Sources

IRRODL

Video Lectures With AI-Generated Instructors: Low Video Engagement, Same Performance as Human Instructors

3 weeks 3 days ago

Via AI video generators, it is possible to create educational videos with humanistic instructors by simply providing a script. The characteristics of video types and features of instructors in videos impact video engagement and, consequently, performance. This study aimed to compare the impact of human instructors and AI-generated instructors in video lectures on video engagement and academic performance. Additionally, the study aimed to examine students’ opinions on both types of videos. Convergent-parallel approach mixed method was used in this study. A total of 108 undergraduate students participated: 48 in the experimental group, 52 in the control group, and eight in the focus group. While the experimental group (AI-generated instructor) and control group (human instructor) watched 10 minutes of two videos each in two weeks, the students in the focus group watched both types of videos with human and AI-generated instructors. Data were collected through the Video Engagement Scale (VES) after the experimental process, and the Academic Performance Test as a pretest and posttest was administered in both groups. The findings of the experimental part revealed that learners’ video engagement was higher in the course with the human instructor compared to the course with the AI-generated instructor. However, the instructor type did not have a significant effect on academic performance. The results based on the qualitative part showed that students thought the AI-generated instructor caused distraction, discomfort, and disconnectedness. However, when the video lesson topic was interesting or when students focused on the video with the intention of learning, these feelings could be ignored. In conclusion, even in today’s conditions, there is no difference in performance between human and AI-generated instructors. As AI technology continues to develop, the difference in engagement is expected to disappear, and AI-generated instructors could be used effectively in video lectures.

Selay Arkün-Kocadere, Şeyma Çağlar Özhan

The Acceptance of AI Tools Among Design Professionals: Exploring the Moderating Role of Job Replacement

3 weeks 3 days ago

This study proposes a hypothetical model combining the unified theory of acceptance and use of technology (UTAUT) with self-determination theory (SDT) to explore design professionals’ behavioral intentions to use artificial intelligence (AI) tools. Moreover, it incorporates job replacement (JR) as a moderating role. Chinese-speaking design professionals in regions influenced by Confucian culture were surveyed. An analysis of 565 valid cases with AMOS (Analysis of Moment Structures) supported the structural model hypothesis. The model explains 52.1% of the variance in behavioral intention to use (BIU), proving its effectiveness in explaining these variances. The results further validate the importance of performance expectancy (PE) over effort expectancy (EE) in influencing BIU. Additionally, it has been shown that the impact on intrinsic motivation (IM) and extrinsic motivation (EM) can be either amplified or diminished by anxiety about JR. For individuals experiencing higher levels of JR anxiety, there is a marked increase in IM. They may perceive adopting AI tools as an opportunity to enhance their skills and job security. Conversely, this anxiety also significantly boosts EM, as the potential for improved efficiency and productivity with AI use becomes a compelling incentive. These findings suggest new paths for academic researchers to explore the psychological impacts of AI on design professionals’ roles. For practitioners, especially in human resources and organizational development, understanding these dynamics can guide the creation of training programs that address job replacement anxiety.

Hsi-Hsun Yang

AI and the Future of Teaching: Preservice Teachers’ Reflections on the Use of Artificial Intelligence in Open and Distributed Learning

3 weeks 3 days ago

The rapid advancement of artificial intelligence (AI) in education underscores transformative prospects for open and distributed learning, encompassing distance, hybrid, and blended learning environments. This qualitative study, grounded in narrative inquiry, investigates the experiences and perceptions of 141 preservice teachers engaged with AI, mainly through ChatGPT, over a 3-week implementation on Zoom to understand its influence on their evolving professional identities and instructional methodologies. Employing Strauss and Corbin’s methodological approach of open, axial, and selective coding to analyze reflective narratives, the study unveils significant themes that underscore the dual nature of AI in education. Key findings reveal ChatGPT’s role in enhancing educational effectiveness and accessibility while raising ethical concerns regarding academic integrity and balanced usage. Specifically, ChatGPT was found to empower personalized learning and streamline procedures, yet challenges involving information accuracy and data security remained. The study significantly contributes to teacher education discourse by revealing AI’s complex educational impacts, highlighting an urgent need for comprehensive ethical AI literacy in teacher training curricula. However, critical ethical considerations and practical challenges involving academic integrity, information accuracy, and balanced AI use are also brought to light. The research also spotlights the need for responsible AI implementation in open and distributed learning to optimize educational outcomes while addressing potential risks. The study’s insights advocate for future-focused AI literacy frameworks that integrate technological adeptness with ethical considerations, preparing teacher candidates for an intelligent digital educational landscape.

Fatih Karataş, Erkan Yüce

Does AI Simplification of Authentic Blog Texts Improve Reading Comprehension, Inferencing, and Anxiety? A One-Shot Intervention in Turkish EFL Context

3 weeks 3 days ago

This experimental study investigates the impact of ChatGPT-simplified authentic texts on university students’ reading comprehension, inferencing, and reading anxiety levels. A within-subjects design was employed, and 105 undergraduate English as a foreign language (EFL) students engaged in both original and ChatGPT-simplified text readings, serving as their own controls. The findings reveal a significant improvement in reading comprehension scores and inferencing scores following ChatGPT intervention. However, no significant change in reading anxiety levels was observed. Results suggest that ChatGPT simplification positively influences reading comprehension and inferencing, but its impact on reading anxiety remains inconclusive. This research contributes to literature on the use of artificial intelligence (AI) in education and sheds light on ChatGPT’s potential to influence language learning experiences within higher education contexts. The study highlights the practical application of ChatGPT as a tool for helping students engage in authentic text readings by making text more comprehensible. Based on the findings, several multifaceted implications that extend to various stakeholders in the field of language education are provided.

Ferdi Çelik, Ceylan Yangın Ersanlı, Goshnag Arslanbay

The Metaphor of AI in Writing in English: A Reflection on EFL Learners’ Motivation to Write, Enjoyment of Writing, Academic Buoyancy, and Academic Success in Writing

3 weeks 3 days ago

Several barriers hinder students from producing clear and impactful written work. Writing assignments are often given on an individual basis, similar to homework, and without any assistance. Students in a classroom context have access to both their classmates and the teacher while they are working in groups or pairs as part of their assignments. The majority of students, however, are clueless about how to begin their homework assignments. The introduction of artificial intelligence in education may help solve this problem. The current research intended to demonstrate the effects of employing automated writing evaluation (AWE) in fostering learners’ writing skills, motivation to write, enjoyment of writing, and academic buoyancy in open and distributed English as a foreign language (EFL) learning. The participants were 86 intermediate EFL students from China. The participants in the experimental group (n = 44) received instruction and feedback from their teachers only; participants in the control group (n = 42) were exposed to their teachers’ instruction as well as AWE. The results of data analysis via one-way multivariate analysis of variance indicated that the participants in the experimental group outperformed their peers in the control group in motivation to write, enjoyment in writing, academic buoyancy, and academic success in writing. Further in-depth discussions proceed regarding the implications of the study.

Ying He

Keep the Ball Rolling in AI-Assisted Language Teaching: Illuminating the Links Between Productive Immunity, Work Passion, Job Satisfaction, Occupational Success, and Psychological Well-Being Among EFL Teachers

3 weeks 3 days ago

Artificial intelligence (AI) revolutionizes education by fundamentally altering the methods of teaching and processes of learning. Given such circumstances, it is essential to take into account the mental and psychological well-being of teachers as the architects of education. This research investigated the links between teacher immunity (TI), work passion (WP), job satisfaction (JS), occupational well-being (OW-B) and psychological well-being (PW-B) in the context of AI-assisted language learning. In order to achieve this objective, 392 Iranian teachers of English as a foreign language (EFL) were given the Language Teacher Immunity Instrument, the Work Passion Scale, the Job Satisfaction Questionnaire, the Occupational Well-Being Scale, and the Psychological Well-Being at Work Scale. By using confirmatory factor analysis and structural equation modeling, the study identified and quantified the impacts of TI, WP, JS, OW-B, and PW-B via data screening. The findings emphasize the crucial role that TI and WP play in providing a balance in teachers’ JS, OW-B, and PW-B while applying AI in their language instruction. The broad ramifications of this research are explored.

Tahereh Heydarnejad , Fidel Çakmak

Artificial Intelligence in Education: A Bibliometric Study on Its Role in Transforming Teaching and Learning

3 weeks 3 days ago

This study aimed to present a comprehensive bibliometric analysis of 1,726 academic studies from among those indexed by the Web of Science database platform between 2013 and 2023, to provide a general framework for the concept of artificial intelligence in education (AIEd). Trends in publications and citations across countries, institutions, academic journals, and authors were identified, as well as collaborations among these elements. Several bibliometric analysis techniques were applied, and for each analysis, the motivations behind the execution and method of producing findings were documented. Our findings showed that the number of studies on the concept of AIEd has increased significantly over time, with the U.S. and China being the most common countries of origin. Institutions in the U.S. stand out from those around the world. Pioneering journals in education have also emerged as prominent in the field of AIEd. On the other hand, collaboration between authors has been limited. The study was supplemented with keyword analysis to reveal thematic AIEd concepts and to reflect changing trends. For those exploring artificial intelligence in education, our insights on popular topics offer valuable guidance toward greater understanding of the latest advancements and key research areas.

Gürhan Durak, Serkan Çankaya, Damla Özdemir, Seda Can

Can Artificial Intelligence Give a Hand to Open and Distributed Learning? A Probe into the State of Undergraduate Students’ Academic Emotions and Test Anxiety in Learning via ChatGPT

3 weeks 3 days ago

Artificial Intelligence (AI), as an innovation in technology, has greatly affected human life. AI applications such as ChatGPT have been used in different fields, particularly education. However, the use of AI applications to enhance undergraduate students’ academic emotions and test anxiety has not been appropriately investigated. This study addresses the effects of undergraduate students’ test anxiety and academic emotions. A total of 160 undergraduate students majoring in different fields of study were selected through convenience sampling and divided into control and experimental groups. Both groups received test anxiety and academic emotions scales at the onset of the treatment. The students assigned to the experimental group were trained to use ChatGPT and monitored for learning and doing their assignments outside the classroom during the semester. The two groups received the scales at the end of the semester, which lasted 16 weeks. Independent samples t-tests were used for analyzing the data. Results revealed that using AI-empowered applications significantly reduced the students’ test anxiety and negative academic emotions but enhanced their positive academic emotions. Students can use ChatGPT as an auxiliary instrument to overcome their negative emotions and enhance their educational attainment. Findings affect teachers, educational technologists, educational psychologists, and students.

Sha Gao

How AI Literacy Affects Students’ Educational Attainment in Online Learning: Testing a Structural Equation Model in Higher Education Context

3 weeks 3 days ago

Artificial intelligence (AI) has contributed to various facets of human lives for decades. Teachers and students must have competency in AI and AI-empowered applications, particularly when using online electronic platforms such as learning management systems (LMS). This study investigates the structural relationship between AI literacy, academic well-being, and educational attainment of Iranian undergraduate students. Using a convenience sampling approach, we selected 400 undergraduate students from virtual universities equipped with LMS platforms and facilities. We collected data using three instruments—an AI literacy scale, an academic well-being scale, and educational attainment scale—and analyzed the data using Smart-PLS3 software. Results showed that the hypothetical model had acceptable psychometrics (divergent and convergent validity, internal consistency, and composite reliability). Results also showed that the general model had goodness of fit. The study thus confirms the direct effect of AI on academic well-being and educational attainment. By measuring variables of academic well-being, we also show that AI literacy in China and Iran significantly affects educational attainment. These findings have implications for students, teachers, and educational administrators of universities and higher education institutes, providing knowledge about the educational uses of AI applications.

