Short Portrait

Jul 052011
 
Thomas Martens

Thomas Martens

Thomas Martens is Professor for Educational Psychology at the Medical School Hamburg.  The motivational researcher manages the projects SensoMot and Motdesign. He is Editor-in-Chief of Frontline Learning Research.

He is contract teacher at the Goethe University of Frankfurt am Main in educational psychology and education. Thomas Martens was senior researcher and test coordinator in the Technology-Based Assessment (TBA) Project at the German Institute for International Educational Research (DIPF) in Frankfurt. Now he is an associated scientist at the DIPF. He holds degrees in psychology and higher education, and a Ph.D in psychology. He served as chair for the “International Conference on Motivation 2012” and led the International Scientific Board for the “International Conference on Motivation 2014”. Thomas Martens coordinated the Special Interest Group “Motivation and Emotions” within the European Association for Learning and Instruction (EARLI) and is Editor-in-Chief of Frontline Learning Research. He is a project manager in the joint project “Sensor Measures of Motivation for Adaptive Learning (SensoMot) (SensoMot)” and the research project MotDesign in the joint project “Education 4.0 for SMEs – Competitive Advantage in Lightweight Design through Digital Learning”. Thomas Martens has a strong background in testing and evaluation, e-learning, as well as in motivational regulation.
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Thinking in the Universe?

Nov 132019
 

Thinking in the Universe – Are there Intelligent Species in the Galaxy?

thinkint in the universe

Great Stars from Hubble. Photo by NASA.

In his book “Brief Answers to the Big Questions” in chapter three, Stephen Hawking raised the question of whether there can be intelligent living beings in the universe. My answer would be “yes” – there must be intelligent and thinking beings in the universe. But first the question has to be answered what thought processes are needed for – in general.

Thinking becomes necessary living in a changing environment. Through calculating or holistic thinking processes, changes can be anticipated and the chance of survival of a species can systematically be increased. And it can also be assumed that most environments in the universe will change.

Even at the quantum level it can be seen that location and impulse cannot be determined simultaneously. This unpredictability is already hidden in the micro level and probably continues onto the macro level. Conversely, it can be concluded that the unpredictability of many worlds in the universe increases the chance for thinking living beings. On a galactic scale, there should therefore be a multitude of beings who gain an advantage by thinking.

This of course raises the question why we haven’t been visited by extraterrestrials long ago. Stephen Hawking himself gives a possible answer: probably, the aggressive species have usually destroyed themselves, while the peaceful ones have no interest in reaching or destroying other habitable planets.

Diversity in the Transition to Higher Education – Open Call of Frontline Learning Research

Nov 112019
 

Diversity in the Transition to Higher Education – Open Call of Frontline Learning Research

Diversity in the Transition to Higher Education

Photo by Sharon McCutcheon on Unsplash

To overcome the limitations of existing research in the field of Higher Eduction (HE), this special issue aims at entering a novel pathway to investigate diversity in the transition to HE by: a.) further investigating the role of diversity on different levels of HE, b.) connecting previously unconnected micro, meso and macro levels of diversity and, c.) developing methodological designs that can tackle this broaden perspective of diversity in the transition to HE. The common aim of the studies to be published in the special issue is to connect different levels of diversity by using different methodologies (quantitative, qualitative, mixed-methods, and beyond). These studies will therefore contribute collectively and individually to a widened understanding of diversity and to further methodological developments in the field.

Important information:
Submission Deadline for 750 word abstracts: January 31st, 2020
Decision upon invitation to submit a paper: February 15th, 2020
Submission deadline for full papers: April 15th, 2020
Submit your proposal to: Mikael De Clercq (mikael.declercq[ET]uclouvain.be).
Find full call as PDF: here
Guest Editors: Mikaël De Clercq, Taiga Brahm, Ellen Jansen & Elke Bosse
FLR Website: www.frontlinelearningresearch.org

Call for Proposals: From Micro to Macro: Widening the Investigation of Diversity in the Transition to Higher Education

Confronted with increasing student heterogeneity, recent research provided valuable insights into the importance of taking diversity into account in the transition to Higher Education (HE) (Jansen, Suhre, & André, 2017). Yet, there are three main limitations in the field: First, the notion of diversity in HE mostly encompassed students’ variability in background characteristics (Balloo, 2018; Winstone & Hulme, 2019). Second, research approaches are fragmented due to distinct perspectives on diversity (Bosse, 2015). This results in difficulties to integrate findings and to discuss practical implications (Noyens, Donche, Coertjens, & Van Petegem, 2017). Third, the literature is characterized by one-sided methodological approaches which restrain the integration of different perspectives on diversity. Overall, the role of diversity in students’ transition to HE is under-investigated (De Clercq et al., 2017).

Recent attempts to clarify the notion of diversity in HE (Balloo, 2018; Winstone & Hulme, 2019) asserted that diversity in HE goes beyond students’ variability in background characteristics and can be extended to the variability in the features of the learning environment, as well as higher education institutions (OECD, 2012). Endorsing a three-level framework of HE (Enders, 2004; Munge, Thomas, & Heck, 2018; Taylor & Ali, 2017), our notion of diversity encompasses differences at (1) the micro-level of the individual student background or experience, (2) the meso-level of the learning environment or institutional context and (3) the macro-level of the wider education system and global context.

To overcome the limitations of existing research in the field of HE, this special issue aims at entering a novel pathway to investigate diversity in the transition to HE by: a.) further investigating the role of diversity on different levels of HE, b.) connecting previously unconnected micro, meso and macro levels of diversity and, c.) developing methodological designs that can tackle this broaden perspective of diversity in the transition to HE. The common aim of the studies to be published in the special issue is to connect different levels of diversity by using different methodologies (quantitative, qualitative, mixed-methods, and beyond). These studies will therefore contribute collectively and individually to a widened understanding of diversity and to further methodological developments in the field.

When investigating the relevance of student diversity for study success, an important gateway for research is students’ transition into HE. Although the notion of transition lacks a clear-cut definition in the literature (for a review see Kovač, 2015), with regard to HE, it may be understood as an instability and rupture period which leads to a qualitative evolution concerning students’ academic and social integration (Coertjens, Brahm, Trautwein, & Lindblom-Ylänne, 2017). Transitions into HE are broadly considered in this special issue: from secondary to higher education, from home country to abroad, from vocational/professional to university higher education.

The special issue calls for high-quality studies employing a methodology that goes beyond a single-factor analysis of the transition issue and using cutting-edge data analysis to investigate different levels of diversity in the transition to HE. To reach these goals, submitted papers will need to first provide an abstract of 750 words fulfilling the following four requirements to be considered as a potential contribution of the special issue.

  1. Clearly investigate the topic of diversity in the transition to HE.
  2. Demonstrate how they connect at least two levels of the three-level framework of HE.
  3. Provide high-quality research using multidimensional methodology (e.g. considering several factors of the transition process together). The editorial board is favouring a mix of qualitative and quantitative approaches, longitudinal designs and innovative measures.
  4. Discuss methodological and theoretical implications for future (frontline) research as well as practical implications for academic development.

