüler; Sekundarstufe I; Baden-Württemberg; Rheinland-Pfalz; Deutschland
Abstract (english): This paper addresses the development of performance-based assessment items for ICT skills, skills in dealing with information and communication technologies, a construct which is rather broadly and only operationally defined. Item development followed a construct-driven approach to ensure that test scores could be interpreted as intended. Specifically, ICT-specific knowledge as well as problem-solving and the comprehension of text and graphics were defined as components of ICT skills and cognitive ICT tasks (i.e., accessing, managing, integrating, evaluating, creating). In order to capture the construct in a valid way, design principles for constructing the simulation environment and response format were formulated. To empirically evaluate the very heterogeneous items and detect malfunctioning items, item difficulties were analyzed and behavior-related indicators with item-specific thresholds were developed and applied. The 69 item's difficulty scores from the Rasch model fell within a comparable range for each cognitive task. Process indicators addressing time use and test-taker interactions were used to analyze whether most test-takers executed the intended processes, exhibited disengagement, or got lost among the items. Most items were capable of eliciting the intended behavior; for the few exceptions, conclusions for item revisions were drawn. The results affirm the utility of the proposed framework for developing and implementing performance-based items to assess ICT skills. (DIPF/Orig.)
DIPF-Departments: Lehr und Lernqualität in Bildungseinrichtungen

Effekte von integrativer Führung auf die Datennutzung von Lehrkräften Ercan, Habibe; Hartmann, Ulrike; Richter, Dirk; Kuschel, Jenny; Gräsel, Cornelia Journal Article | In: Die Deutsche Schule | 2021 40990 Endnote: Author(s): Ercan, Habibe; Hartmann, Ulrike; Richter, Dirk; Kuschel, Jenny; Gräsel, Cornelia
Title: Effekte von integrativer Führung auf die Datennutzung von Lehrkräften
In: Die Deutsche Schule, 113 (2021) 1, S. 85-100
DOI: 10.31244/dds.2021.01.08
URN: urn:nbn:de:0111-pedocs-220778
URL: http://nbn-resolving.org/urn:nbn:de:0111-pedocs-220778
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language: Deutsch
Keywords: Daten; Deutschland; Fragebogenerhebung; Führungsstil; Informationsnutzung; Informationsquelle; Kooperation; Lehrer; Schulleitung
Abstract: Die vorliegende Studie untersucht die Zusammenhänge zwischen integrativem Schul- leitungshandeln, das transformationale und instruktionale Komponenten enthält, und der Nutzungshäufigkeit verschiedener Datenquellen durch Lehrkräfte. Die Ergebnisse eines Strukturgleichungsmodells zeigen, dass integrative Führung direkte und indirekte Zusammenhänge mit der Nutzung verschiedener Datenquellen aufweist. Die Effekte scheinen vorwiegend durch die Kooperationsaktivität der Lehrkräfte vermittelt zu sein. (DIPF/Orig.)
Abstract (english): The present article reports the effects of school principals' integrative leadership behavior, including transformational and instructional components, on teachers' data use. Results of a structural equation model indicate significant positive direct and indirect effects on teachers' use of various data. Total effects seem to be mainly mediated by teachers' cooperation activities. (DIPF/Orig.)
DIPF-Departments: Lehr und Lernqualität in Bildungseinrichtungen

Automated and controlled processes in comprehending multiple documents Hahnel, Carolin; Goldhammer, Frank; Kroehne, Ulf; Mahlow, Nina; Artelt, Cordula; Schoor, Cornelia Journal Article | In: Studies in Higher Education | 2021 41420 Endnote: Author(s): Hahnel, Carolin; Goldhammer, Frank; Kroehne, Ulf; Mahlow, Nina; Artelt, Cordula; Schoor, Cornelia
Title: Automated and controlled processes in comprehending multiple documents
In: Studies in Higher Education, 46 (2021) 10, S. 2074-2086
DOI: 10.1080/03075079.2021.1953333
URN: urn:nbn:de:0111-pedocs-243880
URL: https://nbn-resolving.org/urn:nbn:de:0111-pedocs-243880
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Beitrag in Sonderheft
Language: Englisch
Keywords: Student; Lesen; Dokument; Vielfalt; Informationsverarbeitung; Verhalten; Lesegeschwindigkeit; Kognitive Prozesse; Arbeitsgedächtnis; Leseverstehen; Kognitive Kompetenz; Test; Computerunterstütztes Verfahren; Datenanalyse; Empirische Untersuchung; Deutschland
Abstract: The study investigates automated and controlled cognitive processes that occur when university students read multiple documents (MDs). We examined data of 401 students dealing with two MD sets in a digital environment. Performance was assessed through several comprehension questions. Recorded log data gave indications about students' time allocation, corroboration, and sourcing. Independent measures were used for reading speed to tap the effects of automatic processing and for working memory and single-text reading comprehension to tap effects of controlled processing, with working memory considered the mental capacity for performing controlled processing. We found that faster readers completed the MD tasks faster and showed more corroboration behavior. At the same time, students skilled in comprehension allocated more time to processing MD tasks and were more likely to show MD-specific behaviors of corroboration and sourcing. Students' success in MD tasks was predicted by reading speed and working memory, with the effect of working memory being mediated by single-text comprehension. Behavioral indicators contributed independently in predicting students' MD comprehension. Results suggest that reading MDs resembles a problem-solving situation where students need to engage in controlled, non-routine processing to build up a comprehensive representation of MDs and benefit from highly automated, lower-level reading processes. (DIPF/Orig.)
DIPF-Departments: Lehr und Lernqualität in Bildungseinrichtungen

