Nachrichten aus der Bildungsforschung
Auszug aus dem Veranstaltungskalender des Deutschen Bildungsservers
- Good jobs, bad jobs or no jobs at all? Was bringt die Arbeitswelt der Zukunft?
- 29th EAN Annual Conference "Challenges and opportunities by the pandemic"
- Call for proposals: IVETA Europe e-conference "TVET Online – A Sign of the Times?"
- 13. BilRess-Netzwerkkonferenz – Ressourcenbildung und Klimaschutz
- Kunstvermittlung im Museum
- Australia Day online
- Online-Infoabend Schulbesuch im Ausland
- Regionalkonferenz Baden-Württemberg: Informelle Kompetenzen erkennen und gemeinsam fördern
- Informationsveranstaltungen zur Akkreditierung für Erasmus in der Erwachsenenbildung ab 2021
- European Research & Innovation Days 2020
Ausgewählte Zeitschriften aus dem Bereich Educational Technology und Bildungsforschung
- Undergraduate Engineering Students’ Types and Quality of Knowledge Used in Synthetic Modeling
- When Learning as Movement meets Learning on the Move
- Learning on the Move Toward Just, Sustainable, and Culturally Thriving Futures
- Practitioners’ Noticing and Know-How in Multi-Activity Practice of Patient Care And Teaching and Learning
- Ambulatory Sequences: Ecologies of Learning by Attending and Observing on the Move
- Why Learning on the Move: Intersecting Research Pathways for Mobility, Learning and Teaching
- Resuscitating (and Refusing) Cartesian Representations of Daily Life: When Mobile and Grid Epistemologies of the City Meet
- Using Sense-Making Moments to Understand How Elementary Teachers’ Interactions Expand, Maintain, or Shut Down Sense-making in Science
- Student-Led Organizing for Sustainability in Business
- Alternative lifeworlds on the Internet: Habermas and democratic distance education
- Cross-cultural online encounters with peers from different countries
- Developing lifelong learning with heutagogy: contexts, critiques, and challenges
- A critical reconceptualization of faculty readiness for online teaching
- Anti-oppressive pedagogies in online learning: a critical review
- Distance education across critical theoretical landscapes: touchstones for quality research and teaching
- Open educational practices (OEP) in the design of digital competence assessment
- Critical Questions for Open Educational Practices
- Openness reexamined: teachers’ practices with open educational resources in online language teaching
- Open educational practices of MOOC designers: embodiment and epistemic location
- Towards fine-grained reading dashboards for online course revision
- Correction to: The effects of a web-based learning environment on student motivation in a high school earth science course
- Preface: Reflections on the waves of emerging learning technologies
- The research we have is not the research we need
- A synthesis of systematic review research on emerging learning environments and technologies
- The influence of university students’ learning beliefs on their intentions to use mobile technologies in learning: a study in China and Spain
- The impact of gamification in educational settings on student learning outcomes: a meta-analysis
- Leveraging interest-driven embodied practices to build quantitative literacies: A case study using motion and audio capture from dance
- Towards an ecological-dynamics design framework for embodied-interaction conceptual learning: the case of dynamic mathematics environments
- Anonymous versus public student feedback systems: metacognition and achievement with graduate learners
- Assistance that fades in improves learning better than assistance that fades out
- Is drawing after learning effective for metacognitive monitoring only when supported by spatial scaffolds?