References

Balloo, K. (2018). In-depth profiles of the expectations of undergraduate students commencing university: a methodological analysis. Studies in Higher Education, 43(12), 2251-2262. doi:10.1080/03075079.2017.1320373

Bosse, E. (2015). Exploring the role of student diversity for the first-year experience. Zeitschrift für Hochschulentwicklung, 10/4, 45–66. Retrieved from http://www.zfhe.at/index.php/zfhe/article/view/853


Coertjens, L., Brahm, T., Trautwein, C., & Lindblom-Ylänne, S. (2017). Students’ transition into higher education from an international perspective. Higher Education, 73(3), 357–369.

De Clercq, M. D., Galand, B., Dupont, S., & Frenay, M. (2013). Achievement among first-year university students: an integrated and contextualised approach. European Journal of Psychology of Education, 28(3), 641–662. https://doi.org/10.1007/s10212-012-0133-6

Enders, J. (2004). Higher education, internationalisation, and the nation-state: Recent developments and challenges to governance theory. Higher Education, 47(3), 361-382.

Jansen, E., Suhre, C., & André, S. (2017). Transition to an international degree programme: Preparedness, first-year experiences and study success of students from different nationalities. In E. Kyndt, V. Donche, K. Trigwell, & S. Lindblom-Ylänne (Eds.), Higher education transitions: Theory and research (New perspectives on learning and instruction). Abingdon, Oxon; New York, NY: Routledge.

Kovač, V. B. (2015). Transition: A conceptual analysis and integrative model. Transitions in the field of special education: Theoretical perspectives and implications for practice, 19.

Munge, B., Thomas, G., & Heck, D. (2018). Outdoor fieldwork in higher education: Learning from multidisciplinary experience. Journal of Experiential Education, 41(1), 39-53.

Noyens, D., Donche, V., Coertjens, L., & Van Petegem, P. (2017). Transitions to higher education: moving beyond quantity. In E. Kyndt, V. Donche, K. Trigwell, & S. Lindblom-Ylänne (Eds.), Higher Education Transitions – Theory and Research (pp. 3–13). London and New York: Routledge.

Taylor, G., & Ali, N. (2017). Learning and Living Overseas: Exploring Factors that Influence Meaningful Learning and Assimilation: How International Students Adjust to Studying in the UK from a Socio-Cultural Perspective. Education Sciences, 7(1), 35. https://doi.org/10.3390/educsci7010035

Winstone, N. E., & Hulme, J. A. (2019). ‘Duck to Water’ or ‘Fish Out of Water’? Diversity in the Experience of Negotiating the Transition to University. In S. Lygo-Baker, I. M. Kinchin, & N. E. Winstone (Eds.), Engaging Student Voices in Higher Education: Diverse Perspectives and Expectations in Partnership (pp. 159-174). Cham: Springer International Publishing.

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SIG 27 Conference 2020 will be held at University of Antwerp (Belgium)

Nov 022019
 
SIG 27 Conference 2020 at University of Antwerp (Belgium)

Belgium Harbor Antwerp Office Havenhuis Building

The next SIG 27 Conference 2020 will be held at University of Antwerp (Belgium)

The theme of the SIG 27 Conference 2020 will be “Sharpening the facets of online measures: Research at the cutting edge.” The scientists that like to discuss Online Measures of Learning Processes will meet in Antwerp. They will investigate the course of learning processes with new and multi modal methods like eye-tracking, brain-imaging methods, psychophysiological measures such as EDA and heart rate variability, video data, log data and observational data. And they will track these different measure on multiple chanels for better understanding of learning processes.

The conference will be jointly organized by the SIG 27 and University of Antwerp, Belgium.

Conference Dates: 19 to 21 August, 2020
Deadline for Proposals: January 31st direct link to submission
Earli Bird Registration: to be anounced
Congress Programme: to be anounced
Conference Website: https://www.uantwerpen.be/en/conferences/sig27-conference/#
Conference Contact: SIG27@uantwerpen.be

Hurricane Dorian crawls slowly but with unmatchted power

Sep 022019
 

Hurricane Dorian crawls slowly but with unmatchted power …

Climate activists have predicted this for a long time, starting in the early eighties, that the average temperature would rise. But they were wrong. It turns out that climate change will faster progress than predicted in the eighties.
One of the very obvious results of climate change is the rising surface level temperature of tropic oceans. This may not automatically result in more hurricanes because of the complex weather dynamics. But there is an association proved by the observed rise of the Power Disspation index within the last years.
So Dorian is very probable also a result of climate change.
hurricane dorian crawls slowly

I think the inhabitants of the Bahamas will suffer greatly, because the eye of the hurricane Dorian is moving very slowly. Sadly it will bring very strong winds and a lot of rainfall to the Bahamas in the next two days.
Projected track of Dorian: https://kachelmannwetter.com/de/wirbelsturm-tracks/euro/521e26e30d5bd578cbebd672be4f040f/2019090200-240-dorian.html
Satellite image of Dorian: https://kachelmannwetter.com/de/sat/786-w-268-n/satellit-superhd-1min.html#play8
Weather forecast for the Bahamas: https://weather.us/forecast/3572375-freeport/essentials

EARLI 2019 program – full program online

May 282019
 

EARLI 2019 program

EARLI 2019 program

The 18th Biennial EARLI Conference will be hosted by RWTH Aachen, Germany. All participants are encouraged to present results and ideas on state-of-the-art research in learning and instruction, specifically around the topic “Thinking Tomorrow’s Education: Learning from the past, in the present and for the future“.

In times of constant changes, the future is a moving target – difficult to predict and prepare for. Yet, education is doing just that. At the 18th Biennial EARLI Conference and the accompanying 23rd Conference of the Junior Researchers of EARLI, researchers in learning and instruction from all over the world come together to discuss current research findings. In order to think tomorrow’s education and education research, it is crucial to relate new findings to what we already know and elaborate how this will help foster sustainable learning processes and navigating what is yet to come.

Dates: August 10th-11th (JURE 2019) and 12th -16th (EARLI 2019)
Website: https://earli.org/EARLI2019
Full Program: here
Conference App guidebook (IOS): https://apps.apple.com/de/app/guidebook/id428713847 PASSPHRASE: earli2019
Conference App guidebook (Android): https://play.google.com/store/apps/details?id=com.guidebook.android&hl=de PASSPHRASE: earli2019

Meet the EARLI Journal Editors – save the date

May 222019
 

Meet the EARLI Journal Editors at the EARLI Conference 2019

EARLI Journal Editors

Session E: 1 Meet the EARLI Journal Editors
Date: 13.8.2019
Time: 10:15 – 11:45
Room: Lecture Hall – H06
Conference Website: https://www.earli.org/EARLI2019

EARLI Journal editors

The EARLI journal editors will introduce the EARLI journals and the EARLI book series. They will inform the audience about specific services and goals of each journal and how to select the right journal for publishing their work. Additionally, some basic guidelines for potential authors will be presented.

EARLI Journals

EARLI publishes three peer-referred journals which are all available for free readership to all members; Learning and Instruction, Educational Research Review and the newest open access journal Frontline Learning Research. Additionally, the EARLI book series, New Perspectives on Learning and Instruction is designed to communicate the high quality research on learning and instruction to a broader audience of researchers and post-graduate students in education and psychology. Earli members are fully encouraged to submit their current research on the association’s journals.