Jingyu Xiao, Goudarz Alibakhshi, Alireza Zamanpour, Mohammad Amin Zarei, Shapour Sherafat, Seyyed-Fouad Behzadpoor

“To Use or Not to Use?” A Mixed-Methods Study on the Determinants of EFL College Learners’ Behavioral Intention to Use AI in the Distributed Learning Context

3 weeks 3 days ago

Artificial intelligence (AI) offers new possibilities for English as a foreign language (EFL) learners to enhance their learning outcomes, provided that they have access to AI applications. However, little is written about the factors that influence their intention to use AI in distributed EFL learning contexts. This mixed-methods study, based on the technology acceptance model (TAM), examined the determinants of behavioral intention to use AI among 464 Chinese EFL college learners. As to quantitative data, a structural equation modelling (SEM) approach using IBM SPSS Amos (Version 24) produced some important findings. First, it was revealed that perceived ease of use significantly and positively predicts perceived usefulness and attitude toward AI. Second, attitude toward AI significantly and positively predicts behavioral intention to use AI. However, contrary to the TAM assumptions, perceived usefulness does not significantly predict either attitude toward AI or behavioral intention to use AI. Third, mediation analyses suggest that perceived ease of use has a significant and positive impact on students’ behavioral intention to use AI through their attitude toward AI, rather than through perceived usefulness. As to qualitative data, semi-structured interviews with 15 learners, analyzed by the software MAXQDA 2022, provide a nuanced understanding of the statistical patterns. This study also discusses the theoretical and pedagogical implications and suggests directions for future research.

Hanwei Wu, Yunsong Wang, Yongliang Wang

Artificial Intelligence in Higher Education: A Cross-Cultural Examination of Students’ Behavioral Intentions and Attitudes

3 weeks 3 days ago

Artificial intelligence (AI) has undergone considerable advancement in the contemporary period and represents an emerging technology in higher education. Cultural contexts significantly shape individuals’ perceptions, attitudes, and behaviors, particularly in the realm of technology acceptance. By adopting a cross-cultural lens, this research explores the potential variations across Chinese and international students from diverse countries in terms of attitudes and their behavioral intentions toward AI use. With a technology acceptance model (TAM) framework, the research used a survey approach, employing questionnaires as the primary means of data collection. The data were then analyzed through structural equation modeling and descriptive statistics. A substantial discrepancy was found in the prevalence, attitudes, and behavioral intentions toward AI use between Chinese and international students. Findings further revealed a stronger effect of perceived ease of use on both attitudes and behavioral intentions among international students compared with their Chinese counterparts. Findings suggest that cultural backgrounds and prior technological exposure play intricate roles in shaping perceptions of AI technology. The study emphasizes the need for tailored educational strategies to regulate diverse cultural perspectives, provide language-specific support, and ensure user-friendly interfaces. These insights contribute to the evolving discourse on technology acceptance in higher education and offer practical implications for educators and institutions toward optimizing AI integration in pedagogical practices.

Dongmin Ma, Huma Akram, I-Hua Chen

The Auxiliary Role of Artificial Intelligence Applications in Mitigating the Linguistic, Psychological, and Educational Challenges of Teaching and Learning Chinese Language by non-Chinese Students

3 weeks 3 days ago

Learners might have several challenges while attempting to learn a second/foreign language. Learners of Chinese face linguistic, psychological, and educational challenges. The integration of technology, especially artificial intelligence (AI), into teaching foreign languages is a blessing for teachers and learners. This study delved into the auxiliary role of AI-powered applications in mitigating the linguistic, psychological, and educational challenges which non-Chinese learners face while learning Chinese/Mandarin language. Qualitative research was employed, and 20 teachers of Chinese language were selected through theoretical sampling. In-depth interviews were used for collecting data, and MAXQDA was used for thematic analysis. Findings revealed that AI-powered educational applications are useful for helping language learners overcome the commonly reported linguistic, psychological, and educational challenges which non-Chinese learners and teachers of Mandarin might encounter. Findings verify the effectiveness of AI-powered applications, such as ChatGPT, Poe, Brainly, and so forth, in helping teachers and learners of Chinese language learn grammar, structure, idioms, and cultural issues of Chinese language. Findings have implications for foreign language (Chinese) learners and teachers, educational technologists, as well as syllabus designers.

Jingfang Xia, Yao Ge, Zijun Shen, Dr. Mudasir Rahman Najar

The Effects of Duolingo, an AI-Integrated Technology, on EFL Learners’ Willingness to Communicate and Engagement in Online Classes

3 weeks 3 days ago

This study, which is quasi-experimental in nature, looks into how language learners’ willingness to communicate and engagement in English as a foreign language (EFL) classrooms are affected by Duolingo. The control and experimental groups comprised two complete classes with forty EFL students. To compare learner engagement and communication willingness scores before and after treatment, the study used independent samples t-tests. The results demonstrated the groups’ initial homogeneity by showing no discernible differences prior to the intervention. The results confirmed the effects on learner engagement, which showed significant gains in affective, cognitive, and behavioral domains, indicating Duolingo’s beneficial impact on engagement in general. Furthermore, the significant effect sizes observed confirmed Duolingo’s contribution to improved language attitudes, engagement, and communicative confidence. Compared to the control group, the experimental group’s willingness to speak, read, write, comprehend, and communicate generally improved in a manner that was statistically significant. The significant effect sizes demonstrate how well Duolingo works to improve different aspects of willingness to share. The study emphasizes the pedagogical tool’s adaptability and encourages teachers to integrate Duolingo for a comprehensive and technologically enhanced language learning experience. Practical implications arise for EFL teachers who use online learning resources.

Zhiqun Ouyang , Yujun Jiang , Huying Liu

AI-Supported Online Language Learning: Learners’ Self-Esteem, Cognitive-Emotion Regulation, Academic Enjoyment, and Language Success

3 weeks 3 days ago

The consideration of students’ emotional and psychological health is crucial to facilitate effective teaching and grading practices. This study set out to shed light on the interplay between self-esteem (S-E), cognitive-emotion regulation (CER), academic enjoyment (AE), and language success (LS) in artificial intelligence (AI)-supported online language learning. To this end, the foreign language learning self-esteem scale, the Cognitive Emotion Control Questionnaire, the foreign language enjoyment scale, and a researcher-made test were distributed to 389 English as a foreign language learners in China. Screening the data with confirmatory factor analysis and structural equation modeling, the effects of S-E, CER, AE, and LS were identified and quantified. These results highlighted the important function that online courses assisted by AI perform in enhancing students’ CER and AE. This implied that students who have cultivated a robust sense of self-efficacy are adept at effectively regulating their cognitive and affective processes in AI-supported language learning. Possible improvements in language education are discussed, as are the study’s broader implications.

Ting Xiao, Sisi Yi, Shamim Akhter

The Effects of Educational Artificial Intelligence-Powered Applications on Teachers’ Perceived Autonomy, Professional Development for Online Teaching, and Digital Burnout

3 weeks 3 days ago

The transformative impact of advancements in educational technology, particularly those powered by artificial intelligence (AI), on the landscape of education and the teaching profession has been substantial. This study explores the repercussions of AI-powered technologies on teachers’ autonomous behavior, digital burnout, and professional development. The study involved a cohort of 320 high school teachers in China segregated into control and experimental groups. The experimental group received instructions on AI-integrated applications and how they might be used in education. However, the teachers assigned to the control group did not receive information on the use of AI educational applications. Three distinct questionnaires probing autonomous behaviors, digital burnout, and online professional development were administered, and the ensuing data were analyzed using independent sample t-tests. The findings elucidate a discernible positive impact of AI-integrated technology intervention on teachers’ professional development and autonomous behaviors. The incorporation of AI-enhanced tools facilitated an augmentation in teachers’ professional growth and bolstered their independent and self-directed instructional practices. Notably, using AI-integrated technology significantly reduced teachers’ susceptibility to digital burnout, signifying a potential alleviation of stressors associated with technology-mediated teaching. This research provides valuable insights into the multifaceted effects of AI-powered technologies on educators, shedding light on enhancing professional competencies and mitigating digital burnout. The implications extend beyond the confines of this study, resonating with the broader discourse on leveraging technology to augment the teaching profession and optimize the learning environment.

Hong Duan, Wei Zhao

Teacher- Versus AI-Generated (Poe Application) Corrective Feedback and Language Learners’ Writing Anxiety, Complexity, Fluency, and Accuracy

3 weeks 3 days ago

This study examines the effects of corrective feedback (CF) on language learners’ writing anxiety, writing complexity, fluency, and accuracy, and compares the effectiveness of feedback from human teachers with an AI-driven application called Poe. The study included three intact classes, each with 25 language learners. Using a quasi-experimental design with pretest and posttest measures, one class received feedback from the teacher, one from the Poe application, and the third received no response to their writing. Data were generated though tests and a writing anxiety scale developed for the study. Data analysis, conducted using one-way ANOVA tests, revealed significant effects of teacher and AI-generated feedback on learners’ writing anxiety, accuracy, and fluency. Interestingly, the group that received AI-generated feedback performed better than the group that received teacher feedback or no AI support. Additionally, learners in the AI-generated feedback group experienced a more significant reduction in writing anxiety than their peers. These results highlight the remarkable impact of AI-generated CF on improving writing outcomes and alleviating anxiety in undergraduate language learners at East China University of Political Science and Law . The study demonstrates the benefits of integrating AI applications into language learning contexts, particularly by promoting a supportive environment for students to develop writing skills. Educators, researchers, and developers can use these findings to inform pedagogical practices and technological interventions to optimize the language learning experience in primary school settings. This research highlights the effectiveness of AI-driven applications in language teaching. It highlights the importance of considering learners’ psychological well-being, particularly anxiety levels, when developing effective language learning interventions.

Dan Wang

Threats and Opportunities of Students’ Use Of AI-Integrated Technology (ChatGPT) in Online Higher Education: Saudi Arabian Educational Technologists’ Perspectives

3 weeks 3 days ago

This research study explored the perspectives of 20 educational technologists from four Saudi Arabian universities regarding the integration of AI-powered technology, particularly ChatGPT, into online higher education. The study used a qualitative research method that relied on the principles of theoretical sampling to select participants and conducted in-depth interviews to collect their insights. The approach taken for data analysis was thematic analysis, which uncovered a rich range of insights on both the challenges and opportunities associated with students’ use of AI-integrated technology in the context of online higher education. Ten significant challenges emerged that shed light on the complexities and intricacies of integrating AI-powered technology into educational environments. These challenges included issues related to technological infrastructure, pedagogical adaptation, and the need for comprehensive training programs to empower both teachers and learners. Additionally, eight threats were examined that highlighted concerns about data security, privacy, and potential risks associated with AI technology in educational institutions. This study not only provided a comprehensive overview of the current landscape of AI-integrated technology in Saudi Arabian higher education, but also provided valuable insights for education stakeholders, technologists, and policy makers. It underscored the necessity of proactive measures to mitigate challenges and threats while harnessing the opportunities presented by AI technology to enhance the quality and effectiveness of online higher education.

