Nachrichten aus der Bildungsforschung
Auszug aus dem Veranstaltungskalender des Deutschen Bildungsservers
- Jahrestagung des Wissenschaftlichen Netzwerks Berufsorientierung (WiN.BO) 2024
- Forum Wissenschaftskommunikation 2024
- Impuls: Feedback-Prompts in der Bildung
- DGPs-Kongress 2024: Menschen │Mitwelt │ Medien
- Open ThOERsday – Die offene Sprechstunde von OERinfo
- Open ThOERsday – Die offene Sprechstunde von OERinfo
- Open ThOERsday – Die offene Sprechstunde von OERinfo
- "Coole" Workshops?! – Wie stricke ich mir passende Workshops für jedes Alter?
- Fachtag der "Aktion zusammen wachsen": Chancen und Potenziale in Zeiten des zunehmenden Fachkräftemangels: Arbeitsmarktintegration von Jugendlichen mit und ohne Migrationsgeschichte
- Code Week Germany
Frühe Bildung
Schule und Lehrerbildung
- Fachtag Europa vor Ort: Mit Jugendarbeit in ein starkes Europa investieren!
- Jahrestagung des Wissenschaftlichen Netzwerks Berufsorientierung (WiN.BO) 2024
- Ausstellung in der Internationalen Jugendbibliothek: Klapperkisten Plapperkasten. Kindergedichte für alle Sinne
- Lange Nacht der Demokratie in Baden-Württemberg 2024
- Impuls: Feedback-Prompts in der Bildung
Erwachsenenbildung
- Jahrestagung des Wissenschaftlichen Netzwerks Berufsorientierung (WiN.BO) 2024
- 12. Dresdner Kita-Symposium - "Balance im Hier und Jetzt in stürmischen Zeiten"
- Lange Nacht der Demokratie in Baden-Württemberg 2024
- Game Days Osnabrück 2024: Fortbildungstag
- "Coole" Workshops?! – Wie stricke ich mir passende Workshops für jedes Alter?
- Fachtag Europa vor Ort: Mit Jugendarbeit in ein starkes Europa investieren!
- JuBi - Die Jugendbildungsmesse in Köln
- JuBi - Die Jugendbildungsmesse in Karlsruhe
- JuBi - Die Jugendbildungsmesse in Bonn
- JuBi - Die Jugendbildungsmesse in Potsdam
- JuBi - Die Jugendbildungsmesse in Hannover
- JuBi - Die Jugendbildungsmesse in Hamburg
- JuBi - Die Jugendbildungsmesse in Frankfurt
- JuBi - Die Jugendbildungsmesse in Bochum
- JuBi - Die Jugendbildungsmesse in Münster
Ausgewählte Zeitschriften aus dem Bereich Educational Technology und Bildungsforschung
- Learning Inside the School, but Outside the Curriculum: An Extreme Case of Interest-Driven Learning in Alternative STEAM Learning Infrastructure for Schools
- The Intertwining of Children’s Interests and Micro-Practices at a Science Museum: Case Study of Three Children
- Reading in Relation: Youth Mentors and Adults Co-Constructing Teaching and Learning in a High School Literacy Classroom
- Predictors of pre-service teachers’ learning engagement in blended teaching
- Decolonizing digital learning: equity through intentional course design
- Impacts of engagement on academic outcomes in technology-enhanced learning
- Teacher motivating styles and undergraduates’ self-regulation of their online learning experience
- Modification and evaluation of an open-source rubric guiding inclusive design
- Temporal-spatial and pedagogical flexibility in distance education
- Teachers’ use of mobile devices in suburban under-resourced secondary schools in Nepal
- Enhancing learners’ sense of belonging in online threaded discussions
- Enhanced learning engagement through teaching presence in online distance education
- Mapping racial justice to online teacher education
- Exploring the impact of technology on foreign language learning: a multivariate meta–meta-analysis study
- A computational thinking course for all preservice K-12 teachers: implementing the four pedagogies for developing computational thinking (4P4CT) framework
- Hierarchical clustering of groups’ collaborative discourses during the computer-supported collaborative concept mapping process
- Do prompts and strategy instruction contribute to pre-service teachers’ peer-feedback on technology-integration?