LEARNING AND INSTRUCTION

As an international, multi-disciplinary, peer-refereed journal, Learning and Instruction provides a platform for the publication of the most advanced scientific research in the areas of learning, development, instruction and teaching. The journal welcomes original empirical investigations. The papers may represent a variety of theoretical perspectives and different methodological approaches. They may refer to any age level, from infants to adults and to a diversity of learning and instructional settings, from laboratory experiments to field studies. The major criteria in the review and the selection process concern the significance of the contribution to the area of learning and instruction. This is an audience-initiated session and participants are invited to raise any question or issue they feel pertinent. 

EDUCATIONAL RESEARCH REVIEW

Educational Research Review is an international journal addressed to researchers and various agencies interested in the review of studies and theoretical papers in education at any level. The journal accepts high quality articles that are solving educational research problems by using a review approach. This may include thematic or methodological reviews, or meta-analyses. The journal does not limit its scope to any age range. The journal invites articles on the broad range of settings in which people learn and are educated (school settings, corporate training, formal or informal settings, etc.). Empirical studies or theoretical contributions that do not include a critical review analysis are not accepted.

FRONTLINE LEARNING RESEARCH

The third EARLI journal provides open access publishing and welcomes innovative and risk taking research in the field of learning and instruction. Frontline Learning Research (FLR) is an electronic-only journal that invites articles that represent future trends in research on learning and educational sciences. FLR is also a forum for multidisciplinary research on learning and learning environments and aims to initiate new theoretical and methodological approaches in the learning sciences. FLR is now indexed in SCOPUS. Open access publishing is free of charge for EARLI members and requires only a small fee for non-members. At the EARLI conference we will more deeply explain the guiding principles of FLR and will provide some examples and ideas what features might be considered innovative and risk-taking. We will also discuss new forms of scientific communication like audio and data files that could enrich classical formats.

EARLI BOOK SERIES NEW PERSPECTIVES ON LEARNING AND INSTRUCTION

New Perspectives on Learning and Instruction is the international, multidisciplinary book series of the European Association for Research in Learning and Instruction (EARLI) and is published by Routledge.

The aim of the series is to present to the scholarly community high quality, theoretically-driven research on a specific theme in the domain of learning and instruction. Books that are published in the series are innovative, attempting to forge new conceptions of the field. Originality, scientific merit, and significance for the field are what guide the series. Both edited collections and sole-authored texts that meet these criteria are considered for publication.

In addition, in 2017, the EARLI Book Series will start with the publication of state-of-the-art edited books. They provide an essential introduction to the state-of the-art in a specific field in the domain of Learning and Instruction. These fields are represented by the Special Interest Groups of EARLI and Emergent Field Groups. The main structure of each state-of-the art book is as follows. First, each book begins with an outline of the field’s relevant historical, conceptual and theoretical backgrounds. Second, each book presents an up-to-date series of high-quality original empirical articles representing the main research topics in the specific field. Third and finally, it presents new directions for research.

The focus of the Book Series is on European work, however, contributions from non-European researchers and non-members of the European Association for Research in Learning and Instruction are invited. The series is designed to appeal to a wide audience of researchers and post-graduate students in education and psychology.

Latest Books:

Mäkitalo, Ä, Nicewonger, T.E. & Elam, M. (Eds.). (Forthcoming). Designs for Digital Experimentation and Inquiry: Approaching learning and knowing in digital transformation. London: Routledge. (2019).

Messman, G, Segers, M., Dochy, F. (Eds.), Informal Learning at Work: Triggers, Antecedents, and Consequences, London: Routledge (2018).

more about the EARLI journals and the EARLI book series ...
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International Conference on Motivation 2020 will be held at TU Dresden 3. – 6. 9. 2020 – submit your proposal!

May 162019
 

International Conference on Motivation 2020

The next International Conference on Motivation 2020 will be held at TU Dresden, Germany. The chair will be Susanne Narciss.

This will also be the first joint conference of the EARLI SIGs 8 and 16 in Dresden. The joint conference will be a place to go beyond disciplinary boundaries by sharing and discussing research issues and findings from all fields of Motivation, Emotion, and Metacognition. It will also offer great opportunities for detecting new pathways for collaborations that will contribute to empowering smart learning and instruction in a world of rapid and complex changes.

The ICM 2020 will be held from Thursday 3.9. untill Sunday 6.9.2020, preceded by the Summer School. The conference has one overlapping day with the conference of SIG16 (Metacognition), held from Sunday 6.9. – Tuesday 8.9.2020.

17th International Conference on Motivation (SIG 8): 3. – 6. September 2020
Summer School 2020: 31. August – 2. September 2020
9th International Conference on Metacognition (SIG 16): 6. – 8. September 2020
Location: Dresden – DGUV-Conference Center
Organizers: Faculty of Psychology – TU Dresden, SIG 8 – Motivation and Emotion, SIG 16 – Metacognition
Deadline for proposal submission: December 9th find the call here
Deadline for earli bird registration: June 3rd
Programm: to be anounced
Website: https://sig8meetssig16-dresden.de/

Mission of SIG 8

The mission of the Motivation and Emotion SIG is to promote research and theory on the person and situation influences on the direction, intensity, quality and persistence of human behavior related to learning and instruction in education. This also involves a more applied research approach to understanding the conditions under which motivational and emotional constructs predict achievement behavior, exploring persistence in the face of obstacles and competing demands, and testing the effectiveness of education-related strategies and interventions for motivation and achievement outcomes.

Activities of SIG 8

SIG 8 activities include support of the International Conference on Motivation (ICM) that is held in years between the EARLI Biennial Conferences. The ICM includes a pre-conference Summer School at which graduate students have the opportunity to meet and work with prominent motivation researchers. The SIG also confers Student Research Excellence Awards at each EARLI conference to graduate students whose presentations are judged especially meritorious. The EARLI Motivation and Emotion SIG “Honorary Life Membership Recognitions” honoring distinguished SIG investigators in the field of Motivation and Emotion are awarded biennially at the ICM.

Website SIG 8: http://motivation-emotion.eu/

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(Deutsch) Stadtradeln in Hamburg vom 28.8. – 19.9.2019

May 152019
 
Wann wird geradelt?
Das STADTRADELN findet jährlich vom 1. Mai bis 30. September statt. In den Kommunen selbst wird an 21 aufeinanderfolgenden Tagen für mehr Klimaschutz und mehr Radverkehrsförderung geradelt. Den genauen Zeitraum kann die teilnehmende Kommune frei wählen.

Wie kann ich mitmachen?
Ihre Kommune muss sich zunächst für das STADTRADELN anmelden bzw. bereits angemeldet sein (Infos unter Anmeldung), dann können Teams gebildet oder sich Teams angeschlossen werden. Danach einfach losradeln und die klimafreundlichen Fahrradkilometer im Online-Radelkalender eintragen.

