News
[22.03.23]
Was macht das "CS" in "CSCL" eigentlich?
"Der Einsatz digitaler Technik sollte [...] der Erreichung pädagogischer Ziele dienen und nicht bloß zum Selbstzweck eingesetzt werden." In diesem Beitrag beleuchten wir die Rolle, die "das Digitale" beim Lernen und Arbeiten in Kleingruppen spielen kann. Computertechnologie bietet viele verschiedene Möglichkeiten, Kooperation zu ermöglichen und zu beeinflussen. Computer können nicht bloß Kommunikation ermöglichen oder Aufgaben multimedial darstellen. "Smarte" Gegenstände oder Smartphones können Kooperation erleichtern, und Computeranwendungen können Gruppen Unterstützung bereitstellen, die genau auf diese Bedürfnisse zugeschnitten ist oder ihnen dabei helfen, die eigenen Zusammenarbeit zu beobachten und selbstgesteuert zu verändern. Neben den verschiedenen Rollen, die Computertechnik beim Kooperativen Lernen einnehmen kann, beschreiben und diskutieren wir einige Herausforderungen und Stärken digitaler Technik. Im Fokus stehen hier Fragen nach dem Zugang zu digitaler Unterstützung, ihrer Skalierbarkeit, ihrer Konfiguration, sowie der Frage nach einer Handlungsautonomie für die Lernenden.
Der Beitrag erschien im von Prof.'in Dr. Sandra Aßmann und Prof. Dr. Norbert Ricken herausgegebenen Sammelband "Bildung und Digitalität: Analysen–Diskurse–Perspektiven" und ist hier in digitaler Form zu finden: Strauß, S., Rummel, N. (2023). Computer-Supported Collaborative Learning: Die Rolle des Digitalen bei der Unterstützung von kooperativem Lernen. In: S. Aßmann & N. Ricken (Hrsg.): Bildung und Digitalität. Springer VS, Wiesbaden (S.127-164). https://doi.org/10.1007/978-3-658-30766-0_6
[20.03.23]
The members of our research group will be presenting at EARLI
“The European Association for Research on Learning and Instruction (EARLI) is an international scientific association for junior and senior researchers in education.”
Our research group will be represented at EARLI 2023 with the following contributions: Paper contributions:- Eberle, J. & Brouwer, J.: The development of peer support networks, self-efficacy, and drop-out intentions. (ALSTER project)
- Nachtigall, V., Yek, S. & Rummel, N.: Promoting cognitive processing of history-related VR media through emotion regulation strategies and collaboration. (ViRaGe project)
- Tunnigkeit, I., Strauß, S., Eberle, J., Avdullahu, A., Rummel, N.: Fostering computer-supported collaboration knowledge and interaction through scripting and awareness. (KoLiBRI project)
- Brand, C., Loibl, K. & Rummel, N.: The role of students’ breadth of prior knowledge activation in preparation for learning. (PKA project)
- Eberle, J.: The Social Nature of Education: A Closer Look at Peer Networks of Students and Teachers.
- Hartmann, C. & Nachtigall, V.: A look behind immersive scenes: Experiments on effective learning in virtual reality environments.
- Rummel, N. & Strauß, S.: SeReLiDiS: regulation in individual & groups. (SeReLiDiS network)
- Weber, M.: JURE Workshop "An Introduction to Multilevel Analysis with R"(Workshops)
[20.03.23]
Our research group will be represented at ISLS Annual Meeting 2023 with the following contributions:
- Eberle, J., Hobrecht, J., Strauß, S., Tunnigkeit, I., Vom Bovert, L., Avdullahu, A., Schmittchen, M. & Rummel, N.: A reality check on collaboration skills: how experiences during interdisciplinary collaboration shape collaboration self-efficacy. (KoLiBRI project)
- Strauß, S., Kubsch, M., Bernhold, S.: ALICE conceptual framework. (ALICE project)
- Teich, K., Froese, L., Loock, V. & Rummel, N.: Self-regulated learning in further education: investigating how adult learners self-regulate their learning during online learning. (WILLEN project)
- Karumbaiah, S., Borchers, C., Falhs, A-C., Holstein, K., Rummel, N., Aleven, V.: Teacher attention allocation and student learning in human-ai-partnered classrooms: A multimodal analysis. (RETTL awards)
- Nachtigall, V., Yek, S. & Rummel, N.: The impact of collaboration on students' processing of history-related 360°-videos. (ViRaGe project)
- Strauß, S., Tunnigkeit, I., Eberle, J., Vom Bovert, L., Avdullahu, A., Schmittchen, M. & Rummel, N.: Differential effects of a script and a group awareness tool on the acquisition of collaboration skills. (KoLiBRI project)
- Brand, C., Loibl, K. & Rummel, N.: Prior Knowledge Activation in Problem Solving Prior to Instruction: How does the breadth of activation affect learning? (PKA project)
[06.03.23]
New publication in the Journal of Instructional Science
Let's fail together... or not? "Individual problem solving prepares students for learning in a subsequent instruction similarly well as collaboration. Collaborative problem solving does not forster a more beneficial preparation." Learn more about our comparison of collaborative and individual problem solving as preparation for learning in Productive Failure in our new publication: Brand, C., Hartmann, C., Loibl, K. & Rummel, N. Do students learn more from failing alone or in groups? Insights into the effects of collaborative versus individual problem solving in productive failure. Instructional Science (2023). https://doi.org/10.1007/s11251-023-09619-7 Read the full publication here: https://link.springer.com/article/10.1007/s11251-023-09619-7
[06.03.23]
Live online lectures of the project WILLEN
Six different course lectures of the collaborative project WILLEN (Weiterbildung mit intelligenter Lernunterstützung ist effizient und nachhaltig) will take place in March. The lecture by our Department Pädagogische Psychologie und Bildungstechnologie will be held on 23.03.23 at 4:15 to 4:45 p.m. via Zoom. The topic of the lecture is "Entwicklung eines adaptiven Lernunterstützungssystems". The lecture will be held in German. Read more about the online lectures: https://www.akademie.rub.de/forschungsprojekte-weiterbildung/willen/willen-ringvorlesung-03-2023-weiterbildungseffizienz-durch-aktivierende-intelligente-lernunterstuetzende-massnahmen/
[06.03.23]
Our research scientists were at the GEBF conference
From 27.02 - 02.03.23 the GEBF (Gesellschaft für Empirische Bildungsforschung) conference took place at the University of Duisburg-Essen under the theme "Education between uncertainty and evidence".