Developmental trajectories of phonological information processing in upper elementary students with […] Schmidt, Claudia; Brandenburg, Janin; Busch, Jenny; Büttner, Gerhard; Grube, Dietmar; […] Journal Article | In: Reading Research Quarterly | 2021 40003 Endnote: Author(s): Schmidt, Claudia; Brandenburg, Janin; Busch, Jenny; Büttner, Gerhard; Grube, Dietmar; Mähler, Claudia; Hasselhorn, Marcus
Title: Developmental trajectories of phonological information processing in upper elementary students with reading or spelling disabilities
In: Reading Research Quarterly, 56 (2021) 1, S. 143-171
DOI: 10.1002/rrq.299
URN: urn:nbn:de:0111-pedocs-227500
URL: https://nbn-resolving.org/urn:nbn:de:0111-pedocs-227500
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language: Englisch
Keywords: Grundschüler; Schüler; Phonologie; Informationsverarbeitung; Lernschwierigkeit; Lesefertigkeit; Rechtschreibung; Entwicklung; Gedächtnis; Kognitive Prozesse; Schuljahr 03; Schuljahr 04; Schuljahr 05; Test; Computerunterstütztes Verfahren; Datenanalyse; Empirische Untersuchung; Längsschnittuntersuchung; Deutschland
Abstract: Deficits in phonological information processing in upper elementary students with specific learning disabilities in reading or spelling may increase, decrease, or remain stable over time. The authors examined the development of phonological processing longitudinally in 209 students (109 with learning disabilities and 100 typically achieving; n = 127 boys) in Germany, from grade 3 to grade 5 (ages 8-11; mean age at recruitment = 8 years 6.78 months, SD = 5.39 months). Latent change score models revealed that the development of rapid automatized naming was best described as a decreasing deficit, whereas a persistent deficit in phonological awareness was observed. Differences between students with and without learning disabilities regarding the phonological loop increased over time. Further, there were no developmental differences as a function of reading versus spelling deficits. Theoretical and practical implications are discussed. (DIPF/Orig.)
DIPF-Departments: Bildung und Entwicklung

Systematic reviews as object to study relevance assessment processes Jäger-Dengler-Harles, Ingeborg; Heck, Tamara; Rittberger, Marc Book Chapter | Aus: University of Sheffield (Hrsg.): Proceedings of ISIC: The Information Behaviour Conference, Pretoria, South Africa, 28th September to 1st October, 2020 | online: ISIC2020 | 2021 40653 Endnote: Author(s): Jäger-Dengler-Harles, Ingeborg; Heck, Tamara; Rittberger, Marc
Title: Systematic reviews as object to study relevance assessment processes
In: University of Sheffield (Hrsg.): Proceedings of ISIC: The Information Behaviour Conference, Pretoria, South Africa, 28th September to 1st October, 2020, online: ISIC2020, 2021 (Information Research. Suppl., Vol. 25, No. 4), S. #25
DOI: 10.47989/irisic2024
URL: http://informationr.net/ir/25-4/isic2020/isic2024.html
Publication Type: 4. Beiträge in Sammelbänden; Tagungsband/Konferenzbeitrag/Proceedings
Language: Englisch
Keywords: Qualitative Forschung; Qualitätskontrolle; Systematic Review; Entscheidung; Forschung; Entscheidungskriterium; Forschung; Forschungsergebnis; Informationsverhalten; Forscher; Einflussfaktor
Abstract (english): Introduction. Systematic reviews are a method to synthesise research results for evidence-based decision-making on a specific question. Processes of information seeking and behaviour play a crucial role and might intensively influence the outcomes of a review. This paper proposes an approach to understand the relevance assessment and decision-making of researchers that conduct systematic reviews. Method. A systematic review was conducted to build up a database for text-based qualitative analyses of researchers' decision-making in review processes. Analysis. The analysis focuses on the selection process of retrieved articles and introduces the method to investigate relevance assessment processes of researchers. Results. There are different methods to conduct reviews in research, and relevance assessment of documents within those processes is neither one-directional nor standardised. Research on information behaviour of researchers involved in those reviews has not looked at relevance assessment steps and their influence in a review's outcomes. Conclusions. A reason for the varieties and inconsistencies of review types might be that information seeking and relevance assessment are much more complex and researchers might not be able to draw upon their concrete decisions. This paper proposes a research study to investigate researcher behaviour while synthesising research results for evidence-based decision-making.
DIPF-Departments: Informationszentrum Bildung