Wo und wie kann ich mich registrieren und meine erradelten Kilometer eintragen?
TeilnehmerInnen mit Internetzugang registrieren sich mit ihrem Namen und ihrer E-Mail-Adresse für den Online-Radelkalender, sobald dieser für ihre Kommune freigeschaltet wurde. Nach erfolgreicher Registrierung können dann dort die Kilometer eingetragen werden, die automatisch dem Team und der Kommune gutgeschrieben werden.
TeilnehmerInnen mit einem Smartphone können über die STADTRADELN-App (für Android und iOS-Systeme) Kilometer eintragen: Zum einen händisch (ein Einloggen über das Internet ist dann nicht mehr notwendig) oder noch einfacher via GPS-Funktion, die die exakte Route aufführt und die zurückgelegten Kilometer berechnet.
TeilnehmerInnen ohne Internetzugang registrieren sich direkt bei der lokalen Koordination ihrer Kommune. Dort können km-Erfassungsbögen bereitgestellt werden, sodass handschriftlich die erradelten Kilometer abgegeben werden können. Die AnsprechpartnerInnen sind auf der Unterseite der teilnehmenden Kommune bei Teilnehmerkommunen zu finden.
Welche Kilometer zählen beim STATRADELN und wie werden sie erfasst?
Jeder Kilometer, der innerhalb des 21-tägigen Aktionszeitraums beruflich oder privat mit dem Fahrrad zurückgelegt wird, kann gezählt werden; (Rad-)Wettkämpfe und Training auf stationären Fahrrädern (Indoor-, Spinbikes o. Ä.) sind dabei ausgeschlossen.

Die geradelten Kilometer können z. B. mit einem Kilometerzähler, Fahrradcomputer, der STADTRADELN-App oder einem Radroutenplaner (z. B. Naviki) ermittelt bzw. geschätzt werden.

Wer kontrolliert die geradelten bzw. eingetragenen Kilometer? Kann hier nicht geschummelt werden?
Das STADTRADELN lebt prinzipiell vom Fairplay-Gedanken und der Ehrlichkeit der RadlerInnen, zehntausende von RadlerInnen können und wollen wir nicht kontrollieren. Die KoordinatorInnen in den Kommunen sind jedoch angehalten nach „Ausreißern“ zu schauen und ggf. nachzuhaken bzw. nach einer Überprüfung zu bitten. Auch die „soziale Kontrolle“ unter- und innerhalb der Teams funktioniert gut.

Davon abgesehen ist das eigentliche Ziel der Kampagne, schlichtweg mehr Menschen – und hier insbesondere die KommunalpolitikerInnen als EntscheidungsträgerInnen in Sachen Radverkehrsförderung – auf das Rad zu bekommen und dieses Thema durch einen Wettbewerb öffentlichkeitswirksamer darstellen und bearbeiten zu können. Gleichzeitig zeigen die RadlerInnen mit ihrer Teilnahme den Verantwortlichen, wie wichtig ihnen Klimaschutz und Radverkehrsförderung sind und wie viele schon jetzt mit dem Rad unterwegs sind.

Wie kann ich als STADTRADLER-STAR teilnehmen?
Wer in der Sonderkategorie STADTRADLER-STAR an den Start gehen möchte, wendet sich bitte direkt an die lokale Koordination der teilnehmenden Kommune; diese wird den STADTRADLER-STAR dann anmelden.

Welcher Personenkreis (z. B. BürgermeisterInnen, StadträtInnen etc.) die Kommune in dieser Sonderkategorie repräsentieren soll, obliegt der lokalen Koordination.

Warum soll ich als KommunalpolitikerIn mitmachen?
Nutzen Sie das STADTRADELN, um (mindestens) 21 Tage ganz bewusst die Lenkerperspektive einzunehmen und die Verkehrssituation für RadfahrerInnen in Ihrer Kommune zu erfahren. Die wahren ExpertInnen in Sachen Radverkehrspolitik sind all jene, die sich theoretisch wie praktisch mit der „Materie“ auseinandersetzen – schärfen Sie daher Ihre Sinne und das Bewusstsein zur Verbesserung der Radverkehrssituation.

Als Mitglied des Kommunalparlaments sollten Sie zudem Ihre Vorbildfunktion nicht unterschätzen resp. diese nutzen: Mit Ihrer Teilnahme zeigen Sie anderen, wie wichtig Ihnen Klimaschutz sowie eine nachhaltige Mobilität sind und verhelfen ganz nebenbei mit jedem zurückgelegten Radkilometer Ihrer Kommune zu einer guten Platzierung in der Gewinnkategorie Fahrradaktivstes Kommunalparlament.

Wer zählt als Mitglied im Kommunalparlament?
(für Registrierung im Zusammenhang mit Gewinnkategorie „Fahrradaktivstes Kommunalparlament“ relevant)

Bei der erstmaligen Registrierung der RadlerInnen wird nach dem Status als ParlamentarierIn resp. nach der Mitgliedschaft im Stadt-/Gemeinderat bzw. Stadt-/Gemeindeverordnetenversammlung und/oder Kreis-/Regionstag gefragt. Diese Angabe ist entscheidend für die Gewinnkategorie Fahrradaktivstes Kommunalparlament, in der das Klima-Bündnis Kommunen auszeichnet.

Grundsätzlich sind die Mitglieder des Kommunalparlaments alle Personen, die dem Stadt-/Gemeinderat bzw. der Stadt-/Gemeindeverordnetenversammlung oder Kreis-/Regionstag angehören. Ausschlaggebend ist hierbei stets die Stimmberechtigung. Für Städte gibt es die Wahlmöglichkeit, auch Mitglieder der Bezirksparlamente/OrtsbeirätInnen etc. hinzuzuzählen und diese aktiv ins STADTRADELN einzubinden.

Fragen Sie bei Zweifel bitte direkt bei Ihrer lokalen Koordination nach (AnsprechpartnerInnen sind auf der Unterseite der teilnehmenden Kommune bei Teilnehmerkommunen zu finden).

Ich fahre schon jeden Tag Fahrrad, warum soll ich trotzdem mitmachen?
Mit Ihrer Teilnahme zeigen Sie auch den Verantwortlichen in Sachen Radverkehr, wie wichtig Ihnen Klimaschutz und Radverkehrsförderung sind. Je mehr RadlerInnen beim STADTRADELN mitmachen, umso deutlicher bzw. lauter wird dieses Signal! Den (politischen) Entscheidern wird bewusst(er), wie viele FahrradfahrerInnen es gibt und wie viele Wege mit dem Rad in der Kommune bereits zurückgelegt werden, sodass diesen VerkehrsteilnehmerInnen auch mehr Raum zugesprochen werden muss. Zudem können nur registrierte STADTRADELN-TeilnehmerInnen die Meldeplattform RADar! nutzen.

Ich fahre kaum/nur kurze Strecken Fahrrad, warum soll ich trotzdem mitmachen?
Jeder Kilometer auf dem Rad ist nahezu zwangsläufig ein Beitrag zum Klimaschutz! Daher zählt jeder Radkilometer und jedeR RadlerIn. Das STADTRADELN ist kein Wettkampf Einzelner, sondern ein gemeinschaftliches Projekt, bei dem jedeR so viel beiträgt, wie man kann und möchte. Vielleicht fahren Sie ja so wenig Fahrrad, weil Sie mit den Bedingungen für RadfahrerInnen nicht zufrieden sind: Verstärken Sie daher durch Ihre Teilnahme das Signal für mehr Radverkehrsförderung! Und außerdem: Nur die registrierten STADTRADELN-TeilnehmerInnen können die Meldeplattform RADar! nutzen, um so aktiv für bessere Radwege zu sorgen!