Mesfer Mihmas Mesfer Aldawsari, Nouf Rashed Ibrahim Almohish

AI Application (ChatGPT) and Saudi Arabian Primary School Students’ Autonomy in Online Classes: Exploring Students and Teachers’ Perceptions

3 weeks 3 days ago

In education, the integration of artificial intelligence (AI) has presented opportunities to transform the dynamics of online learning. This study investigated the impact of an AI-powered application, namely ChatGPT, on the autonomy of Saudi Arabian primary students participating in online classes. It also explored how the implementation of Chat GPT influenced Saudi Arabian primary students’ autonomy. In this mixed-methods study, a quasi-experimental design assessed the impact of ChatGPT on learner autonomy among 250 Saudi Arabian primary students from six primary schools in Riyadh, Saudi Arabia. The quantitative analysis employed descriptive statistics and t-tests, while the qualitative data underwent interpretative phenomenological analysis. To ensure coding reliability, 20% of the codes were independently reviewed by an external coder, with a 94% inter-coder agreement coefficient reached through consensus. Findings revealed that ChatGPT significantly affected the participants’ perceptions of autonomy and its different dimensions. Qualitative data showed that AI-powered applications contributed to the students’ autonomy in 10 different ways. Participants also mentioned that AI-powered apps might have some negative consequences. This study has theoretical implications for redefining learner autonomy in the digital age and calls for the exploration of many facets of autonomy. Practical applications from this study include strategic integration of AI into online education, data security, and the need for orientation programs.

Ali Rashed Ibraheam Almohesh

Potentials and Implications of ChatGPT for ESL Writing Instruction

3 weeks 3 days ago

The release of ChatGPT has marked the dawn of a new information revolution that will transform how people communicate and make meaning. However, to date, little is known about the implications of ChatGPT for L2 composition instruction. To address this gap, the present study uses a systematic review design to synthesize available research on the educational potentials of ChatGPT as an instructional assistant, outline the implications of these potentials for L2 writing instruction, and discuss their practical applications. The findings, based on a meta-analysis of 42 research articles, demonstrate that ChatGPT can enhance L2 writing instruction by boosting learners’ motivation, automating instructional tasks, and offering instantaneous, personalized feedback to learners. These findings have important implications for harnessing the instructional potential of generative AI in L2 writing classes.

Karim Ibrahim, Robert Kirkpatrick

Internet and Higher Education

Journal of Computer Assisted Learning

Journal of Computing in Higher Education

Differentiated measurement of cognitive loads in computer programming

2 days 9 hours ago
Abstract

This study had two objectives: (1) to evaluate the validity of an instrument for measuring differentiated cognitive loads in its Spanish version; and (2) to evaluate the three types of cognitive loads and their relationship with self-efficacy, self-concept, and interest in programming of students in an introductory course. Understanding and assessing cognitive loads when learning computer programming is key to supporting student learning. While there are instruments in English and German assessing the different types of cognitive loads, there is no validated instrument in Spanish. This study took place during the implementation of an online training program in basic programming, with a sample of 1162 students. We used Exploratory Factor Analysis and Confirmatory Factor Analysis to validate the structure of the instrument. The results allowed us to establish a factorial structure of the subjective scale of differentiated cognitive loads, managing to measure the germane, intrinsic, and extraneous cognitive loads. The bivariate correlation analysis allowed identifying statistically significant associations between the study variables, including (a) the negative relationship between extraneous cognitive load and germane cognitive load and (b) the negative relationship between extraneous cognitive load and self-efficacy in programming.

The effect of social anxiety on student interactions in asynchronous online discussion forums as mediated by social presence and moderated by anonymity

3 weeks ago
Abstract

Pervasive internet use in higher education has rendered social anxiety a lesser problem in circumventing interactions. However, the attenuation of vitality in interactions still remains a contentious issue, especially in asynchronous online discussions. This study aims to elucidate how anonymity and social presence affect the relationship between avoidance of interaction and peer and content interaction in online discussions. In the true experimental study, we recruited 123 first-year university students, of which 62 were randomly assigned to the anonymous group, and 61 to the identified group. This paper adopts a moderated mediation model, in which anonymity and social presence are included as moderator and mediator, respectively. We revealed that the “straightforward” relationship between avoidance of interaction and peer and content interaction is actually highly complex. The results substantiate a full mediation of social presence and moderation of anonymity in favor of disclosed identity. This study accentuates the critical role of social presence in fostering interactions. The results also suggest that disclosing discussants’ identities might be useful during asynchronous interactions in online discussions for increasing social presence only if their avoidance of interaction is low; in the case of a high avoidance of interaction, anonymity should be preferred.

Curriculum analytics in higher education institutions: a systematic literature review

3 weeks 6 days ago
Abstract

With technological advances, institutional stakeholders are considering evidence-based developments such as Curriculum Analytics (CA) to reflect on curriculum and its impact on student learning, dropouts, program quality, and overall educational effectiveness. However, little is known about the CA state of the art in Higher Education Institutions (HEIs), where dropout is a worldwide problem. Through a systematic literature review, this study summarizes 59 manuscripts about CA published until April 2024. The aim of this review is to identify: 1) WHERE CA was used; 2) WHO were the CA target stakeholders; 3) WHY CA was proposed; 4) WHAT types of data and what types of data gathering and analysis methods are employed; 5) HOW CA was designed, implemented and evaluated and what the stakeholders' role was; and 6) WHICH limitations and constraints affect CA and WHICH recommended practices could contribute to the CA success. Results from our review reveal a considerable number of CA solutions available. However, there is a need for more evidence on how CA solutions inform decision-making among various stakeholders. Thus, more longitudinal studies are needed, involving stakeholders not only in the design but also in the implementation and evaluation of CA solutions. At the same time, findings suggest that including multiple data sources can enrich the analysis and enable triangulation. Additionally, the lack of evidence on the role of CA in dropouts and decision-making in higher education institutions requires more future research on this aspect. Finally, researchers, practitioners, and decision-makers can use the findings obtained in this review to inform future research and practices on how to leverage CA to improve student learning, enhance the learning experience, and reduce student dropouts.

Group formation based on extraversion and prior knowledge: a randomized controlled study in higher education online

4 weeks 1 day ago
Abstract

The study investigates how the 2×2 configuration of homogeneous and heterogeneous distributions of extraversion and prior knowledge influences group outcomes, including satisfaction, performance, and stability. Based on the standard deviation of extraversion and prior knowledge, groups were established to test experimentally, what form of grouping leads to best outcomes. The randomized controlled trial took place in the context of an online course with 355 prospective students, working in 82 groups. The two characteristics extraversion and prior knowledge were distributed algorithmically, either homogeneously or heterogeneously. Results showed no superiority of heterogeneous formation, yet there were systematic interaction effects by the experimental group formation on satisfaction and performance. Due to the increasing relevance of online groupwork, explorative results are reported and integrated. Ideas for future research on group formation as an important influencing factor are discussed. Findings supports knowledge about cooperative online learning by optimizing the selection of group members using a therefore implemented algorithm.

Understanding Chinese teachers’ informal online learning continuance in a mobile learning community: an intrinsic–extrinsic motivation perspective

1 month 2 weeks ago
Abstract

While extensive studies on informal online learning have been well documented to afford teachers’ collaborative learning and knowledge sharing, little is still known about their motivational factors regarding the continuance intention of informal online learning. To this end, an extended expectation confirmation model (ECM) was proposed including intrinsic and extrinsic motivation. The proposed research model and several hypotheses were empirically evaluated using questionnaire surveys with the valid data collected from 231 Chinese in-service teachers in the shared mobile learning community. The results consolidate the appropriateness of the extended ECM to explain teachers’ informal online learning continuance. Specifically, satisfaction is the major determinant of continuance intention, followed by perceived usefulness and intrinsic motivation. In addition, extrinsic motivation positively predicts perceived usefulness and confirmation. The results of this study provide some theoretical and practical implications into in-service teachers’ continuance intention of informal online learning.

An examination of preservice classroom teachers’ perceived importance, self-efficacy beliefs, practices, and conceptions related to new literacies: a mixed design study

1 month 2 weeks ago
Abstract

This research explores preservice classroom teachers’ perceived importance, self-efficacy beliefs, participation frequencies and conceptions related to new literacies. The research is framed using a dual-level theory of new literacies. The participants of the study consisted of 364 preservice teachers studying in the department of primary education at two state universities in Turkey. The findings revealed that (i) while preservice teachers displayed high participation in new literacies requiring the consumption of information, they displayed low participation in information production activities; (ii) the importance preservice teachers attached to online or digital literacy activities and their self-efficacy beliefs significantly predicted their participation in these activities; (iii) preservice teachers’ conceptual understandings with regard to new literacies were compatible with their participation frequencies and perceived importance with regard to online or digital literacy activities. Some suggestions for preservice teachers’ skills, strategies, dispositions and practices related to new literacies are discussed.

ICT efficacy and response to different needs in university classrooms: effects on attitudes and active behaviour towards technology

1 month 2 weeks ago
Abstract

Digital competence is considered to be a crucial learning outcome in education in the 21st century. In this context, research highlights the fact that the perceptions that instructors manifest about different aspects of Information and Communication Technologies (ICTs) condition these professionals’ behaviour towards these learning resources. In the same line, this study aims to analyse the effects that exist between a series of dimensions related to the perception of university teaching staff on the capacity of ICTs to respond to different needs of students, on perceived efficacy and attitudes towards these tools and, lastly, on active behaviour towards their use. To do so, 345 university instructors from the Spanish educational system filled in an online questionnaire. The application of a Structural Equation Model underscores the fact that the ability of ICTs to respond to the different needs of students in the university classroom and their perceived efficacy in the teaching–learning process both exert a positive effect on attitudes in favour of their incorporation into the classroom. In turn, these attitudes also have a significant effect on active behaviour with ICT resources. In addition, various mediating effects are seen to influence an active behaviour. All this gives rise to a discussion on the implications of these results to encourage the training of university teaching staff in the knowledge and management of ICTs. Increasing confidence in ICTs as effective tools to respond to different needs could significantly favour positive attitudes and behaviour so that these resources are actively integrated into the classroom.

Effectiveness of H5P in improving student learning outcomes in an online tertiary education setting

1 month 2 weeks ago
Abstract

Innovative, pedagogically informed instructional design is instrumental in increasing student engagement and improving learning outcomes in online learning environments. Interactive learning resources provide students with the opportunity to engage with content in a more personalised manner. H5P (HTML 5 Package) is a collaborative platform that allows developers to create interactive content and has been regularly used in education settings. Some evidence suggests using interactive H5P resources in online education courses could lead to greater student engagement. However, to date, there has been little investigation into whether H5P resources can improve student learning outcomes. The current study aimed to assess whether using interactive H5P resources improved assessed learning outcomes in an online undergraduate psychology course. A randomized cross-over design was utilized to test whether students exposed to H5P interactive videos had improved assessment results when compared to a control group. This study found no meaningful differences in assessment scores between students exposed to H5P versus those that were not. There was low overall engagement with the interactive content. However, students who did engage with the resources reported a positive experience and indicated a preference for more interactive elements in future courses. Future research should extend on the instructional design obstacles identified in this study, for example, by examining whether improved accessibility and education on the benefits of interactive resources would increase engagement and grades.

Non-traditional students’ preferences for learning technologies and impacts on academic self-efficacy

1 month 2 weeks ago
Abstract

Blended Learning (BL) as a pedagogical approach has increased in significance during the COVID-19 pandemic, with blended and online learning environments becoming the new digital norm for higher educational institutions around the globe. While BL has been discussed in the literature for thirty years, a common approach has been to categorise learner cohorts to support educators in better understanding students’ relationships with learning technologies. This approach, largely unsupported by empirical evidence, has failed to adequately address the challenges of integrating learning technologies to fit with non-traditional students’ preferences, their BL self-efficacy and the associated pedagogical implications. Focusing on student preference, our study presents findings from a pre-COVID survey of undergraduate students across four campuses of an Australian regional university where students shared their learning technology preferences and the self-regulated learning that influenced their academic self-efficacy in a BL context. Findings show students want consistency, relevance, and effectiveness with the use of BL tools, with a preference for lecture recordings and video resources to support their learning, while email and Facebook Messenger were preferred for communicating with peers and academic staff. Our study suggests a quality BL environment facilitates self-regulated learning using fit-for-purpose technological applications. Academic self-efficacy for BL can increase when students perceive the educational technologies used by their institution are sufficient for their learning needs.

