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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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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EARLI 2019

Jul 262018
 

The 18th Biennial European Conference for Research on Learning and Instruction (EARLI 2019) will be hosted by the RWTH Aachen University from August 12th until August 16th 2019.

EARLI 2019

The theme of the conference is 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 to elaborate how this will help foster sustainable learning processes and navigating what is yet to come.

Submissions open: 1. September 2018
Submissions Deadline: 30. October 2018
Early Bird Deadline: 3. April 2019
Call for Submissions: PDF

All information about the upcoming EARLI 2019 conference can be found at https://www.earli.org/earli2019.

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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Call for Papers: “Capturing the Dynamics of Emotion and Emotion Regulation in Daily Life With Ambulatory Assessment

Jul 242018
 

Call for Papers: “Capturing the Dynamics of Emotion and Emotion Regulation in Daily Life With Ambulatory Assessment”

A Special Issue of the European Journal of Psychological Assessmentedited by Peter Koval, Elise Kalokerinos, Philippe Verduyn, and Samuel Greiff

Ambulatory Assessment

Ivan Blažetić Šumski

How people experience and regulate their emotions in daily life lies at the heart of their psychological functioning. Recognising this, affective scientists are increasingly adopt- ing ambulatory assessment (AA) methods to study the dynamics of emotional experience and regulation in daily life, a trajectory that has been accelerated by the proliferation of smartphones and other mobile/wearable devices. For the purpose of this special issue, we define AA as any naturalistic method used to capture experience, behaviour, or physiology in daily life, including (but not limited to) experience sampling, ecological momentary assessment, diary methods, the Electronically Activated Recorder (EAR), passive sensing, continuous physiology monitoring, etc.

Despite growing interest in the use of AA methods in affective science, many challenges remain, including the development of valid and reliable tools for measuring emo- tions and emotion regulation in daily life; statistical models that capture (bi-directional) relations between emotions and emotion regulation; and methods and models for cap- turing how emotions and emotion regulation dynamically interact with other psychological, physiological, and behavioural processes, and with contextual factors in daily life. The current special issue aims to highlight the important challenges facing researchers who apply AA methods to the study of emotion and emotion regulation in daily life, and to propose some possible solutions.

Letters of interest (LOI) for this special issue are due on September 1, 2018. Please click here for more information.

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 SIG 6-7 Meeting: Instructional Design and Technology for 21st Century Learning – Program online

Jul 132018
 

The next EARLI SIG 6-7 Meeting “Instructional Design and Technology for 21st Century Learning: Challenges, Solutions und Future Directions” will be held at the DIE (German Institute for Adult Education) August 22th – 24th in Bonn.

EARLI SIG 6-7 Meeting

.

EARLI SIG 6-7 Meeting: 22th – 24th August 2018
Conference Website: https://earli.org/SIG6-7

In the 21st century, learning and instruction are becoming increasingly learner-centered. This is reflected by a rise in adaptive and personalized instruction, an emphasis on learner-initiated generative learning strategies, and an increased focus on self-regulated learning skills and learner motivation. Challenges in 21st century learning include the development of data and information literacy, issues of privacy and data security, and effects of globalization, digitalization, and migration on formal, non-formal, and informal learning. During the meeting, state of the art research within the field of learning and instruction will be presented, with special attention to technological advancements within this field. How are the trends and challenges listed above reflected in research on (technology-enhanced) learning and instruction? What are the challenges that we are facing, and what are possible solutions? What future directions are relevant in research on (technology-enhanced) instructional design?

