Nachrichten aus der Bildungsforschung
Auszug aus dem Veranstaltungskalender des Deutschen Bildungsservers
- CfP: Wissenschaft trifft Praxis - Designbasierte Forschung in der beruflichen Bildung
- EULE-Projekt Abschlussveranstaltung
- “Starter-Kit” für Frauen- und Gleichstellungsbeauftragte 2020 I
- Seitenstark Branchen- und Vernetzungstreffen 2020 "Netzkinder - Kindernetz"
- Arbeitstagung der „Konferenz der Einrichtungen für Frauen- und Geschlechterstudien im deutschsprachigen Raum (KEG)“
- Survey Lifecycle Operators Workshop (SLOW)
- Deutscher Präventionstag 2020: Smart Prevention - Prävention in der digitalen Welt
- GEW-Fachtag "Demokratiebildung in der Kindertagesbetreuung"
- Kommunal klug
- Aktuelle Entwicklungen im Feld Fachberatung für Kindertagesbetreuung – Standortbestimmung und Neujustierung
Ausgewählte Zeitschriften aus dem Bereich Educational Technology und Bildungsforschung
- The Use of Epistemic Tools to Facilitate Epistemic Cognition & Metacognition in Developing Scientific Explanation
- Assembling a Torus: Family Mobilities in an Immersive Mathematics Exhibition
- Here-and-Then: Learning by Making Places with Digital Spatial Story Lines
- “I’ve Always Been Scared That Someday I’m Going to Sell Out”: Exploring the relationship between Political Identity and Learning in Computer Science Education
- When Linguistic Elements Contribute to Conceptual Dynamics: The Case of Chinese Students’ Pre-instructional Ideas About the Earth
- Reframing the Responsiveness Challenge: A Framing-Anchored Explanatory Framework to Account for Irregularity in Novice Teachers’ Attention and Responsiveness to Student Thinking
- “That’s Obviously Really Insensitive:” Attuning to Marginalization in a Parent-Teacher Encounter
- Designing Material Tools to Mediate Disciplinary Engagement in Environmental Science
- “That’s Obviously Really Insensitive:” Attuning to Marginalization in a Parent-Teacher Encounter
- Designing Material Tools to Mediate Disciplinary Engagement in Environmental Science
- The MOOC is dead—long live MOOC 2.0!
- EduZinc: a tool for the creation and assessment of student learning activities in complex open, online, and flexible learning environments
- Educators’ perspectives on transmedia identity management: redefining tele-teacher presence
- Time management matters: online faculty perceptions of helpfulness of time management strategies
- MOOC instructor motivation and career development
- Going over the cliff: MOOC dropout behavior at chapter transition
- Online learning performance and satisfaction: do perceptions and readiness matter?
- Connecting online students to their higher learning institution
- MOOCs and open education in the Global South: Challenges, successes, and opportunities
- Promoting computational thinking of both sciences- and humanities-oriented students: an instructional and motivational design perspective
- From digital literacy to digital competence: the teacher digital competency (TDC) framework
- Expansive framing as pragmatic theory for online and hybrid instructional design
- Why does technology integration fail? Teacher beliefs and content developer assumptions in an Indian initiative
- Examining the hard, peer, and teacher scaffolding framework in inquiry-based technology-enhanced learning environments: impact on academic achievement and group performance
- Identifying patterns in students’ scientific argumentation: content analysis through text mining using Latent Dirichlet Allocation
- Understanding students’ game experiences throughout the developmental process of the number navigation game
- Paraphrasing refutation text and knowledge form: examples from repairing relational database design misconceptions
- Effects of lecture video styles on engagement and learning
- Technology infusion in K-12 classrooms: a retrospective look at three decades of challenges and advancements in research and practice
- 2019 Index IEEE Transactions on Learning Technologies Vol. 12
- WepSIM: An Online Interactive Educational Simulator Integrating Microdesign, Microprogramming, and Assembly Language Programming
- Virtual Reality Based Joint Attention Task Platform for Children With Autism
- Validation of a Cyberbullying Serious Game Using Game Analytics
- Multilevel Learner Modeling in Training Environments for Complex Decision Making
- Modeling Engagement in Self-Directed Learning Systems Using Principal Component Analysis
- Measuring Effects of Technology-Enabled Mirroring Scaffolds on Self-Regulated Learning
- Learning From Worked Examples, Erroneous Examples, and Problem Solving: Toward Adaptive Selection of Learning Activities
- Knowledge Tracing to Model Learning in Online Citizen Science Projects
- Interpretable Engagement Models for MOOCs Using Hinge-Loss Markov Random Fields
- Learning paths in synthesis writing: Which learning path contributes most to which learning outcome?