Modularization for mastery learning in CS1: a 4-year action research study

1 month 2 weeks ago
Abstract

Computer programming is a skill of increasing importance in scientific and technological fields. However, in introductory computer science (CS1) courses in higher education, approximately one in every three students fails. A common reason is that students are overwhelmed by an accelerated and inflexible pace of learning that jeopardizes success. Accordingly, in the computer science education literature it has been suggested that the pedagogical philosophy of ‘mastery learning,’ which supports students progressing at their own pace, can improve academic outcomes of CS1 courses. Nevertheless, few extended mastery learning implementations in CS1 have been documented in the literature, and there is a lack of guidance and best practices to foster its adoption. In this paper, we present a four-year action research study in which a modular mastery-based CS1 course was designed, evaluated and improved in successive iterations with cohorts of engineering freshmen in a Latin American research university (N = 959). In the first year of the intervention, only 19.3% of students passed the course in their first semester attempting it. In successive iterations, the instructional design, teaching and learning activities, course content, and course management were iteratively improved such that by the fourth year of offering 77.1% of students passed the course in their first semester. Over this period, course attrition was reduced from 25.0% to 3.8% of the cohort, and students’ mean time spent in the course decreased from 23.2 weeks (SD = 7.38) to 14.9 (SD = 3.64). Results indicate that modularization for mastery learning is a viable approach for improving academic results in a CS1 course. Practical considerations towards successful implementation of this approach are presented and discussed.

Engaged learning during distraction: a case study of successful working moms in distance education

1 month 2 weeks ago
Abstract

Adult learners are a significant proportion of distance learners and many of these students are working mothers. Several instructional design models center the learner, and this requires understanding the learner needs, strengths, and context. There is a gap in the literature describing the experience of modern working mother students in distance education. To understand this experience, the researchers interviewed and observed six academically high-achieving working mother students as they participated in their distance education courses during the pandemic. A discourse analysis approach was utilized to analyze the data. This extreme sample revealed several strategies that these students used to be successful despite their challenges. The findings suggest that understanding the experiences of distance learners as they study in the home are important for effective course design. More specifically, working mothers face significant distractions in their study environments, but the cognitive load can be reduced by making use of their prior knowledge, scaffolding instruction, and encouraging social presence. Additional strategies from the literature that address these constructs are provided for instructors and instructional designers.

Adopting distributed pair programming as an effective team learning activity: a systematic review

1 month 2 weeks ago
Abstract

As online learning has become an inevitable trend in the post-peak era of the COVID-19 pandemic, distributed pair programming (DPP) is gaining momentum in both education and industry. DDP serves as a collaborative programming approach and also benefits the development of computational thinking, a fundamental skill in today’s world. This study conducted a systematic review of studies on DPP published after 2010 to understand the themes and factors that impact the team effectiveness of DPP and thus inform future research and practices on how to better leverage this approach for teaching and learning. The results showed that individual characteristics attracted major investigations in the selected 23 studies, including prior programming experience, actual skill, perceived skill, gender, personality, time management, confidence, and self-esteem, with pair compatibility identified as a critical team design factor that significantly affects programmers’ satisfaction. Although the feel-good factor in the team process was investigated, no significant impact was found. Under the team environment theme, we compared different opinions on the orientation (e.g., scripted roles) and the use of technology (e.g., integrated development environment tools). Future research should investigate how task structure influences team effectiveness of DPP and relates to computational thinking education. Additionally, because most studies were conducted in higher education contexts, more research in primary and secondary educational contexts is also needed.

Online group projects in higher education: persistent challenges and implications for practice

1 month 2 weeks ago
Abstract

With the rapid adoption of online learning across higher education, there is an urgent need to identify its challenges and ways of addressing them. Online group projects, in particular, present significant issues for educators. This paper presents the findings of a systematic literature review identifying the key challenges of online group projects, together with strategies to address them. From a corpus of 114 recent papers, the 57 most relevant were analysed, to identify themes related to challenges and strategies. Key challenges were: low and uneven participation by students; a lack of clarity and preparation for students; and poor relationships. Strategies for addressing challenges were: careful design of projects, particularly regarding fair assessment; clear guidance and preparation of students; and practical and emotional support throughout, to encourage confidence and engagement. The findings of this review will enable educators to design and facilitate online group projects which students find rewarding and valuable.

Open badges and achievement goal orientation: a study with high-performing student programmers

1 month 2 weeks ago
Abstract

Earning Open Badges instead of regular grades and credits can be a motivating factor for high-performing students in terms of attending classes and completing assignments in extracurricular courses, but to what extent? And for what student profiles? To tackle these questions, we conducted a quantitative study with high-performing students. Each student involved in the study had consecutively attended two Java programming courses—one where credits and regular grades were issued for their achievements and performance in the course, and another extracurricular one where Open Badges were issued instead. The study compared the achievement goal orientation (AGO) of each student in the two courses (Wilcoxon paired test). It also examined how students’ AGO scores in the Open-Badges-only course were associated with class attendance, completion of assignments and public display of their achievements (badges)—both as individual correlations with these variables (Spearman method), as well as associations with student profiles based on these variables (identified with Ward hierarchical clustering). The results indicate that high-performing students feel less motivated in terms of outperforming/under-performing others and have less fear of not learning enough if they receive Open Badges rather than regular grades. Also, a small portion of high-performers will be fully engaged in an Open-Badges-only course (attendance/completing assignments), while the majority will attend but complete a few assignments or just attend. Still, their AGO is not correlated with attending classes, completing assignments and displaying badges.

Fostering autonomous motivation: a deeper evaluation of gamified learning

1 month 2 weeks ago
Abstract

Research in gamified learning is still needed to expound how gamification may be employed to realistically yield positive effects on learning motivation. It is essential to evaluate whether gamification can foster autonomous forms of motivation, such as intrinsic motivation, which has been related to learning persistence and performance quality, instead of non-autonomous extrinsic motivation, that has been shown to be unsustainable or at worse, harmful to learning. To explore this, the current study investigated how gamified learning affected various motivational dimensions such as the sense of competence, autonomy, valuation, intrinsic motivation, identified regulation and external regulation to provide a clearer picture of the motivational influence of gamification. This study involved a learning activity that was gamified in a long-term context. The findings showed that gamifying a non-graded learning activity increased the sense of autonomy and intrinsic motivation. Interestingly, the findings showed that gamification reduced non-autonomous motivation in an examination-oriented course. Nevertheless, gamified learning did not yield significant effects on the sense of competence and valuation. The relationships between the various motivational dimensions were discussed in this paper.

A critique of calculation and optionalization applied to online/blended course design

1 month 3 weeks ago
Abstract

This article reports research into calculative and optionalized forms of online/blended course design in higher education. This was investigated through a critical case study, centered on two faculty members and one instructional designer at a university in the United States, and using an interpretive framework that highlighted the effects of calculation and optionalization in education. The course design practices at the designer’s disposal tended to distort the teaching ideals towards which the faculty members aimed, along with many of the teaching approaches they relied on to achieve their goals. The faculty often felt restricted in their ability to form relationships with their students, while also observing that students tended to resist their attempts to engage in what they referred to as formational activities. Through these and other experiential tensions, the faculty left the project with a pervasive sense of ambiguity about course design and its contribution towards their experience as educators. The article concludes by exploring what implications these findings have for the study and practice of online/blended course design in higher education.

Exploring the role of a microlearning instructional approach in an introductory database programming course: an exploratory case study

2 months 1 week ago
Abstract

The purpose of this study is to explore the influence of the microlearning instructional approach in an online introductory database programming classroom. The ultimate goal of this study is to inform educators and instructional designers on the design and development of microlearning content that maximizes student learning. Grounded within the frameworks of cognitive theories of learning—Cognitive load theory, Cognitive theory of multimedia learning, and Cognitive, affective theory of learning with media, this exploratory case study collected student assessment data from ten-course topic quizzes and exam scores in midterm and final exams. Additionally, the students' and the course instructor's perceptions while experiencing the microlearning instructional approach were collected and analyzed. As a result, the students scored significantly higher in the course topic quizzes under microlearning instruction compared to the video lectures condition. The students experienced less cognitive load and were more motivated and engaged throughout the learning process under the microlearning instruction. The students also reported some challenges of microlearning instruction, including missing social aspects of learning, fragmented learning for some complex topics, and Canvas LMS platform issues. Overall, this inquiry suggests the potential of microlearning as an instructional approach for introductory programming concepts. Some key implications of the findings are also addressed.

The effects of pre-training types on cognitive load, self-efficacy, and problem-solving in computer programming

2 months 3 weeks ago
Abstract

This study investigated the effects of pre-training types on cognitive load, self-efficacy, and problem-solving in computer programming. Pre-training was provided to help learners acquire schemas related to problem-solving strategies. 84 undergraduate students were randomly assigned to one of three groups and each group received three different types of pre-training: 1) WOE (worked-out example) and metacognitive scaffolding, 2) faded WOE and metacognitive scaffolding, and 3) WOE and faded metacognitive scaffolding. After the pre-training phase, the participants’ cognitive load, self-efficacy, and programming problem-solving skills were analyzed. Then, during the training phase, the participants were asked to attempt a programming problem-solving task with faded WOE and faded metacognitive scaffoldings. After the training phase, the participants’ cognitive load, self-efficacy, and programming problem-solving were analyzed again. The findings revealed that providing both cognitive scaffolding (i.e., WOE or faded WOE) and non-faded metacognitive scaffolding during the pre-training phase is effective for novice learners for optimizing cognitive load, promoting self-efficacy, and enhancing programming problem-solving skills.

Exploring expert instructors’ conceptualization and teaching practices in asynchronous online discussions during case-based learning: a multiple case study

3 months ago
Abstract

The purpose of this multiple-case study was to investigate how expert instructors in case-based learning (CBL) conceptualize, structure, facilitate, and assess asynchronous online discussions while addressing challenges. Accordingly, we first interviewed three expert instructors with extensive teaching experience using CBL in higher education in online learning environments and then observed their online courses. Results indicated that (a) how instructors conceptualize case discussions may relate to different conceptualizations of their instructor role, (b) instructors typically clustered facilitation strategies creating posts that included content expertise, social congruence, and cognitive congruence, but how these strategies were implemented differed across instructors, and (c) instructors differentiated solutions to challenges associated with observed difficulties on the instructor and student side. Implications for practice and research are provided.

Connecting affordances of physical and virtual laboratory modes to engineering epistemic practices

3 months ago
Abstract

Laboratory activities are central to undergraduate student learning in science and engineering. With advancements in computer technology, many laboratory activities have shifted from providing students experiments in a physical mode to providing them in a virtual mode. Further, physical and virtual modes can be combined to address a single topic, as the modes have complementary affordances. In this paper, we report on the design and implementation of a physical and virtual laboratory on the topic of jar testing, a common process for drinking water treatment. The assignment for each laboratory mode was designed to leverage the mode’s affordances. Correspondingly, we hypothesized each would elicit a different subset of engineering epistemic practices. In a naturalistic, qualitative study design based on laboratory mode (physical or virtual) and laboratory order (virtual first or physical first), we collected process, product, and reflection data of students’ laboratory activity. Taking an orientation that learning is participation in valued disciplinary practice, data were coded and used to characterize how students engaged with each laboratory mode. Results showed that the virtual laboratory elicited more conceptual epistemic practices and the physical laboratory more material epistemic practices, aligning with the affordances of each mode. When students completed the laboratory in the virtual mode first, students demonstrated greater engagement in epistemic practices and more positive perceptions of their learning experience in the virtual mode than when they completed the physical mode first. In contrast, engagement in the physical mode was mostly unaffected by the laboratory order.

