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: 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
- Lara van Peppen, Peter Verkoeijen, Anita Heijltjes, Eva Janssen and Tamara van Gog
Can Contrasting Correct and Erroneous Examples Enhance Students’ Critical Thinking Skills?
- 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
- Gesa van den Broek, Tamara van Gog, Mirja Pleijsant, Evelien Jansen and Liesbeth Kester
Effects of Images during Retrieval Practice
- Jasmin Breitwieser and Garvin Brod
Comparing the effectiveness of generative learning strategies in children and young adults
- Sarah Bichler and Frank Fischer
Learning to Reason in Statistics with Worked Examples: Why Cognitive Prerequisites Matter
- Shu-Bi Chen and Wen-Hua Chang
The Effects of Open Inquiry with Writing Scaffold on Elementary School Students’ Forming Testable Questions and Achievement
- 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
- Tereza Stárková, Jiří Lukavský, Ondřej Javora, Tereza Hannemann, Tereza Tetourová (presenting author) and Cyril Brom
Anthropomorphisms in Multimedia Learning: Null Results for Czech Students
- 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
- Jen-Yi Wu and Ying-Shao Hsu
High school students’ collaborative discourse during an online module for generating criteria within a socio- scientific issue
- Zhiru Sun and Kui Xie
The impact of achievement goals on students’ learning pattern and performance in a flipped college math course
- 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
- Rebecca Pientka, Melina Klepsch (presenting author) and Tina Seufert
Identifying volitional strategies of distance learners
- Martin Dobricki and Alberto Cattaneo
A systematic review of research on work-school integration through computational learning and teaching
- 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
Sorry, the comment form is closed at this time.