Zudem: Gerade die Kurzstrecken mit dem Auto haben es in sich – hier liegt ein enorm hohes Einsparpotenzial! Auf den ersten Kilometern verbraucht ein kalter Motor bis zu 30 Liter pro 100 Kilometer und der Motorverschleiß ist besonders hoch. Sie tun also auch etwas für die Langlebigkeit Ihres Autos, wenn Sie für Kurzstrecken umsteigen und sparen daneben noch mehr Geld sowie klimaschädliches CO2!

Warum die CO2-Angaben?
Beim STADTRADELN geht es neben der konkreten Radverkehrsförderung bzw. langfristiger Infrastrukturverbesserung, z. B. durch die Meldeplattform RADar!, um den Klimaschutz, was Vereinsziel des Klima-Bündnis ist. Wir möchten mit möglichst einfachen, verständlichen Botschaften kommunizieren bzw. ins Bewusstsein rufen: Jede Fahrt mit dem Rad ist praktizierter Umwelt- und Klimaschutz – nahezu zwangsläufig, das ist ja das Gute daran!

Wir sprechen bewusst stets von CO2-Vermeidung und nicht von Einsparung, da wir wissen, dass natürlich nicht jede Fahrt mit dem Rad tatsächlich eine Autofahrt einspart/ersetzt. Streng genommen können z. B. Personen, die überhaupt kein Auto haben, nie etwas einsparen – dass ihr Verhalten jedoch positive Auswirkungen auf den Klimaschutz hat, sollte unbestritten sein, was wir entsprechend mitberücksichtigen und würdigen wollen.

Die Kampagne erhebt keinen wissenschaftlichen Anspruch. Durch die Anzeige der CO2-Vermeidung (basierend auf 142 g CO2 pro Personen-km, Angaben lt. Umweltbundesamt) wollen wir schlichtweg veranschaulichen, welch positive Effekte unser aller Mobilitätsverhalten durch das Radfahren hat – und wie viel gar mehr, wenn „massenhaft“ und regelmäßig aufs Rad umgestiegen wird, selbstverständlich auch über das STADTRADELN hinaus!

(Warum) Zählen Fahrten mit einem Pedelec/E-Bike?
Pedelecs (mittlere Leistung des Motors 250 W, Unterstützung riegelt bei 25 km/h ab) sind fürs STADTRADELN erlaubt, da sie nicht zuletzt als Fahrräder im Sinne der StVO gelten. Außerdem zeigen Studien, dass Pedelecs auch unter Berücksichtigung der Akkuproduktion ausgesprochen klimafreundliche Fahrzeuge sind: Mit weniger als 6 g CO2/km stoßen sie etwa 20-mal weniger CO2 aus als ein sparsames Auto mit Verbrennungsmotor.

Unterstützung verdienen Pedelecs aber auch, weil sie den Aktionsradius des Fahrrads deutlich vergrößern und viele neue RadlerInnen erschließen können. Hier liegt ein großes Potenzial, Fahrten mit dem Auto zu reduzieren.

Zu guter Letzt: Auch und besonders Pedelec-FahrerInnen sind durch ihre höhere Durchschnittsgeschwindigkeit auf eine gute Radinfrastruktur angewiesen, sodass auch diese natürlich die Meldeplattform RADar! nutzen dürfen und sollen!

Was ist bei einer STADTRADELN-Teilnahme noch zu beachten?
Die genauen Teilnahmebedingungen, Voraussetzungen für die STADTRADLER-STARS etc. sind unter den Spielregeln nachzulesen.

Findet das STADTRADELN auch im nächsten Jahr statt?
Ja! Das STADTRADELN hat sich erfreulicherweise so etabliert, dass die Kampagne bis auf unbestimmte Zeit vom Klima-Bündnis weiter angeboten wird.

Wie jedes Jahr werden spätestens ab dem Frühjahr Anmeldungen für Kommunen und anschließend dann Registrierungen für Teams sowie RadlerInnen möglich sein.

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Motivation to Study: 24 Tips for Teachers

May 152019
 

Motivation to Study: 24 Tips for Teachers

Do you experience this sometimes? The students in your seminars are bored, lethargic and have no desire to follow your lessons? You do not know how to increase the motivation to study?

Then I have 24 tips for you, how to increase the motivation to study! These tips are derived from my recent research projects and the Integrated Learning and Action from:

Motivation zum Studieren

Motivation to study: The beginning

In the beginning, students need to realize what to expect. You can support this internalization process by providing in-depth information about the learning topic. The students can then establish a first learning orientation for themselves. They should be more or less aware of where their own strengths and weaknesses lie. The focus should be on the learning process and not so much on the content. Learning should always be a self-transformation. Another favorable prerequisite for a motivation to study are free choices, such as the learning topic. This promotes the autonomy experience and increases the basic motivation to learn by assuming responsibility.

  • Provide more in-depth information about the learning process and learning theme in advance
  • Transparent communication of learning objectives and learning challenges (without arousing fears)
  • Provision of tools for self-diagnosis of prior knowledge
  • Variety of learning topics (for free choice)
  • Creating a fearless learning climate
  • Implement phases of relaxation in the learning process
  • Consideration of the heterogeneity of learning motivations
    • ,

    The learning intention

    Each student learns best in his or her own special way. And maybe very different from yours. Support the students in identifiying new forms of work or actively encourage them to use new forms of learning.

  • Assistance in finding new ways of working and learning
  • Offers of different learning methods (for free choice)
  • Providing an idea which learning methods could be effective
  • Time and leisure for method reflection
  • Implement phases of relaxation in the learning process
  • Consideration of different learning strategies

    • ,

    The implementation of learning actions (volition)

    The pace and form of learning can be very different for each student. Do not be under the illusion that all students learn in a uniform way and with the same speed. Create spaces for the individual forming of the learning processes.

  • Create a protected and trouble-free learning environment
  • Implement phases of relaxation in the learning process
  • Organize collaborative learning using role scripts such as the jigsaw puzzle (Mutual Teaching and Learning)
  • Allow individual time and work planning
  • Consideration of different learning pathways

    • ,

    Motivation to study through feedback loops

    In order to keep the learning processes motivated and effective in the long run students should regularly reflect on their learning progress and their self-transformation. Therefore, provide your students with feedback on their individual learning progress and the qualitative change of learning processes.

  • Linking different knowledge areas
  • Feedback on individual learning progress
  • Feedback on the effectiveness of learning methods
  • Provision of self-diagnostic tools
  • Provide criteria for self-diagnosis
  • Identification of individual learning progress
    • ... more tips
    ... less tips

    Workshop on Motivating to Study: Tips for Teachers

    Are you interested in this topic? You can book an one-day Workshop for university teachers.

    .

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    reMarkable Test

    May 102019
     

    reMarkable Test
    reMarkable Test – What is a reMarkable?
    A reMarkable looks and feels like a big E-book reader. The display of the reMarkable is a very readable LCD liquid crystal display: black writing on a light gray background. The real secret of the reMarkable lies in the nature of its surface: it is a rough plastic. In combination with the fiber tip of the reMarkable pen, this results in a writing feeling that is very close to writing with a pencil on paper.