Journal of Educational Computing Research

JLS

Learning, Media and Technology

Technology, Pedagogy and Education

DBS - Frühe Bildung

Klare Leitungsentscheidungen durch Begegnung mit der inneren Vielfalt

13 hours 38 minutes ago
05.12.2024. Wer kennt es nicht: beim Treffen von Entscheidungen kann es sein, dass wir in uns selbst unterschiedliche Meinungen oder Gefühle wahrnehmen – uns scheinbar uneins sind. Oder wir erleben Situationen, in denen wir anders reagieren und handeln als wir eigentlich wollen oder es sogar brauchen. Vielleicht wollen wir auch Veränderungen angehen, schaffen es aber nicht, weil wir uns innerlich blockiert fühlen.Der berufliche Alltag von Kita-Leitungen hält viele Momente und auch Begegnungen mit Menschen parat, die jeweils mit individuellen Emotionen, Gedanken und Verhaltensmustern einhergehen. Zum Ausdruck kommen hier vielfältige innere Persönlichkeitsanteile, die mal mehr oder weniger präsent sind und auch mal in Konflikt zueinanderstehen können. Veranstalter: Regionale Transferstelle nifbe-SüdOst. Link: https://www.nifbe.de/das-institut/veranstaltungen?view=item&id=1355:klare-leitungsentscheidungen&catid=0 .

„Es kommt auf mich an, hängt aber nicht nur von mir ab! Kitas agil und positiv führen“

14 hours 6 minutes ago
04.12.2024. Diese Veranstaltung findet im Rahmen des Fachforums KiTa-Leitung statt.Als Impulsgeber und Referenten haben Dr. Lars Meyer und Bianka Ledermann zugesagt. Nähere Informationen werden 8 Wochen vor der Veranstaltung hier veröffentlicht. Veranstalter: nifbe. Link: https://www.nifbe.de/das-institut/veranstaltungen?view=item&id=1360:agil-fuehren&catid=0 .

Diversitätsbewusste Spielmaterialien, kindheitspädagogische Hochschullehre und Professionalisierung

1 day 13 hours ago
27.11.2024. Im Jahr 2004 entstanden in Deutschland die ersten früh- und kindheitspädagogischen Studiengänge. Als Landesstudengangstag in Niedersachsen nehmen wir dieses 20-jährige Jubiläum zum Anlass, kritisch, innovativ und vernetzt auf hochschuldidaktische Entwicklungen der Kindheitspädagogik zu blicken. Als noch junge Profession entwickelt die Kindheitspädagogik ihr fachliches Profil kontinuierlich weiter. In ihren Online-Beiträgen geben Expert*innen unterschiedlicher Hochschulstandorte kindheitspädagogischer Studiengänge Einblicke in methodisch-didaktische Ansätze sowie zahlreiche Praxisimpulse rund um die Qualifzierung angehender Kindheitspädagog*innen. Veranstalter: Landesstudiengangstag Pädagogik der Kindheit Niedersachsen. Link: https://www.nifbe.de/das-institut/veranstaltungen?view=item&id=1339&tmpl=component&print=1&layout=default&page= .

BNE – im Winter!

1 day 13 hours ago
21.11.2024. Die Tage werden dunkler und wir immer gemütlicher! Wir wollen einen Blick auf das nachhaltige Feiern von Festen in der Kita werfen. Da Weihnachten vor der Tür steht nutzen wir dieses Fest zur Erprobung. Ein Weihnachtsdeko-Check, Müllvermeidung beim Basteln und Verpacken von Geschenken sowie die Besetzung vom Posten der Energiewächter sind dabei Themen. (Schwerpunkt SDG´s 1, 4, 12, 13)Dieser Workshop ist ein Teil der Workshopreihe Bildung für nachhaltige Entwicklung (BNE) "Gemeinsam für eine gerechtere Zukunft!" und findet in Kooperation der LEB Wallenhorst, der Süd Nordberatung und der Transferstelle SüdWest statt. Veranstalter: nifbe RTS SüdWest. Link: https://www.nifbe.de/das-institut/veranstaltungen?view=item&id=1306&tmpl=component&print=1&layout=default&page= .

LesArt-Fortbildung: Literarischer Schauplatz Berlin – Die Großstadt als Motiv im Kinderbuch

1 day 21 hours ago
06.11.2024. Unter dem Motto „Leicht beieinander wohnen die Gedanken“ bietet LesArt regelmäßig Fortbildungen an. Im Mittelpunkt aller Angebote stehen Methoden und Erfahrungen aus der Arbeit mit Kindern und Jugendlichen. Am 6. November 2024 um 9.30 Uhr begeben sich Kathrin Buchmann und Annette Wostrak im Auftrag des Weiterbildungsinstituts der Freien Universität Berlin mit den Teilnehmerinnen und Teilnehmern auf eine Stadttour der besonderen Art und laden zu allerlei Entdeckungen ein – vom Alex bis zum Grunewald, vom Klassiker bis zur Neuerscheinung. Groß ist die Stadt! Und viel ist los auf den Straßen und Plätzen Berlins, in Parks und Gärten, Häusern und Höfen. In zahlreichen Bilder- und Kinderbüchern ist Berlin der literarische Schauplatz.Anmeldung per E-Mail: lf@weiterbildung.fu-berlin.de Veranstalter: LesArt - Berliner Zentrum für Kinder- und Jugendliteratur. Link: https://www.lesart.org/veranstaltungen/ .

Programm der FU Berlin zur Förderung der Lese- und Sprachkompetenz

1 day 22 hours ago
23.09.2024. In Kooperation mit der Akademie für literale und mediale Bildung, dem Bundesverband Leseförderung e.V. (BVL), der Bürgerstiftung Berlin und den BERLINER LESEPATEN des VBKI Berlin bietet das Weiterbildungszentrum der Freien Universität Berlin das 30. Programm „Zur Förderung der Lese- und Sprachkompetenz von Kindern“ an. Es enthält rund dreißig, sehr praxisbezogene Seminare und Workshops u. a. zur Förderung der Lesemotivation und zu den Themen Spracherwerb, Sprachentwicklung und „Mehrsprachigkeit als Chance“. Alle Veranstaltungen werden als Bausteine für die Weiterbildung Lese- und Literaturpädagogik des BVL anerkannt. Die Weiterbildungen richten sich an alle, die in unterschiedlichen Institutionen und Funktionen ein gemeinsames Ziel verfolgen: Kinder beim Erwerb von Lese- und Sprachkompetenz zu unterstützen, und das auch verstärkt in Bezug auf digitale Formate. Veranstalter: Weiterbildungszentrum der Freien Universität Berlin. Link: https://www.fu-berlin.de/sites/weiterbildung/weiterbildungsprogramm/lesefoederung/index.html .

Fortbildungsprogramm der Akademie für Leseförderung Niedersachsen

6 days 18 hours ago
30.09.2024. Das Fortbildungsprogramm der Akademie für Leseförderung Niedersachsen richtet sich an Lehrkräfte, Mitarbeiterinnen und Mitarbeiter in Bibliotheken und Kitas sowie an Ehrenamtliche in Niedersachsen. Die meisten Fortbildungen werden im Rahmen der Weiterbildung Lese- und Literaturpädagogik des Bundesverbandes Leseförderung anerkannt. Auf Anfrage führen die Mitarbeiterinnen der Akademie für interessierte Einrichtungen Fortbildungen und Workshops auch vor Ort durch. Die Themenschwerpunkte sind: aktuelle Kinder- und Jugendliteratur, Lesekultur in der Schule, Lesen und Heterogenität, Lesen und Medien. Termine und Anmeldeformulare stehen auf der Website der Akademie zur Verfügung. Teilnehmerinnen und Teilnehmer aus Niedersachsen haben Priorität. Freie Plätze werden gern an Anmeldungen aus anderen Bundesländern vergeben.Termine:30.09.2024 - online: Themens(ch)nack: Die Implementierung von Lesetandems in der Schule: von der Idee bis zur Evaluation (Anmeldeschluss: 22.09.2024)23.10.2024 - online: Themens(ch)nack: Differenzierte Leseförderung mit dem Lesesportler (Anmeldeschluss: 08.10.2024)28.10.2024 - online: Pädagogische Mitarbeitende in der Leseförderung: Spielerische Übungen zur Verbesserung der Lesekompetenz05.11.2024 - online: Themens(ch)nack: Lesespaß von Anfang an - spielerische Leseförderung für die Kleinsten! (Der Anmeldelink wird ab Anfang Juli ergänzt!)08.11.2024 - Oldenburg: Informationen finden – zum Lesen motivieren: Ideen für den Einsatz von Sachbüchern in der Leseförderung (Anmeldeschluss: 25.10.2024)11.11.2024 - online: Themens(ch)nack: Vielfalt im Kinderbuch erleben (Der Anmeldelink wird Anfang Juli ergänzt.)13.11.2024 - Lingen: Zum Lesen verlocken: Praxisideen zu aktueller Kinderliteratur (Anmeldeschluss: 30.10.2024)27.11.2024 - Lüneburg: Herbstakademie: Leseförderung differenziert! Der Vielfalt gerecht werden03.12.2024 - Hannover: Filmvorführung „Gebt uns Bücher, gebt uns Flügel! – Die Kinderbuchbrücke der [...]

Forschendes Lernen in kindheitspädagogischen Studiengängen

1 week ago
13.11.2024. Im Jahr 2004 entstanden in Deutschland die ersten früh- und kindheitspädagogischen Studiengänge. Als Landesstudengangstag in Niedersachsen nehmen wir dieses 20-jährige Jubiläum zum Anlass, kritisch, innovativ und vernetzt auf hochschuldidaktische Entwicklungen der Kindheitspädagogik zu blicken. Als noch junge Profession entwickelt die Kindheitspädagogik ihr fachliches Profil kontinuierlich weiter. In ihren Online-Beiträgen geben Expert*innen unterschiedlicher Hochschulstandorte kindheitspädagogischer Studiengänge Einblicke in methodisch-didaktische Ansätze sowie zahlreiche Praxisimpulse rund um die Qualifzierung angehender Kindheitspädagog*innen. Veranstalter: Landesstudiengangstag Pädagogik der Kindheit Niedersachsen. Link: https://www.nifbe.de/das-institut/veranstaltungen?view=item&id=1337:forschendes-lernen-in-kindheitspaedagogischen-studiengaengen&catid=0 .

76. Frankfurter Buchmesse 2024

1 week ago
16.10.2024. Vom 16. bis zum 20. Oktober 2024 trifft sich die Buch- und Medienwelt wieder in Frankfurt am Main. Unter dem Motto „Verwurzelt in der Zukunft“ präsentiert sich Italien als Ehrengast der 76. Frankfurter Buchmesse. Auch in diesem Jahr sind Kinder- und Jugendmedien ein Schwerpunkt der Buchmesse mit einem spannenden Fachprogramm zu aktuellen Themen der Kinder- und Jugendliteratur wie Anime, Film und Games. Ein Highlight ist die Frankfurt Kids Conference am Messemittwoch im Congress Centre. Am 18. Oktober 2024 wird im Saal Harmonie des Congress Centers der Deutsche Jugendliteraturpreis 2024 verliehen. Veranstalter: Ausstellungs- und Messe GmbH. Link: https://www.buchmesse.de/ .