- Motivation in online course design using self-determination theory: an action research study in a secondary mathematics course
- A proposed methodology for investigating student-chatbot interaction patterns in giving peer feedback
- Understanding how pre-service science teachers design inquiry-based activities in a knowledge integration (KI) based collaborative learning environment: a network analytic approach
- How the relationship between verbal and nonverbal text signals influences second language expository text comprehension: knowledge structure analysis
- Collaborative learning, peer communication, and tool use as design strategies: revising the Informed Design Teaching and Learning Matrix based on instructional practices of secondary design educators
- Instructor presence in instructional videos in higher education: three field experiments in university courses
- Crafting personalized learning paths with AI for lifelong learning: a systematic literature review
- Interest and motivation of disadvantaged students toward online learning during the COVID-19 pandemic in Nepal
- Shaping the future of creative education: the transformative power of VR in art and design learning
- Editorial: Emerging technologies and digitalization in education for sustainable development
- Using games to ignite teens’ civic and social and emotional learning
- Commentary: Generative artificial intelligence empowers educational reform: current status, issues, and prospects
- AI-based avatars are changing the way we learn and teach: benefits and challenges
- Exploring the boundaries of authorship: a comparative analysis of AI-generated text and human academic writing in English literature
- AI and student assessment in human-centered education
- Modeling the relationship of the TPACK framework with cyber wellness, school climate, and digital nativity of basic education teachers
- Fostering university students’ online reading: effects of teacher-led strategy training embedded in a digital literacy course
- Infusing teacher-preparation curriculum with case-based instruction focused on culturally responsive, sustaining pedagogy: comparing instructor-facilitated and instructor-supported approaches
- Improving multiple document comprehension with a lesson about multi-causal explanations in science
- Better self-explaining backwards or forwards? Prompting self-explanation in video-based modelling examples for learning a diagnostic strategy
- An experimental test of the Big-Fish-Little-Pond Effect using an immersive virtual reality classroom
- Are you inspired or overwhelmed? The benefits of teachers setting challenging expectations
- Semiempty collaborative concept mapping in history education: students’ engagement in historical reasoning and coconstruction
- The impact of interpersonal perceptions on the process of dealing with errors while providing and processing peer-feedback on writing
- Effects of short- and long-term prompting in learning journals on strategy use, self-efficacy, and learning outcomes
- Designing to support equity-as-transformation perspectives for multilingual science learners
- Authoring training scenarios “from within” in an immersive environment with the CESTATE framework
- Effectiveness of e-learning platforms for cardiopulmonary resuscitation training by age group: a cluster randomised controlled trial
- Educational chatbot development informed by clinical simulations
- How virtual learning community influences student satisfaction
- Effects of real-time danmaku interaction on student engagement in live video-streaming teaching: analyzing the mediating roles of social, teaching, and cognitive presences
- We need to be cautious about the use of meta-analysis
- Academic stress detection based on multisource data: a systematic review from 2012 to 2024
- Statement of Retraction: Meta-analyses of effects of augmented reality on educational outcomes over a decade Interactive Learning Environments
- Dissemination of agricultural knowledge using a collaborative multidisciplinary co-creation platform: a case study
- Is training important for employee innovative behaviors: mediating role of knowledge sharing and hiding
- Revealing the interplay of cognitive, meta-cognitive, and social processes in university students’ collaborative problem solving: a three-stage analytical framework
- Collaborative Problem-Solving in Knowledge-Rich Domains: A Multi-Study Structural Equation Model
- Knowledge creation through maker practices and the role of teacher and peer support in collaborative invention projects
- Combining Danmaku and Discussion Boards: Toward A Scalable and Sociable Environment for Mass Collaboration in MOOCs
- Editorial notes: on dialogues and sequences
- Learning to notice collaboration: examining the impact of professional development on mathematics teachers’ enhanced awareness in CSCL settings
- Zooming in: The role of nonverbal behavior in sensing the quality of collaborative group engagement
- Reflective assessment using analytics and artifacts for scaffolding knowledge building competencies among undergraduate students
- Dialogues across time and space in a video-based collaborative learning environment
- The perceptions of task cohesion in collaborative learning teams
- Understanding Chinese teachers’ informal online learning continuance in a mobile learning community: an intrinsic–extrinsic motivation perspective
- An examination of preservice classroom teachers’ perceived importance, self-efficacy beliefs, practices, and conceptions related to new literacies: a mixed design study
- ICT efficacy and response to different needs in university classrooms: effects on attitudes and active behaviour towards technology
- Effectiveness of H5P in improving student learning outcomes in an online tertiary education setting
- Non-traditional students’ preferences for learning technologies and impacts on academic self-efficacy
- Modularization for mastery learning in CS1: a 4-year action research study
- Engaged learning during distraction: a case study of successful working moms in distance education
- Adopting distributed pair programming as an effective team learning activity: a systematic review
- Online group projects in higher education: persistent challenges and implications for practice