Conference Program EARLI SIG 6-7 Meeting

Venue: Gustav-Stresemann-Institut Langer Grabenweg 68, 53175 Bonn

for more information, visit: https://earli.org/SIG6-7

Program Overview

Wednesday, August 22nd

9:00 – 11:00

Registration

10:30 – 11:00

Coffee Break

11:00 – 11:15

Opening

11:15 – 12:15

Junior Keynote: Vincent Hoogerheide

“Effects of observing and creating video examples”

12:15 – 13:15

lunch break (earliest lunch from 12:00h; latest lunch until 14:00h)

13:15 – 14:15

Session A (page 5)

Room A: Multimedia Learning I Room B: Reading and Literacy

short break

14:30 – 15:30

Session B (page 5)

Room A: Game-based learning

Room B: Attention / Generative Learning Activities

15:30 – 16:00

coffee break

16:00 – 17:30

Session C (page 6)

Room A: Multimedia Learning II

Room B: Flipped Classroom and MOOCs I

short break (set up posters)

17:45 – 19:30

Opening Reception & Poster Session (page 7)

Thursday, August 23rd

09:00 – 10:30

Session D (page 8)

Room A: Generative Learning Activities I Room B: Flipped Classroom and MOOCs II

10.30 – 11:00

coffee break

11:00 – 12:30

Session E (page 8)

Room A: Generative Learning Activities II

Room B: Multimedia Learning / Game-based learning

12:30 – 13:30

lunch break (earliest lunch from 12:00h; latest lunch until 14:00h)

13:30 – 14:30

Keynote: Sarit Barzilai

“On the Other Hand…: Learning to Integrate Conflicting Information Sources”

short break

14:45 – 15:45

Session F (page 9)

Room A: Collaborative Learning

Room B: Teaching and Teacher Education I

15:45– 16:15

coffee break

16:15 – 17:45

Session G (page 9)

Room A: Teaching and Teacher Education II Room B: ICT Literacy

short break

18:00 – 19:00

SIG business meetings SIG6: 18:00 – 18:30

SIG7: 18:30 – 19:00

from 19:30

Conference Dinner (Social Event)

Parkrestaurant Rheinaue Ludwig-Erhard-Allee 20

53175 Bonn

Barbecue buffet opens at 20:00, including many vegetarian options

Friday, August 24th

09:00 – 10:30

Session H (page 10)

Room A: 21st century learning: What design features further advance example-based learning?

10.30 – 11:00

Coffee Break

11:00 – 12:00

Session I (page 10)

Room A: Generative Learning Activities III

12:00 – 13:30

Mentoring Lunch

13:30 – 14:30

Session J (page 11)

Room A: Mobile Devices / New Technology

short break

14:45 – 15:45

Keynote: Daniel Bodemer

“Guiding individual and collaborative learning processes in social settings”

15:45 – 16:15

Closing and Award Ceremony

End of conference

afternoon

additional social program

Wednesday, August 22nd

11:15 – 12:15: Junior Keynote (Room A)

Vincent Hoogerheide: “Effects of observing and creating video examples”

13:15 – 14:15: Session A

Room A

Room B

Paper session: Multimedia Learning I

Andrew T. Stull, Logan Fiorella and Richard E. Mayer Does the Instructor’s Presence in Video Lectures Cause Split Attention?

Sascha Schneider, Maik Beege and Günter Daniel Rey

The effects of anthropomorphic features in decorative pictures on learning with media

Tim van Marlen, Margot van Wermeskerken, Halszka Jarodzka and Tamara van Gog

Does the Purported Expertise of a Model Influence the Effectiveness of Eye Movement Modeling Examples?

No-or-not-perfect-data session: Reading and Literacy

Mariska Okkinga and Amos van Gelderen

A Technology-Enhanced Learning Environment for Task-Oriented Reading in Groups for Higher Vocational Education

Emilie Magnat

Multimodality for foreign language learning: corpora needed to create a phoneme-colour code as a tool for reading and writing

Corinna Massek, Kerstin Drossel and Birgit Eickelmann

Explaining Differences in Computer and Information Literacy by Analysing Response Times

Amelie Labusch and Birgit Eickelmann Computational Thinking as 21st Century Problem- Solving-Competence in Learning and Instruction

14:30 – 15:30: Session B

Room A

Room B

Paper session: Game-based learning

Cyril Brom, Viktor Dobrovolný, Filip Děchtěrenko and Tereza Stárková

Motivational effects of an Educational LARP

Carmela Aprea and Julia Schultheis

Game-based learning arrangements in financial literacy education: A design-based research approach