Wünsche, Träume, Utopien - Zukunft miteinander neu denken oder „Mit Phantasie gegen Routine und Resignation“ nach Jungk

1 week ago
12.11.2024. Es werden Kita-Leitungen mit Gestaltungswillen eingeladen, die bereit sind, miteinander den Ist-Zustand in Kitas zu kritisieren, über eine andere Zukunft zu phantasieren und Ideen zu verwirklichen. Es wird angeboten, gemeinsam aktiv zu werden und sich an der Gestaltung der Zukunft zu beteiligen. Die Methode Zukunftswerkstatt umfasst drei Haupt-Phasen - die Kritik-, Phantasie,- und Verwirklichungsphase - und bietet Impulse, deren motivierende Energien Veränderungs- und Gestaltungswille aktivieren. Veranstalter: Regionale Transferstelle nifbe-Mitte. Link: https://www.nifbe.de/das-institut/veranstaltungen?view=item&id=1346:wuensche-traeume-utopien-zukunft-miteinander-neu-denken-oder-mit-phantasie-gegen-routine-und-resignation-nach-jungk&catid=0 .

Stärkung von Wohlbefinden bei Kleinkindern durch Interaktionen mit Peers - Wenig bekannte und genutzte Ergebnisse der Säuglings- und Kleinkindforschung

1 week ago
06.11.2024. Nach einem Erfahrungsaustausch, wie das Thema in der Fachberatung vorkommt, werden wir an konkreten Beispielen aus der Tagesbetreuung von Kindern in den ersten drei Lebensjahren aufzeigen, wie diese Kinder in der Gestaltung ihrer Beziehungen dazu beitragen,■ persönliches Wohlbefinden (Selbsterleben)■ soziales Wohlbefinden (Erleben sozialer Beziehungen)■ Raum-, zeit- und dingbezogenes Wohlbefinden (Erleben von Raum, Zeit und Dingen)■ organisationsbezogenes Wohlbefinden (Erleben organisationaler und generationaler Rahmung)unter ihresgleichen erleben zu können. Veranstalter: nifbe. Link: https://www.nifbe.de/das-institut/veranstaltungen?view=item&id=1333:ws-fb-3-2024-27&catid=0 .

Seminar: Gesundheitsförderung in der institutionellen Kinderbetreuung

1 week ago
05.11.2024. Die Effekte von Gesundheitsförderung in der KiTa halten nachweislich über Jahre an. In diesem Seminar wird auf die jeweiligen Möglichkeiten in Ihrer KiTa geschaut. Referentin: Kirsten Büthe Anmeldungen nimmt die EFB Wolfenbüttel online entgegen (siehe Programmflyer)Heidrun Ripke: (0 53 31) 802 452 Veranstalter: nifbe RTS SüdOst. Link: https://www.nifbe.de/das-institut/veranstaltungen?view=item&id=1329:gesundheitsfoerderung-in-der-institutionellen-kinderbetreuung&catid=0 .

Kindheit in der Region Braunschweig

1 week ago
05.11.2024. Die KiTa sollte ein sicherer Ort für ALLE Kinder sein. Ein Ort, an dem sie Gemeinschaft und Zusammenhalt erfahren, Freunde finden, spielen, lernen, gefördert werden und sich entwickeln können. Doch der KiTa-Alltag steht oftmals vor Problemen und Herausforderungen, so dass gelebte Vielfalt und Inklusion immer wieder durch interne und externe Einflüsse gestört werden. Der Fachtag soll auf unterschiedliche Herausforderungen einen Blick werfen und neue Sichtweisen eröffnen. Veranstalter: nifbe. Link: https://www.nifbe.de/das-institut/veranstaltungen?view=item&id=1359:kindheit-in-der-region-braunschweig&catid=0 .

Begabungsförderliche Strukturen stärken – Chancen im Sozialraum nutzen

1 week ago
05.11.2024. Die Tagung richtet sich an alle Akteure der frühkindlichen Bildung in Niedersachsen, die daran interessiert sind, Kinder in ihrer individuellen Begabungsentwicklung zu unterstützen und auf die Chancen von Netzwerken für Bildungslandschaften zu schauen.Den Einstieg ins Tagungsthema gibt Jens Hoffsommer (DKJS), vertieft wird der Blick mit einem Beispiel der Kooperationsgestaltung zur Begabungsförderung aus der Praxis und abgerundet wird die Tagung durch einen vielfältigen Markt der Möglichkeiten. Hier sind Sie sowohl eingeladen sich auszutauschen als auch Anregungen, Methoden und Materialien für Ihre Praxis zu entdecken.Die Teilnahme ist kostenfrei und für Verpflegung ist gesorgt. Veranstalter: Karg-Stiftung / nifbe. Link: https://www.nifbe.de/das-institut/veranstaltungen?view=item&id=1347:begabungsfoerderliche-strukturen-staerken&catid=0 .

Spielerisch ins Gleichgewicht - Frühkindliche Entwicklungsprozesse nach der Pandemie bewegt begleiten

1 week ago
29.10.2024. Mit der Pandemie liegt eine prägende und bewegende Zeit hinter uns.Im Workshop werden nach einem wissenschaftlichen Input zu den Auswirkungen der Pandemie für Kinder und pädagogisch begleitende Erwachsene, eigene Erfahrungen kritisch reflektiert, um daran anknüpfend körper- und bewegungsorientierte Zugänge spielerisch zu erproben. Im Fokus steht die (früh)kindliche Entwicklungsbegleitung sowie die Reflexion der Veränderungen, die sich nach der Pandemie für die eigene pädagogischen Arbeit ergeben haben. Die Inhalte der Veranstaltung sind so angelegt, dass teilnehmenden Fachberater*innen und Weiterbildner*innen die vermittelten Inhalte beratend weitergeben können. Veranstalter: nifbe. Link: https://www.nifbe.de/das-institut/veranstaltungen?view=item&id=1332:ws-fb-2-2024-26&catid=0 .

Konstruktive Gespräche mit Eltern führen

1 week ago
29.10.2024. Das Führen von Elterngesprächen kann uns manchmal herausfordern und belasten, besonders wenn Kinder in Entwicklungsphasen unangemessene Strategien zur Emotionsregulation zeigen.Mit welchen Erwartungen, Sorgen und Widerständen gehen wir und die Eltern ins Gespräch? Wann ist das Gespräch für uns gut gelaufen?Wir werden uns den professionellen Herausforderungen von Kita-Leitungen widmen. In diesem Workshop haben wir die Zeit, in den Austausch zu gehen undganz praktisch Methoden der deeskalierenden Gesprächsführung auszuprobieren. Ziel des Workshops ist es, auch in als schwierig empfundenen Situationen auf seine Ressourcen zurückgreifen zu können und damit zu einer Entlastung und mehr Wohlbefinden im Arbeits-Alltag von Kita-Leitungen beizutragen. Veranstalter: Regionale Transferstelle nifbe-SüdOst. Link: https://www.nifbe.de/das-institut/veranstaltungen?view=item&id=1354:konstruktive-gespraeche-mit-eltern-begegnen&catid=0 .

BNE – im Herbst!

1 week ago
24.10.2024. Im Herbst ist Erntezeit und für uns eine gute Gelegenheit Nachhaltigkeit auf den Teller zu bringen. Dazu bietet die Fortbildung Anregungen zum saisonalen und regionalen Essen und dem Verwerten von Lebensmitteln in der Kita. Anschließend widmen wir uns dem zweiten Thema des Tages: Es ist Herbst und da bietet es sich an für die Gewinnung von Energie den Wind zu nutzen. Diese wollen wir für uns erfahrbar und Kita-Kinder nachvollziehbar bzw. darstellbar machen und dazu kreativ weiterzuarbeiten. (Schwerpunkt SDG´s 2,3, 4,7, 13)Dieser Workshop ist ein Teil der Workshopreihe Bildung für nachhaltige Entwicklung (BNE) "Gemeinsam für eine gerechtere Zukunft!" und findet in Kooperation der LEB Wallenhorst, der Süd Nordberatung und der Transferstelle SüdWest statt.In allen Seminaren werden alltagstaugliche und schnell einsatzbereite Methoden und Materialienzur Verfügung gestellt. Die Kosten pro Workshop betragen 70€. Werden von einer Einrichtung alle Workshops gebucht, kostet die Workshopreihe 250€, unabhängig davon welche Person für die Einrichtung teilnimmt. Veranstalter: nifbe RTS SüdWest. Link: https://www.nifbe.de/das-institut/veranstaltungen?view=item&id=1305:bne-im-herbst&catid=0 .

Seminar: Neu im Job?! Einstieg/Wiedereinstieg in die KiTa-arbeit

1 week ago
21.10.2024. Die Veranstaltung richtet sich gleichermaßen an Berufseinsteiger*innen und Fachkräfte, die nach längerer Zeit in den Job zurückkehren. Sie stellen sich im Seminar u.a. die Fragen „Wie finde ich meinen eigenen Ablauf in der Organisation und im KiTa Alltag“ sowie „Was ist KiTa-Qualität für mich“. Die Veranstaltung kostet 90€.Referentin: Sabine Laeger Veranstalter: nifbe RTS SüdOst. Link: https://www.nifbe.de/das-institut/veranstaltungen?view=item&id=1328&tmpl=component&print=1&layout=default&page= .

Präsentationen mit Hilfe von KI erstellen

1 week 1 day ago
07.11.2024. Für Menschen die regelmäßig Präsentationen erstellen, ist Chat GPT & Co. so selbstverständlich geworden, wie das Arbeiten mit PowerPoint. Dieses Seminar geht einen Schritt weiter und zeigt, wie aus KI-Inhalten perfekte, publikumsgerechte Präsentationen entstehen. Veranstalter: bildungsbetrieb.de Klosterstraße 72 D-97236 Randersacker . Link: https://bildungsbetrieb.de/seminare/detail/praesentationen-mit-hilfe-von-ki-erstellen .

Zum Internationalen Tag der Sprach-Entwicklungs-Störungen

1 week 6 days ago
18.10.2024. Die Themenkomplexe Spracherwerb, Mehrsprachigkeit und Partizipation nehmen aktuell in der Frühpädagogik einen hohen Stellenwert ein. Bei einem Anteil von etwa 7,6 % aller Kinder manifestieren sich weltweit sprachliche Auffälligkeiten als Sprachentwicklungsstörungen. SES sind neurologisch bedingte Entwicklungsstörungen und wirken sich auf das Sprachlernen – unabhängig von Alter, Geschlecht, Herkunftssprache oder kultureller Zugehörigkeit – aus. Die Vortrags-Veranstaltung die sowohl Informations- als auch Austauschmöglichkeiten bietet, auch im Hinblick auf den jährlichen SES-Tag am 20.10.! Zudem sollen relevante Fragen wie z.B. "Wie wird Partizipation im Kontext von Sprache und Kommunikation verstanden, von welchen Grundlagen abgeleitet sowie im Hinblick auf sprachlich-kommunikative Beeinträchtigungen und Mehrsprachigkeit bei Kindern pädagogisch umgesetzt?" sowie individuelle Fragen behandelt und diskutiert werden. Veranstalter: Regionale Transferstelle nifbe-Mitte. Link: https://www.nifbe.de/das-institut/veranstaltungen?view=item&id=1330:zum-internationalen-tag-der-sprach-entwicklungs-stoerungen&catid=0 .

DBS - Schule

LesArt-Fortbildung: Literarischer Schauplatz Berlin – Die Großstadt als Motiv im Kinderbuch

1 day 21 hours ago
06.11.2024. Unter dem Motto „Leicht beieinander wohnen die Gedanken“ bietet LesArt regelmäßig Fortbildungen an. Im Mittelpunkt aller Angebote stehen Methoden und Erfahrungen aus der Arbeit mit Kindern und Jugendlichen. Am 6. November 2024 um 9.30 Uhr begeben sich Kathrin Buchmann und Annette Wostrak im Auftrag des Weiterbildungsinstituts der Freien Universität Berlin mit den Teilnehmerinnen und Teilnehmern auf eine Stadttour der besonderen Art und laden zu allerlei Entdeckungen ein – vom Alex bis zum Grunewald, vom Klassiker bis zur Neuerscheinung. Groß ist die Stadt! Und viel ist los auf den Straßen und Plätzen Berlins, in Parks und Gärten, Häusern und Höfen. In zahlreichen Bilder- und Kinderbüchern ist Berlin der literarische Schauplatz.Anmeldung per E-Mail: lf@weiterbildung.fu-berlin.de Veranstalter: LesArt - Berliner Zentrum für Kinder- und Jugendliteratur. Link: https://www.lesart.org/veranstaltungen/ .