- Mine the process: investigating the cyclical nature of upper primary school students’ self-regulated learning
- Teacher and student enactments of a transdisciplinary art-science-computing unit
- The effect of grade framing on task engagement, task completion, and anticipated regret
- Exploring problem conceptualization and performance in STEM problem solving contexts
- Split up, but stay together: Collaboration and cooperation in mathematical problem solving
- Comparing first- and third-person perspectives in early elementary learning of honeybee systems
- A framework for exploring small group learning in high school science classrooms: The triple problem solving space
- Situational interest helps correct misconceptions: An investigation of conceptual change in university students
- Learning behavior mining and decision recommendation based on association rules in interactive learning environment
- Designing situated learning experiences for smart cities: the Inf@nziaDigiTales3.6 experience
- Habit and social influence as determinants of PowerPoint use in higher education: A study from a technology acceptance approach
- Systematic literature review of Semantic Web for distance learning
- Public perceptions towards MOOCs on social media: an alternative perspective to understand personal learning experiences of MOOCs
- Evidence-based evaluation of a serious game to increase bullying awareness
- Social and cognitive dimensions of collaboration in informal learning spaces: Malaysian social science students’ perspectives
- Use of fitness trackers in a blended learning model to personalize fitness running lessons
- Novices’ instructional design problem-solving processes: Second Life as a problem-based learning environment
- Worked example or scripting? Fostering students’ online argumentative peer feedback, essay writing and learning
- Finding a place for equity in CSCL: ambitious learning practices as a lever for sustained educational change
- Does collaborative learning design align with enactment? An innovative method of evaluating the alignment in the CSCL context
- Advocating for group interaction in the age of COVID-19
- Capturing the participation and social dimensions of computer-supported collaborative learning through social network analysis: which method and measures matter?
- Talking about group (but not individual) process aids group performance
- Regulating self-organized collaborative learning: the importance of homogeneous problem perception, immediacy and intensity of strategy use
- Models to provide guidance in flipped classes using online activity
- Virtual interactive consulting agent to support freshman students in transition to higher education
- Managing in-lecture media use: the feasibility and value of a split-class policy
- Factors affecting student dropout in MOOCs: a cause and effect decision‐making model
- What can completion time of quizzes tell us about students’ motivations and learning strategies?
- What do participants think of today’s MOOCs: an updated look at the benefits and challenges of MOOCs designed for working professionals
- The acceptance of a personal learning environment based on Google apps: the role of subjective norms and social image
- Preservice teachers’ Web 2.0 experiences and perceptions on Web 2.0 as a personal learning environment
- Using digital badges as goal-setting facilitators: a multiple case study
- How lecturers neutralize resistance to the implementation of learning management systems in higher education
- Silent students and the patterns of their participation in classroom talk
- Efficacy of video-based teacher professional development for increasing classroom discourse and student learning
- Assessing the black box of feedback neglect in a digital educational game for elementary school
- Conjecture mapping to support vocationally educated adult learners in open-ended tasks
- “Run it through me:” Positioning, power, and learning on a high school robotics team
- The identity-frame model: A framework to describe situated identity negotiation for adolescent youth participating in an informal engineering education program
- Shifting Education Reform towards Anti-Racist and Intersectional Visions of Justice: A Study of Pedagogies of Organizing by a Teacher of Color
- Redefining entrepreneurialism in the maker movement: A critical youth approach
- When discussions sputter or take flight: Comparing productive disciplinary engagement in two history classes
- Historical threads, missing links, and future directions in AI in education
- AI in education: learner choice and fundamental rights
- The can-do girl goes to coding camp: a discourse analysis of news reports on coding initiatives designed for girls
- Navigating four billion videos: teacher search strategies and the YouTube algorithm
- Leveraging technology: how Black girls enact critical digital literacies for social change
- Deconstructing EdTech frameworks based on their creators, features, and usefulness
- Pandemic politics, pedagogies and practices: digital technologies and distance education during the coronavirus emergency
- Negotiated, contested and political: the disruptive Third Spaces of youth media production
- Afrofuturism as critical constructionist design: building futures from the past and present
- Artificial intelligence and education in China
- Effects of an online sharing and feedback programme on preservice teachers’ practical knowledge, learning preferences and satisfaction
- Does it have to be easy, useful, or do we need something else? STEM teachers’ attitudes towards mobile device use in teaching
- Exploring pre-service teachers’ justifications for one-to-one technology use in schools: implications for initial teacher education
- The impact of teaching in a one-to-one computing classroom on teachers’ work outside the classroom
- Connecting digital elements with physical learning contexts: an educational escape-the-room game for supporting learning in young children
- Posting messages and acquiring knowledge in collaborative online tasks
- The effect of using augmented reality and sensing technology to teach magnetism in high school physics
- Rethinking the use of Multi-User Virtual Environments in education
- Reflection for action: designing tools to support teacher reflection on everyday evidence
- ETAS: an instrument for measuring attitudes towards learning English with technology