- Examining the instructor-student collaborative partnership in an online learning community course
- Combining verbal and visual cueing: Fostering learning pictorial content by coordinating verbal explanations with different types of visual cueing
- Unraveling the implicit challenges in fostering independence: Supervision of Chinese doctoral students at Dutch universities
- The effect of contrasting cases during problem solving prior to and after instruction
- Constructing a model of engagement in scientific inquiry: investigating relationships between inquiry-related curiosity, dimensions of engagement, and inquiry abilities
- Understanding instructional design effects by differentiated measurement of intrinsic, extraneous, and germane cognitive load
- This is easy, you can do it! Feedback during mathematics problem solving is more beneficial when students expect to succeed
- The effect of team learning behaviours and team mental models on teacher team performance
- DynamiQue – a technical intervention to augment static textbook with dynamic Q&A
- Predicting completion of massive open online course (MOOC) assignments from video viewing behavior
- Blending learning as an approach in teaching sustainability
- Using mastery learning theory to develop task-centered hands-on STEM learning of Arduino-based educational robotics: psychomotor performance and perception by a convergent parallel mixed method
- Designing and validating educational standards for E-teaching in virtual learning environments (VLEs), based on revised Bloom’s taxonomy
- Effects of experiencing authentic contexts on English speaking performances, anxiety and motivation of EFL students with different cognitive styles
- Understanding the effectiveness of the PBL method in different regional contexts: the case of Colombia
- The effect of online vs. blended learning in developing English language skills by nursing student: an experimental study
- Mining classroom observation data for understanding teacher's teaching modes
- Enhancing EFL students’ intracultural learning through virtual reality
- Web gamification with problem simulators for teaching engineering
- Special issue on the current trends in E-learning Assessment
- Reviewing and exploring innovative ubiquitous learning tools in higher education
- A supervised learning framework: using assessment to identify students at risk of dropping out of a MOOC
- Blockchain-based approach to create a model of trust in open and ubiquitous higher education
- E-learning assessment for tourism education LISREL assisted intercultural tourism perception and data integrated satisfaction perspectives
- Process mining for self-regulated learning assessment in e-learning
- Effects of user perceptions of SAP ERP system on user learning and skills
- Assessing prior knowledge of statistics in students attending an online university
- Psychological impact of e-learning on social network sites: online students’ attitudes and their satisfaction with life
- Correction
- Learning that Physics is ‘Not for Me’: Pedagogic Work and the Cultivation of Habitus among Advanced Level Physics Students
- Learning that Physics is ‘Not for Me’: Pedagogic Work and the Cultivation of Habitus among Advanced Level Physics Students
- Embodied Pathways and Ethical Trails: Studying Learning in and through Relational Histories
- Embodied Pathways and Ethical Trails: Studying Learning in and through Relational Histories
- At Home With Data: Family Engagements With Data Involved in Type 1 Diabetes Management
- Examining Spontaneous Perspective Taking and Fluid Self-to-Data Relationships in Informal Open-Ended Data Exploration
- Educating Data Scientists and Data Literate Citizens for a New Generation of Data
- Learning to Reason with Data: How Did We Get Here and What Do We Know?
- Situating Data Science: Exploring How Relationships to Data Shape Learning
- Edtech disruption logic and policy work: the case of an Israeli edtech unit
- Investigating digital doings through breakdowns: a sociomaterial ethnography of a Bring Your Own Device school
- Designing and assessing digital games in a classroom: an emerging culture of critique
- The racializing forces of/in AI educational technologies
- Metaphors we’re colonised by? The case of data-driven educational technologies in Brazil
- Moving beyond the predictable failure of Ed-Tech initiatives
- Can we avoid digital structural violence in future learning systems?
- Students and society in the 2020s. Three future ‘histories’ of education and technology
- Machine behaviourism: future visions of ‘learnification’ and ‘datafication’ across humans and digital technologies
- What might the school of 2030 be like? An exercise in social science fiction
- Digitally recorded assessment feedback in a secondary school context: student engagement, perception and impact
- Virtual, augmented and mixed reality in K–12 education: a review of the literature
- Kahoot! Using a game-based approach to blended learning to support effective learning environments and student engagement in traditional lecture theatres
- Communities, networks and ICT professional development across schools in close physical proximity
- Reducing students’ ‘absent presenteeism’ and mobile misbehaviour in class: an empirical study of teacher perspectives and practices
- Developing pre-service teachers’ technological, pedagogical and content knowledge through the creation of digital storybooks for use in early years classrooms
- The role of academic management in implementing technology-enhanced learning in higher education
- Video for teaching: classroom use, instructor self-production and teachers’ preferences in presentation format
- Supporting and representing Learning Design with digital tools: in between guidance and flexibility
- Supporting and representing Learning Design with digital tools: in between guidance and flexibility