Programm der FU Berlin zur Förderung der Lese- und Sprachkompetenz

1 day 22 hours ago
23.09.2024. In Kooperation mit der Akademie für literale und mediale Bildung, dem Bundesverband Leseförderung e.V. (BVL), der Bürgerstiftung Berlin und den BERLINER LESEPATEN des VBKI Berlin bietet das Weiterbildungszentrum der Freien Universität Berlin das 30. Programm „Zur Förderung der Lese- und Sprachkompetenz von Kindern“ an. Es enthält rund dreißig, sehr praxisbezogene Seminare und Workshops u. a. zur Förderung der Lesemotivation und zu den Themen Spracherwerb, Sprachentwicklung und „Mehrsprachigkeit als Chance“. Alle Veranstaltungen werden als Bausteine für die Weiterbildung Lese- und Literaturpädagogik des BVL anerkannt. Die Weiterbildungen richten sich an alle, die in unterschiedlichen Institutionen und Funktionen ein gemeinsames Ziel verfolgen: Kinder beim Erwerb von Lese- und Sprachkompetenz zu unterstützen, und das auch verstärkt in Bezug auf digitale Formate. Veranstalter: Weiterbildungszentrum der Freien Universität Berlin. Link: https://www.fu-berlin.de/sites/weiterbildung/weiterbildungsprogramm/lesefoederung/index.html .

Online-Seminare der Stiftung Lesen für Leseclubs und media.labs

1 day 22 hours ago
19.09.2024. Im Rahmen des Förderprogramms „Kultur macht stark. Bündnisse für Bildung“ des Bundesministeriums für Bildung und Forschung fördert und unterstützt die Stiftung Lesen den Aufbau von Leseclubs und media.labs in Kinder- und Jugendeinrichtungen. Für Betreuer/-innen von Leseclubs und media.labs werden über das Jahr verteilt in ganz Deutschland Weiterbildungen angeboten. Mit jährlich neuen Themen möchte die Stiftung Lesen die Arbeit in Leseclubs und immedia.labs unterstützen und viele Anregungen bieten, aktuelle Trends in der Kinder- und Jugendszene sinnvoll aufzugreifen. Neben Präsenzweiterbildungen werden auch Online-Seminare zu speziellen Themen angeboten, an denen auch Einrichtungen, die sich noch im Bewerbungsprozess befinden, teilnehmen können.Termine:12.09.2024, 10-12 Uhr, online: Einführung für neue Bündnisse19.09.2023, 14-16 Uhr, online: Diversitätssensibilisierung Veranstalter: Stiftung Lesen. Link: https://www.leseclubs.de/leseclubs/weiterbildungen .

Internationalisierung & Digitalisierung: Chancen und Herausforderungen 25 Jahre nach Bologna

1 day 23 hours ago
11.11.2024. Der digitale Wandel beeinflusst zunehmend das öffentliche Leben, nicht zuletzt an den Hochschulen. Im Rahmen der Veranstaltung soll ein gemeinsamer Blick darauf geworfen werden, was dies für die Internationalisierung bedeutet und wie digitale Prozesse am sinnvollsten genutzt werden können. Als am 19. Juni 1999 der Bologna-Prozess ins Leben gerufen wurde, um einen Grundstein für die europäische Hochschulzusammenarbeit zu legen, standen digitale Aspekte noch am Rande der Aufmerksamkeit. Heute, 25 Jahre später, könnte dies nicht unterschiedlicher sein: Moderne akademische Lehrangebote sind zunehmend digitalisiert, klassische Mobilitätsmuster werden vermehrt um digitale Komponenten ergänzt oder finden teils sogar gänzlich virtuell statt und auch die Bedarfe der international Studierenden und Forschenden haben sich stark an digitale Neuerungen angepasst. Im Rahmen der Veranstaltung werden einige damit verbundene Fragen diskutiert. Veranstalter: Nationale Agentur für Erasmus+ Hochschulzusammenarbeit / Deutscher Akademischer Austauschdienst e.V. (DAAD). Link: https://eu.daad.de/service/veranstaltungen/2024/de/87356-internationalisierung--digitalisierung-chancen-und-herausforderungen-25-jahre-nach-bologna/ .

Autorenbegegnungen in Rheinland-Pfalz 2024/25

2 days 15 hours ago
24.09.2024. Der Friedrich-Bödecker-Kreis Rheinalnd-Pfalz e.V. unterstützt Schulen, Büchereien und Kindergärten bei der Organisation und Finanzierung von Begegnungen mit Autorinnen und Autoren. Die Broschüre „Autorenbegegnungen mit Kindern und Jugendlichen“, gemeinsam herausgegeben mit dem Pädagogischen Landesinstitut (PL), steht zum Download zur Verfügung. Sie informiert über die Termine der Lesereisen im Schuljahr 2023/2024 sowie über die Autorinnen und Autoren und enthält Formulare für die Anmeldung einer Lesereise. Veranstalter: Friedrich-Bödecker-Kreis Rheinland-Pfalz e.V., Pädagogisches Zentrum. Link: https://www.fbk-rlp.de/ .

Fortbildungsprogramm der Akademie für Leseförderung Niedersachsen

6 days 18 hours ago
30.09.2024. Das Fortbildungsprogramm der Akademie für Leseförderung Niedersachsen richtet sich an Lehrkräfte, Mitarbeiterinnen und Mitarbeiter in Bibliotheken und Kitas sowie an Ehrenamtliche in Niedersachsen. Die meisten Fortbildungen werden im Rahmen der Weiterbildung Lese- und Literaturpädagogik des Bundesverbandes Leseförderung anerkannt. Auf Anfrage führen die Mitarbeiterinnen der Akademie für interessierte Einrichtungen Fortbildungen und Workshops auch vor Ort durch. Die Themenschwerpunkte sind: aktuelle Kinder- und Jugendliteratur, Lesekultur in der Schule, Lesen und Heterogenität, Lesen und Medien. Termine und Anmeldeformulare stehen auf der Website der Akademie zur Verfügung. Teilnehmerinnen und Teilnehmer aus Niedersachsen haben Priorität. Freie Plätze werden gern an Anmeldungen aus anderen Bundesländern vergeben.Termine:30.09.2024 - online: Themens(ch)nack: Die Implementierung von Lesetandems in der Schule: von der Idee bis zur Evaluation (Anmeldeschluss: 22.09.2024)23.10.2024 - online: Themens(ch)nack: Differenzierte Leseförderung mit dem Lesesportler (Anmeldeschluss: 08.10.2024)28.10.2024 - online: Pädagogische Mitarbeitende in der Leseförderung: Spielerische Übungen zur Verbesserung der Lesekompetenz05.11.2024 - online: Themens(ch)nack: Lesespaß von Anfang an - spielerische Leseförderung für die Kleinsten! (Der Anmeldelink wird ab Anfang Juli ergänzt!)08.11.2024 - Oldenburg: Informationen finden – zum Lesen motivieren: Ideen für den Einsatz von Sachbüchern in der Leseförderung (Anmeldeschluss: 25.10.2024)11.11.2024 - online: Themens(ch)nack: Vielfalt im Kinderbuch erleben (Der Anmeldelink wird Anfang Juli ergänzt.)13.11.2024 - Lingen: Zum Lesen verlocken: Praxisideen zu aktueller Kinderliteratur (Anmeldeschluss: 30.10.2024)27.11.2024 - Lüneburg: Herbstakademie: Leseförderung differenziert! Der Vielfalt gerecht werden03.12.2024 - Hannover: Filmvorführung „Gebt uns Bücher, gebt uns Flügel! – Die Kinderbuchbrücke der [...]

76. Frankfurter Buchmesse 2024

1 week ago
16.10.2024. Vom 16. bis zum 20. Oktober 2024 trifft sich die Buch- und Medienwelt wieder in Frankfurt am Main. Unter dem Motto „Verwurzelt in der Zukunft“ präsentiert sich Italien als Ehrengast der 76. Frankfurter Buchmesse. Auch in diesem Jahr sind Kinder- und Jugendmedien ein Schwerpunkt der Buchmesse mit einem spannenden Fachprogramm zu aktuellen Themen der Kinder- und Jugendliteratur wie Anime, Film und Games. Ein Highlight ist die Frankfurt Kids Conference am Messemittwoch im Congress Centre. Am 18. Oktober 2024 wird im Saal Harmonie des Congress Centers der Deutsche Jugendliteraturpreis 2024 verliehen. Veranstalter: Ausstellungs- und Messe GmbH. Link: https://www.buchmesse.de/ .

Landesfachtag Schulbibliotheken Schleswig-Holstein

1 week ago
09.11.2024. Der Landesfachtag Schulbibliotheken findet am 9. November 2024 in der Grundschule Neustädter Bucht in Neustadt in Holstein statt. Er wendet sich an Lehrkräfte, Mitarbeiterinnen und Mitarbeiter von (Schul-)Bibliotheken sowie an alle Eltern und nicht zuletzt an Schülerinnen und Schüler, die sich für das Thema interessieren. Den Impulsvortrag „HAL900 in der Schulbibliothek – Chancen und Risiken durch KI für Schulbibliotheken“ hält Christoph Deeg, Berater für digitale Transformation. Im anschließenden Workshop geht es um die mögliche Nutzung von KI in der Arbeit von Schulbibliotheken. Kathrin Reckling-Freitag und Birthe Ruschmeyer von der Büchereizentrale Schleswig-Holstein stellen in ihrem Vortrag das Qualitätssiegel für Schulbibliotheken in Schleswig-Holstein vor. Anmeldung online bis zum 01.11.2024 unter: https://formix.info/DEU1908 Veranstalter: Institut für Qualitätsentwicklung an Schulen Schleswig-Holstein IQSH. Link: https://www.schleswig-holstein.de/DE/landesregierung/ministerien-behoerden/IQSH/Termine/Documents/Beschreibungen/20241109_LFTSchulbib .

Ausstellung in der Internationalen Jugendbibliothek: „Ausgezeichnet!“ Zeitgenössische Illustrationen aus Frankreich, Belgien und der Schweiz

1 week ago
11.10.2024. Manche Bilderbücher prägen sich ein für ein ganzes Leben. Ihnen haftet etwas Außergewöhnliches an: Sie eröffnen einen unmittelbaren Kontakt zu Dichtung und Kunst, verschaffen uns ein emotionales und intimes Erlebnis. Die französischsprachige Kinderliteratur gilt in ihrer graphischen Gestaltung als besonders zugänglich, kreativ und vielfältig. Mit der Ausstellung „Ausgezeichnet!“ zeigen die Internationale Jugendbibliothek und das Institut Français Deutschland eine Auswahl der interessantesten Künstlerinnen und Künstler der Gegenwart: Sie alle wurden auf dem größten französischen Kinderbuchfestival in Montreuil (SLPJ) für ihre herausragenden Arbeiten geehrt. Für Kinder gibt es Lesestationen mit zahlreichen Büchern und Mitmachspielen, für Schulklassen werden Workshops angeboten. Veranstalter: Internationale Jugendbibliothek München. Link: https://www.ijb.de/ausstellungen/single/ausgezeichnet-zeitgenoessische-illustrationen-aus-frankreich-belgien-und-der-schweiz .