No-or-not-perfect-data session: Attention / Generative Learning Activities

Selina Emhardt, Ellen Kok, Halszka Jarodzka, Christian Drumm, Saskia Brand-Gruwel and Tamara van Gog

Expertise-related differences in gaze during code debugging

Christine Postema, Katharina Scheiter and Tamara van Gog

The development of attention on a categorization task

Gesa van den Broek, Tamara van Gog and Liesbeth Kester

Effects of Desirable Difficulties during Retrieval Practice on Task Motivation

Julia Erdmann and Nikol Rummel

Phase/Face (?) Your Spelling Errors! Recovery Effects in Orthography Acquisition Methods with Delayed Correction

16:00 – 17:30: Session C

Room A

Room B

Paper session: Multimedia Learning II

Tim Kühl and Stefan Münzer

How additional information influences learning with animations and static pictures

Jean-Michel Boucheix, Jean-Baptiste Fontaine, Perrine Gauthier and Sandrine Jaffeux

When and how mixed camera viewpoints may improve learning medical hand procedure from video in nurse training: viewpoint and task requirement congruence

Ondřej Javora, Tereza Stárková, Tereza Hannemann, Kristina Volná and Cyril Brom

Children Like It More but Don’t Learn More: Effects of Visual Design of Multimedia Learning Materials on Learning Outcomes

Jörg Zumbach, Ines Deibl, Viola Geiger, Alexander Strahl and Timo Fleischer

Effects of Metacognitive Support in Learning from Film

No-or-not-perfect-data session: Flipped Classroom and MOOCs I

David van Alten, Chris Phielix, Jeroen Janssen and Liesbeth Kester

Self-Regulated Learning prompts in a Flipped History Classroom: effects on Learning Outcomes and Self- Regulated Learning

Renée Hendriks, Peter de Jong and Marlies Reinders Instructional Quality of Medical Massive Open Online Courses

Esther Hamoen, Peter de Jong, Floris van Blankenstein and Marlies Reinders

Development of an Online Course for Clinical Training using Instructional Design and Modern Learning Principles

Renée Jansen, Anouschka van Leeuwen, Jeroen Janssen and Liesbeth Kester

Barriers in self-regulated learning in online education: a qualitative study

Antonio Membrive, Anna Engel, Jaime Fauré and Iris Merino

The discursive construction of technology-mediated learning experiences in and out of school

Christian Heckel, Michael Meng and Tobias Ringeisen

The effects of task demands on appraisals, achievement emotions and performance during an online tutorial

17:45 – 19:30: Poster Session

  1. Lara van Peppen, Peter Verkoeijen, Anita Heijltjes, Eva Janssen and Tamara van Gog

Can Contrasting Correct and Erroneous Examples Enhance Students’ Critical Thinking Skills?

  1. Marloes Broeren, Peter Verkoeijen, Lidia Arends, Guus Smeets and Anita Heijltjes

Providing strategy instructions on retrieval practice to support the self-regulated use of retrieval practice in higher education

  1. Gesa van den Broek, Tamara van Gog, Mirja Pleijsant, Evelien Jansen and Liesbeth Kester

Effects of Images during Retrieval Practice

  1. Jasmin Breitwieser and Garvin Brod

Comparing the effectiveness of generative learning strategies in children and young adults

  1. Sarah Bichler and Frank Fischer

Learning to Reason in Statistics with Worked Examples: Why Cognitive Prerequisites Matter

  1. Shu-Bi Chen and Wen-Hua Chang

The Effects of Open Inquiry with Writing Scaffold on Elementary School Students’ Forming Testable Questions and Achievement

  1. Luke K. Fryer, Andrew Thompson, Alex Shum, Kaori Nakao, Mark Howarth and Andrew Gallacher Integrating AI partners into the university language classroom: Balancing interest in the language, the course and classroom activities
  2. Tereza Stárková, Jiří Lukavský, Ondřej Javora, Tereza Hannemann, Tereza Tetourová (presenting author) and Cyril Brom

Anthropomorphisms in Multimedia Learning: Null Results for Czech Students

  1. Eva Janssen, Renske Kuijpers, Peter Verkoeijen, Anita Heijltjes, Lara van Peppen and Tamara van Gog

Measuring Open-Mindedness: The Actively Open-Minded Thinking Scale and its Psychometric Properties

