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Dec. 11, 2024

Vortrag "Lernen und Lehren 2.0: Mit digitalen Tools erfolgreich durchstarten" bei der Medienwoche in Landsberg am Lech

Julia Hornstein und Christina Wekerle haben am Dienstag, den 19. November einem interessierten Publikum Einblicke in die erfolgreiche Nutzung von digitalen Tools (z.B. ChatGPT oder Lernapps) ermöglicht. In einem interaktiven Format konnte das Publikum das vorgestellte pädagogisch-psychologische Modell (ICAP) direkt auf ihre Nutzungsentscheidungen anwenden. 

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Dec. 3, 2024

How Do Learners' Goals Influence Their Acceptance and Use of a Peer Feedback Tool? New article published in "Computers in Human Behavior Reports"!

Peer feedback tools hold great potential for fostering learners' knowledge acquisition. However, there has been little research on how learners' goals impact their acceptance and use of such tools, and how these factors relate to their performance.
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Artikel Özbek et al.
Nov. 21, 2024

KodiLL project has been extended!

We are happy to announce that the university-wide project “Strengthening competence development through authentic, digital and feedback-based teaching and learning scenarios” (KodiLL), funded by the Foundation for Innovation in Higher Education (Stiftung Innovation in der Hochschullehre), will continue to be funded until the end of 2025.
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kodill logo
Nov. 20, 2024

New team member!

Welcome to the chair, Sophia Just!

 


We are very pleased to welcome Sophia Just as a new member of staff at our chair! In the future, Sophia will be strengthening the team of the project "Evidence-oriented thinking and action of teacher trainees and teachers" (EviDenk), which is funded by the German Research Foundation.
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Sophia Just
Nov. 18, 2024

Information events on the Master's program Research on Learning and Instruction

Find out more about the Master's degree program Research on Learning and Instruction: An Interdisciplinary Program! Information on dates and access to the information events, about the degree program and on how to apply can be found on the program website:

 

https://www.uni-augsburg.de/en/fakultaet/philsoz/studiengange-philsoz/rli/
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flyer
Sept. 13, 2024

New Article Published: How Do Different Goals Affect Students’ Perceptions of Collaboration? Results of an Epistemic Network Analysis Study

Computer-supported collaborative learning offers a great potential for enhancing students' knowledge acquisition. According to Fischer and colleagues' (2013) "Script Theory of Guidance," students' goals represent an important influence on their perceptions of collaboration, which in turn affects their actions within collaborative learning situations. However, there is currently little research that examines the impact of goal-related prompts in computer-supported collaborative learning processes.
 

Tugce Özbek, Martin Greisel, Christina Wekerle, Andreas Gegenfurtner, and Ingo Kollar conducted an empirical study to investigate how different goal-related prompts affect students' perceptions of collaboration and their knowledge acquisition. The article was published in the special issue "Digital Collaborative Learning in General, Higher, and Business Education" of the journal "Frontiers in Psychology" and can be accessed via the following link: https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2024.1410152/full

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Artikel Özbek et al.
June 25, 2024

Outstanding Short Paper Award at the 17th International Conference on Computer-Supported Collaborative Learning for Julia Hornstein!

Great honor for Julia Hornstein: At the 17th International

Conference on Computer-Supported Collaborative Learning in Buffalo

(USA), she received the Outstanding Short Paper Award for her paper

"Supporting pre-service teachers' evidence-informed reasoning through

peer feedback: Effects of feedback provision and feedback integration

scaffolds" (co-authors: Martin Greisel & Ingo Kollar). Congratulations!
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isls preis
May 29, 2024

Digital zu besserer Hochschullehre

Digitalisierung nutzen, um die Lehre an Hochschulen zu verbessern: Dafür hat ein interdisziplinäres Team aus Forschenden und Lehrenden eine Reihe technologischer Innovationen entwickelt. Diese helfen den Studierenden, in ihrem jeweiligen Fach zentrale Kompetenzen zu erwerben – anhand videobasierter Fallbeispiele, durch strukturierte Gruppenarbeit, nützliches Feedback sowie den Einsatz von Künstlicher Intelligenz.

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Ein lilaner und grüner Pfeil zeigen in entgegengesetzte Richtungen, dahinter sieht man verschwommen ein Tablet.
July 10, 2023

New Team Member

A warm welcome to Benjamin Kücherer!

 

We are pleased to announce that Ben Kücherer has recently joined our team! Ben will be focusing on strengthening the project "Fostering competence development through digital, authentic and feedback-based learning scenarios" which is funded by the Stiftung Innovation in der Hochschullehre.

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benkuch
July 10, 2023

New team member

Since October 1st, our team has grown: Julia Hornstein has started working in the KodiLL project. Her research focuses on the instructional design of peer feedback scenarios. We are looking forward to working with Julia in the next years!

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Julia Hornstein_bunt
July 7, 2023

Wissenschaft und Nebenjob vereinen?!

Wir suchen ab 01.10.2023 wissenschaftsinteressierte Studierende (idealerweise Psychologie, Erziehungswissenschaften, Sozialwissenschaften, Lehramt, o.ä.), die sich idealerweise noch relativ am Anfang ihres Studiums befinden und uns bei unseren Forschungsprojekten und in der Lehre langfristig unterstützen wollen (z.B. 40h im Monat).

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Straßenbahnhaltestelle Universität
Nov. 24, 2022

Neuer Artikel: Förderung evidenzbasierten Wissens bei Lehramtsstudierenden – Digitale Medien als Chance zum Umgang mit Diversität

Digitale Medien können einen positiven Beitrag zum Umgang mit Diversität im Unterricht leisten. Eine wesentliche Rolle, um diese gewinnbringend einzusetzen, spielt dabei das mediendidaktische Wissen von Lehramtsstudierenden. Denn nur wenn die Entscheidung für den Einsatz digitaler Medien evidenzbasiert erfolgt und eine Verknüpfung von fachlichem, technologischem und pädagogischem Wissen gegeben ist, profitieren Lernende bestmöglich von den neuen Technologien.

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