    What can you do with a reMarkable?
    Mainly writing – and in all variations: with line support or blank or on a number of other templates. It would also be possible to draw – such as small mind maps. The writing process is supported by different types of pencils and three eraser functions – also with a very practical aera fuction. You can use different planes for editing – this is especially handy for commenting PDF documents or E-books in E-PUB format.

    How does the reMarkable fit into the “normal” workflow?
    With the reMarkable APP, which runs equally well on PC and mobile phone and tablet, the documents are synchronized (tested with Windows 10 and lOS) The documents that were created on the reMarkable are immediately assssible on the PC and can be exported as picture or PDF. Conversely, you can drag and drop PDF documents and e-pub files into the reMarkable app and then immediately process them on the reMarkable. On the reMarkable there is also a fonts recognition feature available (this text was also created on the reMarkable).
    The results of this text recognition is very good with normal wording and works almost as well for the German language as for the English. However, the results of the speech recognition can not be saved so far and must be further processed by mail.

    reMarkable Test Technique
    Inside the reMarkable is a 1GHz ARM -19 with 512MB DDR 3L RAM and 8GB memory. The Codex operating system, which is based on Linux, masters all tasks without delay. The e-ink display works with a resolution of 1827 × 1404 dots on a 10.3 “diagonal, which corresponds to a resolution of 226 DPI A beautiful display that is completely sufficient for writing A backlight is not present The speed of the E-ink displays is of course – due to the design – something sluggish, which is noticeable in the construction of new pages – something like an e-book reader.The battery with 3000 mA can be charged via micro USB and lasts for several days, the pen does not need power, and at the end has a small storage for a replacement tip – very handy.

    reMarkable Test – Conclusion
    All the details of the reMarkable are really well thought out. You realize that the developers have gone to great lengths to think about everything.
    But most importantly, it’s fun to write with. And although I can type with 10 fingers quickly, I prefer writing with a pen. The reMarkable has replaced all my notebooks after a short time. ☺ And that actually says it all. A clear buy recommendation for those who need a lot of writing and prefer to work with a pen rather than a keyboard.

    Here you can find a discount of 80 euros on the reMarkable.

    .

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    Neuroscience and Education – Presentations from the SIG 22 Meeting 2018

    Jul 262018
     

    Presentations from the fifth biennial SIG22 Neuroscience and Education conference

    Monday 4th – Wednesday 6th June 2018
    ​London, United Kingdom

    Neuroscience and Education

    SIG 22 brings together researchers from the fields of educational science, cognitive psychology, developmental psychology, genetics, and neuroscience as well as interdisciplinary people with training in each of these fields, all of which investigate human learning and development. Taking interdisciplinarity as a basic principle, the SIG conceives the relation between educational research and neuroscience as a two-way street with rich bi-directional and reciprocal interactions between educational research and (cognitive) neuroscience.

    10 Presentations in total:

    INTRODUCING NEUROSCIENCE INTO INITIAL TEACHER EDUCATION
    Paul Howard-Jones, Konstantina Ioannou and the PGCE team, Shu Yau and *Tim Jay
    University of Bristol, Sheffield-Hallam University
    PDF YouTube

    DIFFERENTIAL EFFECTS OF SPELLING AND READING DEFICITS IN THE PHONOLOGICAL BRAIN NETWORK
    Agnieszka Dębska, Katarzyna Chyl, Gabriela Dzięgiel, Agnieszka Kacprzak, Magdalena Łuniewska, Joanna Plewko,
    Artur Marchewka, Anna Grabowska, Katarzyna Jednoróg
    Laboratory of Psychophysiology, Nencki Institute of Experimental Biology, Warsaw Poland
    PDF YouTube

    PREDICTING MATHEMATICAL ABILITY BEFORE SCHOOL BY LINKING GENES, BRAIN & BEHAVIOR
    Michal A. Skeide, Max Planck Institute für Human Cognitive and Braing Sciences, Leipzig
    PDF YouTube

    THE CONTEXT AND PURPOSE OF EXECUTIVE FUNCTION ASSESSMENTS: BEYOND THE TRIPARTITE MODEL
    Janina Eberhart & Sara Baker, University of Cambridge
    PDF YoutTube

    EFFECT OF PHYSICAL ACTIVITY ON BRAIN AND COGNITION: IMPLICATIONS FOR EDUCATION
    Heide Johansen-Berg, Thomas Wassenaar, Piergiorgio Salvan, Catherine Wheatley – University of Oxford
    Helen Dawes, Nick Beale – Oxford Brookes University
    Joan Duda – University of Birmingham
    PDF YoutTube

    HOW GENETICS SHAPES WHAT WE LEARN
    Professor Robert Plomin, Institute of Psychiatry, Psychology and Neuroscience
    PDF YouTube

    TEACHER-LED RANDOMISED CONTROLLED TRIALS
    HOW TEACHERS ARE APPLYING AND RESEARCHING THE IMPACT OF BRAIN SCIENCE IN THE CLASSROOM
    Dr Richard Churches PDF
    Charlotte Hindley and Sharon Baker PDF
    Daria Makarova PDF
    Education Development Trust
    YoutTube

    LEARNING WITH FRIENDS: NEURAL PROCESSING OF PERFORMANCE FEEDBACK IN A SOCIAL CONTEXT ACROSS ADOLESCENCE
    Berna Güroğlu, University of Leiden
    PDF YouTube

    COMPUTERISED MEASURE OF DISTRACTOR INTERFERENCE PREDICTS SELF-REPORTED DISTRACTION IN THE CLASSROOM
    Michael Hobbiss and Nilli Lavie – Institute of Cognitive Neuroscience, UCL
    PDF YoutTube

    THE TYPICAL AND ATYPICAL READING BRAIN: HOW A NEUROBIOLOGICAL FRAMEWORK OF READING DEVELOPMENT CAN INFORM EDUCATIONAL AND PRACTICE AND POLICY
    Nadine Gaab, Harvard Medical School
    PDF YoutTube

    Please look also at this Call for Papers – SIG 22 Special Issue for Mind, Brain and Education (Deadline: September 15thth, 2018).

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    Motivated Learning

    Jul 252018
     

    Motivated learning

    First of all, one might wonder if motivated learning is necessary at all. Is is not possible to learn without motivation? At least as far as short-term learning success is concerned, this question must be answered positively: it is possible to successfully learn without motivation. However, the empirical results from our “Zeitlast” (workload) studies also show that such a learning outcome without motivation is usually accompanied by a greater perceived effort and a higher objective time requirement. It may also be assumed that the acquired knowledge content is less accessible – in particular, that the transfer to new situations is disrupted resulting in some inertia of the knowledge thus acquired.

    Motivated Learning

    Conversely, it can be inferred that motivated learning requires less personal effort, is more time-effective and the resulting knowledge is more universally applicable.

    These advantages of motivated learning are directly related to the fact that intrinsic motivation is linked to the self-system “extension memory” already described in the blogpost 1 “Descartes’ Error“. The right hemispheric extension memory accompanies and enables the internalization processes necessary to perform a learning task with intrinsic motivation.

    Here, the extension memory has a threefold function:

    1. It allows feeling the fit between learning tasks and the learner and thus creating a first internalization of the learning task. Subsequently, an ascription of responsibility for the learning task can be developed.
    2. The extension memory also accompanies the experience of self-efficacy. In particular, whether a particular learning method or learning strategy really suits you.
    3. In the actual performing of the learning action, the extension memory will assess whether I continue to feel comfortable with the concrete learning processes.