Potenziale von Open Educational Resources in der Informationswissenschaft? Kullmann, Sylvia; Hiebl, Johannes; Heck, Tamara; Rittberger, Marc Book Chapter | Aus: Schmidt, Thomas; Wolff, Christian (Hrsg.): Information between data and knowledge: Information science and its neighbors from data science to digital humanities, proceedings of the 16th International Symposium of Information Science (ISI 2021), Regensburg, Germany, 8th-10th March 2021 | Glückstadt: Hülsbusch | 2021 41418 Endnote: Author(s): Kullmann, Sylvia; Hiebl, Johannes; Heck, Tamara; Rittberger, Marc
Title: Potenziale von Open Educational Resources in der Informationswissenschaft?
In: Schmidt, Thomas; Wolff, Christian (Hrsg.): Information between data and knowledge: Information science and its neighbors from data science to digital humanities, proceedings of the 16th International Symposium of Information Science (ISI 2021), Regensburg, Germany, 8th-10th March 2021, Glückstadt: Hülsbusch, 2021 (Schriften zur Informationswissenschaft, 74), S. 397-404
DOI: 10.5283/epub.44956
URN: urn:nbn:de:bvb:355-epub-449565
URL: https://epub.uni-regensburg.de/44956/
Publication Type: 4. Beiträge in Sammelbänden; Tagungsband/Konferenzbeitrag/Proceedings
Language: Deutsch
Keywords: Open Educational Ressources; Informationswissenschaft; Hochschullehre; Hochschullehrer; Lehrmaterial; Lernmaterial; Mixed Methods; Qualitative Forschung; Quantitative Forschung; Expertenbefragung; Interview; Inhaltsanalyse; Umfrage
Abstract: Open Educational Resources (OER) werden durch ihre offene Lizenzierung und den damit verbundenen Möglichkeiten zur Nachnutzung Potenziale zur Verbes-serung von Lern-/Lehrsituationen zugeschrieben. In unserer Mixed-Methods-Studie erheben wir die Einschätzung zum Nutzen von OER für die Lehrpraxis von Lehrenden der deutschsprachigen Informationswissenschaft. Außerdem fragen wir nach Umsetzungsmöglichkeiten eines gemeinsamen OER-Pools und den Einstellungen zu gemeinschaftlichen Erstellungsprozessen von Lern-/Lehr-material. Im folgenden Posterbeitrag werden erste Ergebnisse einer qualitativen Befragung ausgewählter Lehrender vorgestellt, die Basis für eine darauf aufbau-ende quantitative Befragung unter Lehrenden der deutschsprachigen Informa-tionswissenschaft ist. (DIPF/Orig.)
DIPF-Departments: Informationszentrum Bildung

Educational open government data in Germany. The landscape, status, and quality Veja, Cornelia; Hocker, Julian; Schindler, Christoph; Rittberger, Marc Book Chapter | Aus: Schmidt, Thomas; Wolff, Christian (Hrsg.): Information between data and knowledge: Information science and its neighbors from data science to digital humanities, proceedings of the 16th International Symposium of Information Science (ISI 2021), Regensburg, Germany, 8th - 10th March 2021 | Glückstadt: Hülsbusch | 2021 41076 Endnote: Author(s): Veja, Cornelia; Hocker, Julian; Schindler, Christoph; Rittberger, Marc
Title: Educational open government data in Germany. The landscape, status, and quality
In: Schmidt, Thomas; Wolff, Christian (Hrsg.): Information between data and knowledge: Information science and its neighbors from data science to digital humanities, proceedings of the 16th International Symposium of Information Science (ISI 2021), Regensburg, Germany, 8th - 10th March 2021, Glückstadt: Hülsbusch, 2021 (Schriften zur Informationswissenschaft, 74), S. 370-396
URL: https://epub.uni-regensburg.de/44931/1/ISI'21.pdf#page=371
Publication Type: 4. Beiträge in Sammelbänden; Tagungsband/Konferenzbeitrag/Proceedings
Language: Englisch
Keywords: Bildung; Daten; Offenheit; Öffentliche Dienstleistung; Regierung; Gemeinde <Kommune>; Bundesland; Staat; Internetportal; Angebot; Information; Informationssystem; Qualität; Benutzerfreundlichkeit; Informationswissenschaft; Vergleichsuntersuchung; Deutschland
Abstract (english): This study analyses the quality of 28 OGPs, 18 on the city level, 7 on the state level, and 3 at the national level. The focus of this study is on identifying and analyzing the gap in open educational data. While the portals contain 94% 'open' datasets, most of the portals do not provide comprehensive usage metrics like the data download, evidence of usage in research or applications. Finally, the paper highlights the main shortcomings of the existing open data portals regarding the quality of datasets and the lack of findability and granularity. (DIPF/Orig.)
DIPF-Departments: Informationszentrum Bildung