Two papers by the members of our research group were presented as part of the GEBF:- Hobrecht, J., Eberle, J., Tunnigkeit, I., Vom Bovert, L., Strauß, S., Schmittchen, M., Avdullahu, A. & Rummel, N.: Die Rolle eines Kooperationsskripts für die Veränderung kooperationsbezogener Selbstwirksamkeitserwartung in einer computerbasierten Lernumgebung.
- Eberle, J., Strauß, S., Tunnigkeit, I., Vom Bovert, L., Schmittchen, M. Avdullahu, A. & Rummel, N.: Training von interprofessionellen Kooperationsfertigkeiten - Ein Vergleich der Effekte von externalen Kooperationsskripts und Gruppenreflektion.
[06.03.23]
Research Day
On February 15, the Research Day took place at the Institute of Educational Science at RUB. Among other things, current research results were presented and the panel discussion was "Career path to professorship" war organized. Our former employee Dr Christian Hartmann was awarded a prize for his dissertation. We congratulate Dr. Christian Harmann once again and thank all participants for this nice exchange on the Research Day!
[06.03.23]
Dr. Astrid Wichmann will speak at the “Alternative Careers Panel” at JURE 2023 Career Day
Dr. Astrid Wichmann will speak at the “Alternative Careers Panel” at JURE 2023 Career Day. The Career Day will be on 07.03.23 from 9 am – 4pm and Dr. Wichmann will be speaking in the session from 1:30 pm till 3 pm. “The JURE Career Day offers junior researchers the opportunity to engage with questions about and advice on career building and opportunities beyond your PhD.” "JURE is the network of Junior Researchers of EARLI and dedicated to the interests of all junior reserchers in the field of learning and instruction." Read more about the Career Day: https://www.earli.org/events/jure-career-day
[25.01.23]
Research scientist Charleen Brand collected data at Harvard University
Research scientist Charleen Brand collected data at Harvard University during a 3-month research stay, from September to November 2022, as part of a research project funded by the Research School (PR.INT). The project is in collaboration with Professor Bertrand Schneider of the Learning, Innovation and Technology Lab at Harvard Graduate School of Education (https://lit.gse.harvard.edu/) that started in January 2022. Together they research how students compare and analyze knowledge components within erroneous solution attempts prior to instruction using eye-tracking technology. The collaboration continues in 2023.
[13.01.23]
We are looking for a scientist who supports us in our new project DigiFit!
Der Arbeitsbereich sucht für das durch das Bundesministerium für Bildung und Forschung (BMBF) geförderte Projekt “Digitale Fitness für Bürgerinnen und Bürger - realistische Risikowahrnehmung, sichere Routinen” (DigiFit) zum nächstmöglichen Zeitpunkt eine/n wiss. Mitarbeiter:in (m/w/d) in Vollzeit (Tarif: 100% TV-L E13, 39,83 Std./Woche, Vertragslaufzeit: bis 14.09.2025).
[10.01.23]
Sebastian Strauß kicks off the CAIS Colloquium
Sebastian Strauß kicks off the CAIS Colloquium this year with his talk: “Supporting the regulation of groups in online settings.” More info on Twitter: https://twitter.com/CAISnrw/status/1612426111371051008
[07.12.22]
New Article: Apprenticeship learning
Apprenticeship learning is a central macro-approach to how learning and teaching can take place, standing in contrast to schooling. In the apprenticeship learning approach, learning takes place in the real-life context in which the content to be learned is of immediate relevance. Learning is understood as developing expertise in practices relevant in the learner's current life, takes place in a fully contextualized way, and is situated in a meaningful social context of practitioners Apprenticeship learning is mostly applied to observable practices but can also be applied to cognitive skills. Bringing apprenticeship learning and schooling together to benefit from their unique strengths is a current trend in educational research and practice. Eberle, J. (2023). Apprenticeship learning. International Encyclopedia of Education (Fourth Edition) 2023, 568-574. https://doi.org/10.1016/B978-0-12-818630-5.14068-0 Read the full article here:
https://www.sciencedirect.com/science/article/pii/B9780128186305140680
Copyright © pp 2023
Letzte Änderung: 23. Mär. 2023