    The activation of the extension memory in the learning process is thus the prerequisite for a holistic association of the self with all phases of the learning process. A large correspondence between the self and the learning regulation will trigger the effects of an intrinsic motivation:

    • Learning is easy and time flies by (flow experience).
    • Through a high degree of associations with the self-system many methods can be associated that can be used flexibly during the learning process.
    • A close connection with the self-system also enables a better self-motivation, which allows a constructive handling of setbacks and, if necessary, guarantees a longer study of the subject matter.
    • Finally, strong associations of the acquired knowledge with the self-system result in a more flexible retrieval of the knowledge content in different situations and thus promotes a high retention performance.

    The next blog post will explain how a learning environment can be designed in such a way that the highest possible intrinsic motivation for learning can emerge (motivated design).

    .

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    Descartes’ Error – sentio, ergo sum

    Jul 172018
     
    descartes error

    Ivan Blažetić Šumski

    Descartes, with his sentence “cogito, ergo sum” (I think, therefore I am), has declared thinking as the basis of humanity like no other philosopher. Of course, it is easy to understand conscious thinking as the central process of being human. However, is this true?

    Let’s do a simple thought experiment: when I think of violence, am I a criminal? When I think of giving presents to someone else, am I a benefactor?

    Even in this simple thought experiment, it becomes clear that conscious thinking can always focus on just one point – just as speaking does. Does this one focus defines human being? Hardly likely.

    descartes error

    Balthasar Moncornet

    What constitutes humanity much more is the sum of the experiences of a human being. This wealth of experiences could therefore be considered as being human.

    The exciting question is now how we draw on this wealth of experience. Certainly, we can consciously remember a single event in our past. However, does that help us to recognize who we are?

    There is one system that is able to assess the vast majority of personal experiences at once. Personality psychologist Julius Kuhl calls this system “extension memory”. This system can assess a person’s wealth of experience in a parallel and holistic way and gives a feeling as a result of this assessment.

    This self-system or so-called extension memory becomes especially important when it comes to assessing and evaluating social interaction in a matter of seconds. For example, when I meet a person I did not know before, after a very short time I know how to judge that person.
    Maybe this first assessment is not very accurate. But at least it gives an indication of how I should deal with this person in the future. Thus, the extension memory is capable of retrieving all associations with a new person within a very short period of time and of pooling those associations in a feeling for that person. Therefore, if everything goes well, within a few moments I know if I can trust this person. Or if I’d rather avoid this new person.

    The extension memory is also responsible for a whole series of processes, such as the intrinsic motivation for learning, which we just demonstrated in the current research project Sensomot – read this in the next blog post “motivated learning“.

    So we can say with certainty that Descartes was wrong. This sentence might be much more accurate:
    “Sentio, ergo sum.” (I feel, therefore I am)

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    EARLI Emerging Field Groups – Nominees 2018

    Jul 042018
     

    The Emerging Field Group initiative is intended to support researchers active in innovative and exciting fields. EARLI Emerging Field Groups (EFG) consist of a small group of internationally active researchers working in the field of learning and instruction active within a new, emerging field of research. EARLI offers these researchers the opportunity to work together during a short but intense period of time to explore the possibilities in their shared field of interest.

    EARLI Emerging Field Groups

    EFGs are intended for exploratory, innovative and risk-taking approaches. Being part of an Emerging Field Group allows for its participants to focus on experimental and new fields of research, with an emphasis on exploration and process rather than output and product.

    Following a lengthy evaluation procedure, four applications have been granted the EARLI Emerging Field Group funding for 2018 – 2020.

    Portable Brain Technologies in Educational Neuroscience Research
    led by Nienke van Atteveldt, VU Amsterdam, the Netherlands

    The Potential of Biophysiology for Understanding Learning and Teaching Experiences
    led by Lars-Erik Malmberg, Oxford University, United Kingdom

    Unifying Cognitive Load and Self-Regulated Learning Research: Monitoring and Regulation of Effort (MRE)
    led by Anique de Bruin, Maastricht University, the Netherlands

    EarlyWritePro: Developing Methods for Understanding Early Writing through Analysis of Process Dysfluencies
    led by Mark Torrance, Nottingham Trent University, United Kingdom

    The first two EARLI emerging field groups nominees show that triangulation and combination of new data sources like portable EEG and other physiological data promise new insights into learning and regulation processes. It can be expected that these emerging fields will gain strength within in the scientific community for the next years.

    History of the Evaluation Process

    Deadline: 28th of February 2018
    Format: Please download PDF here
    Submit application to Lisa Vanhaeren (lisa.vanhaeren@earli.org)
    Source: https://www.earli.org/efg

    EARLI Emerging Field Groups

    Timeline

    APPLICATION of EARLI emerging field groups

    Following this open call, EARLI welcomes all applications that demonstrate a clear link to the EFG eligibility and evaluation criteria described in the EFG Policy.

    We also ask that each EFG supplies a short video supporting the application. This video should address how the EFG aims to promote innovative research through new methodologies, risk-taking approaches, new theoretical concepts and/or multidisciplinary efforts … .

    Therefore, the video application (max. 3 minutes) should not be a direct copy of the written application. Rather, it is an opportunity for EFG applicants to stress the main aims and scope of the EFG.

    Evaluation of EARLI emerging field groups

    Each application will be evaluated by an international committee, consisting of the EARLI President, EARLI President-Elect and EARLI Secretary-Treasurer, a representative of the Jacobs Foundation and one or more high-standing European non-academic beneficiaries/stakeholders/societal partners. The final decision will be made by the EARLI Executive Committee. They will assess each eligible application according to the following criteria, with the scope and activities as defining factors:

  • The EFG meets the eligibility criteria as described in the EFG Policy image The EFG scope is exploratory, innovative and risk-taking
  • The EFG activities are clearly outlined and purposeful The proposed budget represents value for money
  • The EFG Facilitator is an EARLI member
  • The EFG members are from more than one country / institute Involvement of and relevance for Junior Researchers
  • Involvement of researchers from low GDP countries is highly recommended
  • The EFG undertakes efforts to disseminate its findings, and contributes to the progress of scientific research in Learning and Instruction
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    It is Creeping Back … Learning Outcomes Often Follow Behaviourist Tradtion

    Dec 012017
     
    Learning Outcomes

    It is creeping back … always.

    The Concept of Learning Outcomes Often Follows Behaviourist Tradtion

    Learning outcomes as a concept has encountered a revival since the beginning of the Bologna process in 1999. The concept itself has a longer history with its roots in the behaviourist tradition of the 1960s. The goal of this review is to study how the historical roots of learning outcomes are noted in current research articles since the launch of the Bologna process and whether the concept of learning outcomes is used critically or uncritically. The review of 90 articles shows that the behaviourist tradition is still evident in the 21st century research with 29% of the articles directly and 11% indirectly referring uncritically to the respective publications or to the behaviourist epistemology.

    Citation: Murtonen, M., Gruber, H., & Lehtinen, E. (2017). The return of behaviourist epistemology: A review of learning outcomes studies. Educational Research Review, 22(Supplement C), 114-128.