  1. Jen-Yi Wu and Ying-Shao Hsu

High school students’ collaborative discourse during an online module for generating criteria within a socio- scientific issue

  1. Zhiru Sun and Kui Xie

The impact of achievement goals on students’ learning pattern and performance in a flipped college math course

  1. Iris Merino, Jaime Fauré, Anna Engel and Antonio Membrive

Bridging students’ learning experiences in and out of school as an strategy to personalize learning: an exploratory study

  1. Rebecca Pientka, Melina Klepsch (presenting author) and Tina Seufert

Identifying volitional strategies of distance learners

  1. Martin Dobricki and Alberto Cattaneo

A systematic review of research on work-school integration through computational learning and teaching

  1. Marjolein Haagsman, Karin Scager, Margot Koster and Johannes Boonstra

The effect of pre-labs on scientific skills and conceptual understanding during laboratory experiments

Thursday, August 23rd

9:00 – 10:30: Session D

Room A

Room B

Paper session: Generative Learning Activities I

Andreas Lachner, Iris Backfisch, Vincent Hoogerheide, Tamara van Gog and Alexander Renkl Preponing Explanatory Activities Enhances Students’ Learning

Nadja Maria Müller, Lisa Respondek, Hjördis Braun and Tina Seufert (presenting author)

Longitudinal effects of learning journals including prompts on learning strategy development and performance

Steffi Zander, Vanesa Yepes-Serna, Michael Montag, Stefanie Wetzel and Sven Bertel

A gender issue? – Analyzing individual differences while solving spatial tasks on mobile devices

Marjolein Haagsman, Margot Koster, Karin Scager and Johannes Boonstra

How video questions promote directed viewing behavior: A mixed method study on the effect of pop- up questions within educational videos

Paper session: Flipped Classroom and MOOCs II

David van Alten, Chris Phielix, Jeroen Janssen and Liesbeth Kester

Effects of Flipping the Classroom on Learning Outcomes and Satisfaction: a Meta-Analysis

Zhiru Sun

A multigroup analysis of the role of self-regulation on students’ achievement in flipped undergraduate math courses

Maartje Henderikx, Karel Kreijns and Marco Kalz A Classification of Barriers That Influence Goal Achievement in Massive Open Online Courses

Christian M. Stracke and Esther Tan

Towards a Quality Reference Framework for MOOCs

11:00 – 12:30: Session E

Room A

Room B

Paper session: Generative Learning Activities II

Tino Endres, Thomas Müller, Jean-Christophe Walter and Alexander Renkl

Spreading More Than Expected: Type of Retrieval Practices Interacts with Text Coherence

Dirk Tempelaar

Analysing the use of worked examples and tutored and untutored problem-solving in a dispositional learning analytics context

Ines Deibl and Jörg Zumbach

Effects of Worked Examples and Feedback on Homework

Michael Montag, Sven Bertel, Björn B. de Koning and Steffi Zander

The Powerbar – Effects of a ressource-restricting tool while solving spatial tasks on mobile devices

No-or-not perfect data session: Multimedia Learning / Game-based learning

Sarune Baceviciute, Thomas Schjødt Terkildsen, Tue Hvass Petersen and Guido Makransky

An Investigation of the Modality Principle and the Display of Text in Immersive Virtual Reality Environments for Learning

Leonora Coppens, Liesbeth Kester and Bjorn De Koning

No Effect of Watching a Hand Draw Images on Learning from a Multimedia Lesson?