„Kolleg Schöne Aussicht“ im Literaturhaus Frankfurt am Main

1 week ago
10.10.2024. Lehrerinnen und Lehrer treffen sich an jedem 1. Donnerstag im Monat um 19.00 Uhr im Salon Schöne Aussicht des Frankfurter Literaturhauses. An diesen Abenden tauscht man sich aus, entwickelt gemeinsam Ideen und trifft im ungezwungenen Rahmen Kollegen aus Frankfurt und der Region. Der Eintritt ist frei.Termine: 10.10., 07.11. und 05.12.2024 jeweils um 19.00 Uhr Veranstalter: Literaturhaus Frankfurt/Main. Link: https://literaturhaus-frankfurt.de/programm/kalender/ .

Ist Rechts jetzt en vogue? Zum Wahlverhalten der jungen Generation und den aktuellen Herausforderungen für das Konzept politischer Mündigkeit

1 week ago
25.10.2024. Infolge der Europawahlen im Juni wurde wieder verstärkt das Wahlverhalten der Altersgruppe der 16- bis 24-Jährigen diskutiert, die in großen Teilen für CDU/CSU und die AfD abgestimmt hatten. In der medialen Öffentlichkeit war schnell die Rede vom Ende der »Generation Greta« oder von »der Jugend«, die nach rechts gerückt sei. Häufig wurden die Wahlergebnisse der besagten Altersgruppe mit einer Kritik an der Absenkung des Mindestwahlalters von 18 auf 16 Jahre zusammengeführt und mit einer Debatte über die grundsätzliche politische Mündigkeit junger Menschen verknüpft. Im Rahmen der Podiumsdiskussion möchten wir uns mit den möglichen Gründen für die Zuwendung einer Mehrheit der jungen Menschen zu konservativen und rechten Parteien befassen und dabei die Rolle, die soziale Medien bei der politischen Meinungsbildung der Jugendlichen gespielt haben und weiterhin spielen, diskutieren. Flucht- und Ausgangspunkt der Diskussion ist ein grundlegender Austausch über den Begriff der politischen Mündigkeit, seine politischen und pädagogischen Voraussetzungen sowie seine Tragfähigkeit und mögliche Aktualisierung. Veranstalter: Arbeitskreis Kritische Bildungsforschung . Link: https://www.ifs.uni-frankfurt.de/eventleser/ist-rechts-jetzt-en-vogue-zum-wahlverhalten-der-jungen-generation-und-den-aktuellen-herausforderungen-fuer-das-konzept-politischer-muendigkeit.html .

Gemeinwohl-Ökonomie – Multiplikator*innen-Fortbildung

1 week 1 day ago
08.11.2024. Die Gemeinwohl-Ökonomie-Multiplikator*innen-Fortbildung vermittelt vielfältige Methoden der Themen rund um Gemeinwohl-Ökonomie und nachhaltiges Wirtschaften. Dazu gehören anregende Planspielformate, Rollenspiele sowie auch ein Puzzle mit unternehmerischen Good-Practice-Beispielen. Die Methoden werden gemeinsam ausprobiert sowie der praktische Einsatz reflektiert. Teilnehmende können die Konzepte und Materialien danach zur freien Verwendung in der eigenen Bildungs- und Jugendarbeit einsetzen. Für wen: Die Fortbildung richtet sich vor allem an (zukünftige) Lehrkräfte und Bildungsreferent*innen, welche die GWÖ in ihre Bildungsarbeit zu nachhaltiger Entwicklung integrieren bzw. darin aktiv werden möchten. Wann: Freitag, 08. November (14:30-19 Uhr) & Samstag, 09. November (08:45-17 Uhr) Wo: Zukunftssalon vom Oekom-Verlag, Goethestr. 28, 80336 München Kosten: Freiwilliger Teilnahmebeitrag nach Selbsteinschätzung (Richtwert 30€ – 60€), Verpflegung ist inklusive. Anmeldungen bitte an kirsten.stratmann@econgood.org. Veranstalter: Gemeinwohl-Ökonomie Deutschland e.V. (im Münchner Zukunftssalon). Link: https://germany.econgood.org/termine/gwoe-multiplikatorinnen-fortbildung-nov-2024-bayern/ .

Wie lang zum Auslandsschuljahr? Drei, sechs Monate oder ein Jahr? Acht Zoom-Veranstaltungen mit Schulen aus Kanada und Down Under

1 week 1 day ago
24.09.2024. Wie lang sollen Jugendliche zum Auslandsjahr? Muss ein Auslandsschuljahr immer ein ganzes Jahr dauern? Sind kürzere Zeiten möglich und sinnvoll? Diese Frage stellen sich viele Jugendliche und ihre Eltern. Über alles Wissenswerte rund um das Auslandsjahr 2025/26 und über die Vor- und Nachteile eines kürzeren Auslandsschuljahrs informiert MyStudyChoice in acht kostenlosen Live-Informationsveranstaltungen. Zu Gast sind live per Video-Schaltung Beauftragte von Schulen und Schulbezirken aus Kanada, Australien und Neuseeland. Eine Anmeldung zur Veranstaltung ist erforderlich auf der Homepage. Veranstalter: MyStudyChoice. Link: https://www.mystudychoice.de/veranstaltungen .

Zwangsarbeit im deutschen Kolonialregime

1 week 1 day ago
07.10.2024. Die Rolle Deutschlands im Kolonialismus wird seit einigen Jahren kontrovers diskutiert und aufgearbeitet. Ein wichtiger Aspekt der deutschen Kolonialpolitik (1884 – 1919) waren Arbeitsausbeutung und Zwangsarbeit. Die Veranstaltung des FHXB Friedrichshain-Kreuzberg Museums und des Dokumentationszentrums NS-Zwangsarbeit nimmt Überlappungen, Kontinuitäten und Brüche von Zwangsarbeit in verschiedenen kolonialen Herrschaftskontexten in den Blick. Welche Formen der Zwangsarbeit gab es in den Kolonien und wie wurden sie vom deutschen Kolonialregime etabliert? Welche Folgen hatte dies für die kolonialisierte Bevölkerung vor Ort? Welche Rolle spielt das Thema Zwangsarbeit bei der heutigen Aufarbeitung und dem Gedenken an den deutschen Kolonialismus? Diskussion mit Dr. Jonas Kreienbaum, Dr. Michael Rösser Moderation: Dr. Jadwiga Kamola Eine Kooperation des FHXB Friedrichshain-Kreuzberg Museums und des Dokumentationszentrums NS-Zwangsarbeit Veranstalter: FHXB Friedrichshain-Kreuzberg Museum Dokumentationszentrum NS-Zwangsarbeit. Link: https://www.ns-zwangsarbeit.de/veranstaltungen/ .

Geteilte Erinnerung. Deutsche Besatzung in Griechenland

1 week 1 day ago
26.09.2024. In Griechenland und Deutschland wird unterschiedlich an die Kriegsvergangenheit erinnert. Die Podiumsgäste diskutieren über die gespaltene Erinnerung und die Auswirkungen auf die deutsch-griechischen Beziehungen. In Griechenland wird die Erinnerung an die Besatzungszeit, Zwangsarbeit und Holocaust überlagert von der traumatischen Erfahrung des Bürgerkrieges (1946-1949). Erst nach Ende der Militärdiktatur in Griechenland 1974 ändert sich dies allmählich. In Deutschland gab es lange kein Interesse an einer Aufarbeitung der Kriegsverbrechen. Die Debatte um Reparationen für Kriegsschäden belastet bis heute die deutsch-griechischen Beziehungen. Veranstalter: Dokumentationszentrum NS-Zwangsarbeit. Link: https://www.ns-zwangsarbeit.de/veranstaltungen/ .

Präsentationen mit Hilfe von KI erstellen

1 week 1 day ago
07.11.2024. Für Menschen die regelmäßig Präsentationen erstellen, ist Chat GPT & Co. so selbstverständlich geworden, wie das Arbeiten mit PowerPoint. Dieses Seminar geht einen Schritt weiter und zeigt, wie aus KI-Inhalten perfekte, publikumsgerechte Präsentationen entstehen. Veranstalter: bildungsbetrieb.de Klosterstraße 72 D-97236 Randersacker . Link: https://bildungsbetrieb.de/seminare/detail/praesentationen-mit-hilfe-von-ki-erstellen .

Lernen und Unterricht mit KI

1 week 1 day ago
12.09.2024. Dieser Seminartag zeigt und diskutiert Möglichkeiten des Einsatzes von KI im Unterricht. Es handelt sich nicht um eine Softwareschulung, es geht vielmehr um einen Überblick der Möglichkeiten und eine Einordnung in die eigene Arbeit. Natürlich ist es gesund erst auf die Gefahren der KI-Welt zu blicken, das tut das Seminar. Viel stärker soll aber ein optimistischer, tatkräftiger Umgang damit propagiert werden. Das Seminar stellt die Diskussion der Teilnehmenden in den Vordergrund und bietet in einem Workshopteil ein Beispiel eines Unterrichtsprojekts, das rund um KI geplant. Veranstalter: bildungsbetrieb.de Klosterstraße 72 D-97236 Randersacker . Link: https://bildungsbetrieb.de/seminare/detail/lernen-und-unterricht-mit-ki .

Die inklusive Web-Redaktion – Barrierefrei texten

1 week 1 day ago
24.09.2024. Zielgruppe der Veranstaltung sind alle, die planen, Web-Inhalte barrierefrei online zu stellen. Web-Inhalte können dabei sowohl Informationen von Behörden für Bürgerinnen und Bürger sein, Online-Lerninhalte für Schüler und Schülerinnen oder auch Auszubildende, als auch Artikel eines Online-Shops, der ab 2025 nach dem Barrierefreiheitsstärkungsgesetz (BFSG) barrierefrei gestaltet werden muss. Veranstalter: Kompetenzzentrum Barrierefreiheit Volmarstein (KBV). Link: https://kb-esv.de/dates/20240924-eventbrite-webredaktion .

Basiskompetenzen stärken: Leseförderung durch digitale Medien

1 week 2 days ago
19.09.2024. Basiskompetenzen wie Lesen sind für eine erfolgreiche Teilhabe am Unterricht und für gelingende Lernprozesse unverzichtbar. Der Impuls am 19. September 2024 beschäftigt sich mit der Lesekompetenz von Schüler:innen und geht der Frage nach, wie sie durch digitale Medien gestärkt werden kann. Veranstalter: Kompetenzverbund lernen:digital. Link: https://campus.deutsches-schulportal.de/event/516 .

Community Call: Basiskompetenzen stärken - Leseförderung durch digitale Medien

1 week 2 days ago
19.09.2024. Viele Schüler:innen erreichen beim Lesen nicht den international festgelegten Mindeststandard, wie zuletzt auch die IGLU-Studie zeigte. Auch in der medial geprägten Lebenswelt ist der Erwerb von Lesekompetenz für Kinder und Jugendliche eine grundlegende Voraussetzung, um am Leben in einer digitalen Gesellschaft teilzuhaben und diese aktiv mitgestalten zu können. Digitale Medien bieten lernwirksam eingesetzt viel Potenzial, um den Erwerb dieser wichtigen Basiskompetenz zu stärken. Doch wie können Lesekompetenzen von Schüler:innen mithilfe von digitalen Medien gefördert werden? Was ist beim lernwirksamen Einsatz von digitalen Tools zur Leseförderung zu beachten? Welche Kompetenzen benötigen Schüler:innen sowie Lehrkräfte dafür? Über diese und andere Fragen diskutieren Expert*innen beim Community Call des Kompetenzverbunds lernen:digital. Veranstalter: Kompetenzverbund lernen:digital. Link: https://lernen.digital/veranstaltungen/basiskompetenzen-staerken-lesefoerderung-durch-digitale-medien/ .