    Find the full article here: https://doi.org/10.1016/j.edurev.2017.08.001

    Find more interesting articles here.

    Conditioning factors of test‑taking engagement in PIAAC

    Nov 202017
     
    test-taking engagement

    Test-taking behavior is influenced by both the to-be assessed competency and individual test-taking engagement. Test-taking behavior is used to draw inferences about competency (response data) and can also be used to judge test-taking engagement (response time data). The expectancy of solving an item successfully and the personal value of taking the test are considered antecedents of test-taking engagement.

    Conditioning factors of test‑taking engagement in PIAAC: an exploratory IRT modelling approach considering person and item characteristics

    Background

    A potential problem of low-stakes large-scale assessments such as the Programme for the International Assessment of Adult Competencies (PIAAC) is low test-taking engagement. The present study pursued two goals in order to better understand conditioning factors of test-taking disengagement: First, a model-based
    approach was used to investigate whether item indicators of disengagement consti-tute a continuous latent person variable by domain. Second, the effects of person and item characteristics were jointly tested using explanatory item response models.

    Methods
    Analyses were based on the Canadian sample of Round 1 of the PIAAC, with N= 26,683 participants completing test items in the domains of literacy, numeracy, and problem solving. Binary item disengagement indicators were created by means of item response time thresholds.

    Results
    The results showed that disengagement indicators define a latent dimension by domain. Disengagement increased with lower educational attainment, lower
    cognitive skills, and when the test language was not the participant’s native language. Gender did not exert any effect on disengagement, while age had a positive effect for problem solving only. An item’s location in the second of two assessment modules was positively related to disengagement, as was item difficulty. The latter effect was negatively moderated by cognitive skill, suggesting that poor test-takers are especially likely to disengage with more difficult items.

    Conclusions:
    The negative effect of cognitive skill, the positive effect of item difficulty, and their negative interaction effect support the assumption that disengagement is
    the outcome of individual expectations about success (informed disengagement).

    Full Article:
    Goldhammer, F., Martens, T. & Luedtke, O. (2017). Conditioning factors of test-taking engagement in PIAAC: an exploratory IRT modelling approach considering person and item characteristics. Large-scale Assessments in Education, 5, 18. DOI: 10.1186/s40536-017-0051-9 [html, pdf]

    Please find other publications here.

    Free Download: Handbook of Learning Analytics 2017

    Nov 102017
     


    Handbook of Learning Analytics
    This new and free Handbook of Learning Analytics covers a broad sprectrum of topics including Emotion (from Sidney D’Mello) and Self-Regulated Learning (from Philip Winne).

    This book is edited by Charles Lang, George Siemens, Alyssa Wise & Dragan Gašević

    The full book can be downloaded for free here (CC BY 4.0)

    Citation: Lang, C., Siemens, G., Wise, A., & Gašević, D. (Eds.). (2017). The Handbook of Learning Analytics. Society for Learning Analytics Research.
    ISBN: 978-0-9952408-0-3
    DOI: 10.18608/hla17

    Find the table of content here.

    New Book on PSI Theory: Why People Do the Things They Do – Building on Julius Kuhl’s Contributions to the Psychology of Motivation and Volition

    Nov 082017
     

    PSI Theory

    Buildung on the central contributions of Julius Kuhl like the PSI Theory leading researchers including Charles S. Carver and Richard M. Ryan reflect the implications for their own work.

    This book is edited by Nicola Baumann, Miguel Kazén, Markus Quirin & Sander L. Koole

    The first chapter can be dowloaded here.
    The book ISBN: 9780889375406 can be bought here.

    Citation: Baumann, N., Kazén, M., Quirin, M., & Koole, S. L. (Eds.). (2018). Why People Do the Things They Do. Göttingen: Hogrefe.

    Please find the table of content here.

    Workshop: Fostering Learning at University

    Jul 282016
     

    Workshop LernmotivationThomas Martens conducted a workshop on 30 June 2016 at the TU Dresden with the title “Fostering Learning at University: the Heterogeneity of Motivational Processes”. This workshop showed different ways of learning motivation and how the individual learning processes of students can be promoted. Workshop Lernmotivation

    As theoretical basis served the Integrated Model of Learning and Action (IMLA) which divides the typical processes of learning in three main phases (motivation, intention and volition phase) and defines the relationship to the findings in neuro science from Julius Kuhl (2000).

    Photo: kanenas.net

    Motivation and Educational Perspectives of Gifted Children

    Jul 272016
     

    Motivation PotenzialentfaltungAt the conference of “Bildung und Begabung” [Education & Giftedness] 31 May 2016 with the title “Perspektive Begabung: Diversität als Chance” [Future of Giftedness: Diversity as an Opportunity] Thomas Martens delivered a keynote entitled “Motivation and Educational Perspectives of Gifted Children”.

    While one child follows his interests and develops remarkable skills herein, the other child seems rather lackluster and disinterested. Researcher have long been agreed that motivation is a driving factor when giftedness is translated into performance. As different as young people are so different are their motivation profiles. Family, friends, and teachers – they all influence the development of motivation. This can be promoted by empathetic caregivers or be attenuated in critical phases of life. How can we, in the face of these different conditions, support children and young people developing motivation and regulating them properly? How can school or other learning environments handle these motivation processes? What help can be offered?

    A podcast of this talk is online (german only):

    Different Transitions towards Learning at University: Exploring the Heterogeneity of Motivational Processes

    Jul 262016
     

    Transitions_smallThis chapter discusses transitions towards learning at university from a perspective of regulation processes. The Integrated Model of Learning and Action is used to identity different patterns of motivational regulation amongst first-year students at university by using mixed distribution models. Five subpopulations of motivational regulation could be identified: students with self-determined, pragmatic, strategic, negative and anxious learning motivation. Findings about these patterns can be used to design didactic measures to support students’ learning processes.

    Please find a preview of this chapter here.

    Please cite this chapter as: Martens, T. & Metzger C. (in press). Different Transitions of Learning at University: Exploring the Heterogeneity of Motivational Processes. Erscheint in E. Kyndt, V. Donche, K. Trigwell & S. Lindblom-Ylänne (Eds.), Higher Education Transitions: Theory and Research. EARLI Book Series “New Perspecitves on Learning and Instruction”. London: Routledge.

    Sensor Measures of Motivation for Adaptive Learning (SensoMot)

    Apr 012016
     

    New research projekt started: Sensor Measures of Motivation for Adaptive Learning (SensoMot)

    Research Project SensoMot

    Motivation is one major factor for facilitating deep learning processes. The goal of the research project „SensoMot“ is to predict critical motivational conditions using sensor measures. By deriving adaptive mechanisms, the learning process can subsequently be tailored to the motivational needs of the learner (project description).

    Motivationsprozesse im Jugend- und Erwachsenenalter [Motivation Processes in Adolescence and Adulthood]

    Jul 032015
     

    ILHM2015This article examines conditions for a successful motivation for education and training: Why can many teenagers and young adults easily motivate themselves for schools and education, while other show serious motivational difficulties? On the base of identified motivational processes measures are suggested that educational institutions can provide.

    [http://nbn-resolving.de/urn:nbn:de:0111-pedocs-109762] [pdf]

    (available in German language only – sorry!!!)