Diana Zwart, J. E. H. Van Luit, Omid Noroozi and Sui Lin Goei

Effects of virtual learning on nursing students’ mathematics

Julia Schultheis and Carmela Aprea Development of an analysis scheme for financial literacy games

Steffi Heidig, Felix Kapp and Susanne Narciss

Designing Pedagogical Agents for Serious Games

13:30 – 14:30: Keynote (Room A)

Sarit Barzilai: “On the Other Hand…: Learning to Integrate Conflicting Information Sources”

14:45 – 15:45: Session F

Room A

Room B

Paper session: Collaborative Learning

Anne Deiglmayr, Yvonne Oberholzer and Lennart Schalk

How effective is the collaborative jigsaw method for individual learning? A meta-analysis

Sven Heimbuch and Daniel Bodemer

Collaboration script effects on knowledge construction in wikis

Christian Schlusche, Lenka Schnaubert and Daniel Bodemer

Supporting academic help-seeking: Providing group awareness information in a Moodle-based blended- learning course

No-or-not perfect data session: Teaching and Teacher Education I

Ottavia Trevisan and Marina De Rossi Technological Pedagogical Content Knowledge (TPCK) based instructional design practices and pedagogical reasoning in initial teacher education

Ellen Kok, Margot van Wermeskerken, Halszka Jarodzka, Ignace Hooge and Tamara van Gog Gaze display interpretation: Can a teacher read a learner’s mind?

Janine Schledjewski

Surveying teachers’ intentions to use digital media

16:15 – 17:45: Session G

Room A

Room B

Paper session: Teaching and Teacher Education II

Eva Janssen, Tim Mainhard, Renate Buisman, Peter Verkoeijen, Anita Heijltjes, Lara Van

Peppen and Tamara Van Gog

Teaching Thinking: Effects of Teacher Training on Rational Reasoning and Attitudes towards Teaching Critical Thinking

Orit Broza and Yifat Ben-David Kolikant

A design of Rich Environment for Teaching Meaningful Mathematics to Low-Achieving Students: research implications

Silke Schworm and Lisa Holzer-Schulz

Online learning in teacher education – an empirical comparison of scenario-based learning environments on media rights

Paper session: ICT Literacy

Yael Yondler, Ina Blau, Gal Ben-Yehudah and Yoram Eshet-Alkalai

Different but equally effective? Four models for technology-enhanced optimal teaching of digital literacy skills

Kerstin Drossel, Corinna Massek and Birgit Eickelmann

A Gender-specific Analysis on the In-school Acquisition of ICT Literacy Taking into Account the 1:1 Provision of Tablets

Liisa Ilomäki, Pirkko Siklander and Minna Lakkala The digital ecosystem for learning: theory-driven pedagogical perspectives

Stéphanie Boéchat-Heer

Using the ePortfolio and developing Personal Learning Environments for Students

Friday, August 24th

9:00 – 10:30: Session H (Room A)

Symposium: 21st century learning: What design features further advance example-based learning?

Organizer: Inga Glogger-Frey Discussant: Tina Seufert

Margot van Wermeskerken, Hilde Bekkers, Fleur van Gils, Denise Kramer and Tamara van Gog

Following Gaze or Gestures? Effects of Gaze and Gesture Cues in Video Examples on Children’s Learning and Attention Allocation

Inga Glogger-Frey, Johanna Marder and Alexander Renkl

Learning from classroom video examples—don’t use “Signaling” this way!

Milou van Harsel, Vincent Hoogerheide, Peter Verkoeijen and Tamara van Gog

Example Study and Practice Problem Solving: Effects of Sequence Length on Motivation and Learning

Julian Roelle, Sara Hiller, Kirsten Berthold and Stefan Rumann

Example-Based Learning: Should Self-Explanation Prompts Be Implemented in a Closed-Book or in an Open-Book Format?

11:00 – 12:00: Session I (Room A)

Paper session: Generative Learning Activities III

Leonie Jacob, Andreas Lachner and Katharina Scheiter

Oral explaining holds lead over written explaining? Task difficulty matters

Svenja Kochanek, Axel Grund, Kirsten Berthold, Stefan Fries and Julian Roelle

Test-Based Learning: Should Learners Receive Adapted Test Questions?