- Open badges and achievement goal orientation: a study with high-performing student programmers
- Toward epistemic justice in socio-scientific decision-making: How youth make sense of lively COVID-19 and vaccines data
- Tools and materials as non-neutral actors in STEAM education
- Learning and constructions of us and them in teachers’ collaborative groups
- Interdisciplinary learning in the humanities: Knowledge building and identity work
- Curiosity to Question: Tracing productive engagement in an interdisciplinary course-based research experience
- Beyond disciplinary engagement: Researching the ecologies of interdisciplinary learning
- Methodological challenges of research on interdisciplinary learning
- An ecological paradigm of interdisciplinary learning: Implications for design
- Constructing shared understanding of complex interdisciplinary problems: Epistemic games in interdisciplinary teamwork
- Opportunities and hindrances for promoting interdisciplinary learning in schools
- Rebusque and minimal computing in rural Colombia: LibreEscuela, an OER co-creation project
- Time matters: a critical multimodal study of an English learning app for children in China
- Decolonising data in higher education: critical issues and future directions
- Against contextlessness in Learning, Media and Technology
- ‘No, Alexa, no!’: designing child-safe AI and protecting children from the risks of the ‘empathy gap’ in large language models
- ‘Help!? My students created an evil AI’: on the irony of speculative methods and design fiction
- Everyday approaches to platform-mediated personalized learning in secondary schools
- Imagining the future of artificial intelligence in education: a review of social science fiction
- ‘We can’t lose you’: social media and school culture during remote schooling
- Relatability, consumerism, and legitimated advice: mental health talk by female social media influencers
- Accelerated competency-based education in primary care (ACE-PC): a 3-year UC Davis and Kaiser permanente partnership to meet California’s primary care physician workforce needs
- Difference in medical student performance in a standardized patient encounter between telemedicine and in-person environments
- Voices of the accelerated: key themes when considering implementation of an accelerated medical school program
- The positive impact of introducing public engagement as a self-directed learning strategy in undergraduate nervous system education
- Ontological coaching among nursing undergraduates: a pilot randomized controlled (OCEAN) trial
- The relationship between challenge-hindrance stressors and innovative behavior among medical postgraduates in China: the mediation role of academic engagement and the moderating effect of relaxation
- The influencing factors of stigma towards people with mental illness among nursing students: a mixed‐method systematic review
- Four-year longitudinal culinary and lifestyle medicine track for undergraduate medical students: development and implementation
- Self-assessment, and not continuous training, improves basic open suturing skills
- Association between grit and depressive symptoms among medical students, moderated by academic performance
- The evolution of the author—authorship and speculative worldbuilding in Johannes Heldén’s Evolution
- User-centred collecting for emerging formats
- From “screen-as-writing” theory to Internet culturology. A French perspective on digital textualities
- “Moving with the story”: the haptics of reader experience and response to digital comics
- Pasifika arts Aotearoa and Wikipedia
- Wikimedia Australia and first nations metadata: utilising the ATSILIRN protocols to create culturally appropriate description and access
- ‘Real’ Reel Poetry: Examining Co-Digital Motherhood Communities Through Reel Instapoetry
- “Thank god for tags”—fanfiction as a reading paradigm
- Hypertext and its afterlives: Shelley Jackson’s Patchwork Girl and/as undead electronic literature
- Ravi: A formal framework for authoring interactive narratives
- Two Decades of Medical Spanish Education: A Narrative Review
- “I Thought Everyone Was Going to Hate Me for Being Pregnant”: The Enduring Influence of the Ideal Worker Image in GME
- Workplace Causality Orientations Moderate Impostorism and Burnout: New Insights for Wellness Interventions in Graduate Medical Education
- Collective Strategies to Equip Graduating Medical Students from Racial/Ethnic Backgrounds Underrepresented in Medicine to Succeed in Residency
- Teaching Medical Devices through Interactive Innovation: Challenges and Rewards
- Teaching Moral Courage & Rights-Based Leadership in Medicine: A Cross-Disciplinary Exploration
- Are Pre-clerkship Remediation, Grading, and Reporting Practices Equitable in the U.S.? A National Survey
- Opinions and Experiences of Foreign Student Nurses Regarding Patient Care Practices in Türkiye: A Qualitative Study
- Identifying and Exploring the Cognitive Nature of Threshold Concepts in Pharmacology to Improve Medical Students’ Learning
- An Examination of Students’ Perspectives of Medical English Course Quality in Guangdong Medical Universities
- Scripted synergy: elevating EFL writing and creativity through collaborative digital storytelling
- A comparative study of technological pedagogical content knowledge between special education and general education in China
- Unmasking the depoliticisation of ICT in digital competence frameworks for educators: a critical discourse study
- WhatsApp for pedagogy: initiatives, instructional practices and the nature of knowledge in Israel’s secondary education
- Exploring teachers’ behavioural intentions to design artificial intelligence-assisted learning in Chinese K–12 education
- A testing load: a review of cognitive load in computer and paper-based learning and assessment
- Pedagogical approaches of maker educators in a school setting
- Effects of flipped blended learning based on assessment: an action research study in translation technology education
- Pedagogy-based solutions for making effective interactions in e-learning environments: reflections on Hirumi’s three levels of interaction
- Fostering self-directed learning competencies among preservice teachers through reflective practice and technology-mediated collaborative learning