Valentina Nachtigall, Nikol Rummel and Katja Serova

The Effectiveness of Productive Failure for Learning Educational Science Methods in an Out-of-School Lab

13:30 – 14:30: Session J (Room A)

Paper session: Mobile Devices / New Technology

Romy Brömme, Birgit Brucker and Peter Gerjets

Embodied interaction during handheld reading: The role of codality- and content-specific processing near the hands for multitouch-based instructional environments

Ina Blau and Ben Fhala

The Impact of Interruptive versus Continuous Hyper-Video Scaffolding on Online Activity Levels, Academic Performance and Learning Experiences in Vocational E-Training

Oliver Meyer, Magnus Omdahl and Guido Makransky (presenting author)

Investigating the effect of pre-training when learning through immersive VR: a media and methods experiment

14:45 – 15:45: Keynote (Room A)

Daniel Bodemer: “Guiding individual and collaborative learning processes in social settings”

Organizing committee

SIG 6:

Martin Merkt, German Institute for Adult Education, Bonn Jean-Michel Boucheix, Université Bourgogne, Dijon Laurie Porte (JURE), Université Bourgogne, Dijon

SIG 7:

Anne Deiglmayr, ETH Zürich, Zürich

Margot van Wermeskerken, Utrecht University, Utrecht Milou van Harsel (JURE), Utrecht University, Utrecht

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Self-report data: Promises and Pitfalls – Open Call of Frontline Learning Research

Jul 122018
 

The Promises and Pitfalls of Self-report Data for Motivation and Strategy Use: The Congruence of Theory, Self-reported Data Collection, Analysis and Reported Results

Self-report Data

Deadline: August 31th, 2018

While self-report measures are ubiquitous in the educational research literature, the benefits of self-report are often maligned. Rather than discarding or ignoring data generated from self-report measures of cognitive processing and motivation, research is needed to determine when and if self-report measures can contribute to our collective understanding of theory surrounding these constructs. This special issue will examine how self-report accurately reflects the constructs of cognitive and motivational processing, how these measures influence analytic choices, and how these measures ultimately influence our interpretations of study findings.

Without understanding the ripple effects of the choice of self-report on other aspects of the research process, the reported findings of these studies and their consequences on theories and practices remain in question. Providing empirical and theoretical support for the use of self-report (or not) can help clarify some of these pressing issues. Methodologies to investigate self-report will cover both qualitative and quantitative examinations of these issues. Potential contributions to this special issue should include studies in the areas of learning strategy use and motivation/emotion for learning. Empirical and theoretical contributions are welcomed. Studies should address two of three following questions:

  1. In what ways do self-report instruments reflect the conceptualizations of the constructs suggested in theory related to motivation or strategy use?
  2. How does the use of self-report constrain the analytical choices made with that self-report data?
  3. How do the interpretations of self-report data influence interpretations of study findings?

Papers will be synthesized by three leading international scholars who are recognized as international experts (Phil Winne, Peggy Van Meter, and Reinhard Pekrun) in the measurement of their respective constructs. This special issue is based on the initiative of the Network for Learning Strategies Group based out of the University of Antwerp. All articles will be thoroughly reviewed according to standards of Frontline Learning Research, an official EARLI journal.

If you are interested in contributing to this call, please send a 400-500-word abstract to Luke Fryer (fryer@hku.hk) by August 31th, 2018.

The guest editors,
Dr. Dan Dinsmore
Dr. Luke K. Fryer

SIG 22 Special Issue for Mind, Brain and Education – Call for Papers

Jul 102018
 

Call for Papers – SIG 22 Special Issue for Mind, Brain and Education

SIG 22 Special Issue for Mind, Brain and Education

Deadline: September 15thth, 2018

This special issue invites all SIG22 members and/or conference participants to submit an article to contribute to the SIG22 Conference 2018 special issue. If you have a paper in progress from the work you presented at the conference, or any other work related to both (cognitive) neuroscience and education, this special issue will guarantee a wide readership and thereby reach a lot of relevant people. Given the quality and diversity of the posters and talks at the conference, the guest editors are looking forward to many submissions to make this a very exciting and interesting issue of Mind, Brain and Education!

This special issue is based on the initiative of EARLI SIG 22. Please find the original call here

If you are interested in contributing to this call, please send an abstract to Saabine Peter (s.peters@fsw.leidenuniv.nl) before September 15th 2018.

(Guest) associate editors of the special issue are

  • Sabine Peters (Leiden University),
  • Nienke van Atteveldt (VU University Amsterdam),
  • Bert de Smedt (Leuven University) and
  • Iroise Dumontheil (Birkbeck, University of London).

– Please follow the regular article guidelines for authors:
https://onlinelibrary.wiley.com/page/journal/1751228x/homepage/forauthors.html

​- Please note that MBE does not publish purely educational submissions, or purely neuroscience submissions. MBE articles are those that integrate across fields with experiments or reviews/commentaries.

SIG 27 Biennial Conference 2018: Earli Bird Registration ends End of May

Jul 042018
 
SIG 27 Biennial Conference

Warsaw (from pixabay.com)

SIG 27 Biennial Conference: Earli Bird Registration ends End of May

The next SIG 27 Biennial Conference will be held at University of Warsaw, Institute of Applied Linguistics, Poland. The Conference will jointly organized with the 6th Polish Eye Tracking Conference. But of course all other Online Measures covered in SIG 27 are also welcome.

Conference Dates: 15th – 17th June 2018 (Friday morning to Sunday afternoon)
Earli Bird Registration:until End of May 2018
Find the Congress Programme here
Conference Website: http://konferencjaet.neurodevice.pl
 SIG 27 Biennial Conference
Conference Contact: konferencjaet@neurodevice.pl or tel: +48 22 662 15 30
SIG 27 – Online measures of learning processes’ https://www.earli.org/node/50

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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    International Conference on Motivation 2018 – Preliminary Program online

    Jul 022018
     
    International Conference on Motivation 2018

    ICM 2018

    The next International Conference on Motivation 2018 will be held at Aarhus University, Danish School of Education, Denmark. The chair will be Niels Bonderup Dohn

    Summer school: 12th – 14th August 2018 (Sunday – Tuesday)
    ICM: 15th – 17th August 2018 (Wednesday – Friday)
    Preliminary Program HTML PDF
    Conference Website: http://conferences.au.dk/icm-2018/
    Registration Open: https://events.au.dk/icm-2018/registration
    SIG 8 – Motivation & Emotion: http://motivation-emotion.eu
    Submission Instructions can be found here

    EARLI – Conference Calendar 2018 – update

    Jun 112018
     

    EARLI SIG Conference Calendar 2018

    The calendar for the meetings of the Special Interest Groups (SIG) of EARLI is online!

    The European Association for Research on Learning and Instruction (EARLI) is an international networking organisation for junior and senior researchers in education. EARLI has 27 Special Interest Groups representing researchers who study one or more parts and/or aspects of the field of Learning and Instruction.

    Find all EARLI SIG Connferences at One Glance here
    Find EARLI Flyer on SIG Conferences here

    (Deutsch) Stadtradeln in Hamburg vom 28.5. – 17.6.

    Jun 012018
     
    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.

    Lesen Sie mehr ...
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    The JURE Conference 2018 – Second Round Deadline (expanded) 15. 04. 2018

    Dec 192017
     

    Belgium Harbor Antwerp Office Havenhuis Building – maxpixel.freegreatpicture.com

    The next JURE Conference 2018 will be held at the University of Antwerp, Belgium. JURE are the JUnior REsearcher (JURE) of the European Association for Learning and Instruction (EARLI).

    The theme of the JURE Conference 2018 is “Learning and instruction with an impact – scaling up the skill, will and thrill of learning”. The conference presentations, workshops and keynotes will showcase the newest findings about the cognitive, motivational and emotional aspects of learning and highlight the practical implications for practice and policy.

    JURE Conference 2018 Dates:

    Conference: 02 – 06 July 2018
    Submission NEW Second Roound Deadline (Expanded): 15.04.2018
    Registration Open: 01.02.2018
    Early Bird Deadline: 03.05.2018

    JURE Conference 2018

    JURE Conference 2018 Contact:

    Website: https://www.uantwerpen.be/en/conferences/jure-2018/
    Conference Contact: jure2018.antwerp@gmail.com
    Twitter: https://twitter.com/2018JURE #2018
    JURE Website: https://www.earli.org/jure
    JURE 2018 Flyer can be found here

    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!!!)