Frontiers and Advances in Positive Learning in the Age of Information (Plato)

ISBN-13: 9783030265809 / Angielski / Miękka / 2021 / 323 str.

Olga Zlatkin-Troitschanskaia

Spis treści

Contents

 

Olga Zlatkin-Troitschanskaia…

Editorial…

 

Part I: Positive and Negative Learning in Higher Education

 

Howard Gardner and Wendy Fischman

Towards Quality Higher Education: Barriers and Enablers

 

David Berliner

The Role of Modeling for “Seeking Truth” in an Educational Policy Classroom

 

Fritz Oser

Critical Thinking in Social Domains

 

 

Part II: Learning with New Media and Technology

 

Marcus Maurer, Christian Schemer, Olga Zlatkin-Troitschanskaia, and Judith Jitomirski

Positive and Negative Media Effects on University Students’ Learning: Preliminary Findings and a Research Program

 

Vinay Chaudhri

Explicating Logic of Biology to Support Critical Thinking

 

Pascal Klein, Stefan Küchemann, Paul van Kampen, Leanne Doughty, and Jochen Kuhn

Picture Bias in Upper-Division Physics Education

 

Koichi Kise

The Role of Media Conversion for Positive Learning

 

 

Part III: Innovative Analytical Approaches for Modeling of Learning

 

Alexander Mehler and Ramesh Vishvanathan

Towards a Computational Model for Measuring the Complexity of Learning Tasks: A Combined Cognitive and Computational Approach

 

Michael Hoffer, Gabriel Wittum, Babett Lemke, Robert Jabs, and Arne Nägel

Automated Methods for the Comparison of Natural Languages

 

Andy Lücking

Grounding Educational Language: From Situation Modeling to Cognitive Structures

 

Christian Dormann and Christina Guthier

Successful and Positive Learning through Study Crafting: A Self-Control Perspective

 

Mita Banerjee

Literature, Simulation, and the Path towards Deeper Learning

 

Andrej Podolskiy

On the Way of Developing a Holistic Explanatory Model of Positive Learning

 

 

Part IV: Measuring of Intra- and Interindividual Learning – From Neural Correlates to Language Topology

 

Arne Nagels, Svenja Lüll, Lisa Friederich, Benjamin Straube, Michael Grosvald, and Silvia Hansen-Schirra

The Neural Basis of Idea Density During Natural Spoken Language

 

Daniela Czernochowski, John Gamboa, and Shanley E. M. Allen

What Can the Eyes and the Brain Tell Us About Learning? The Role of Information Density in the Comprehension and Retrieval of Complex Concepts

 

Susanne Schmidt, Olga Zlatkin-Troitschanskaia, and William Walstad

IRT Modeling of Decomposed Student Learning Patterns as Positive and Negative Learning in Higher Education Economics

 

Walter Bisang and Patryk Czerwinski

Performance in Knowledge Assessment Tests from the Perspective of Linguistic Typology

 

James Pellegrino

Challenges in the Modeling and Assessment of Complex Constructs: Some Examples from the PLATO Project

 

 

PART V: Perspectives

 

Olga Zlatkin-Troitschanskaia, Alexander Mehler, Walter Bisang & Gabriel Wittum

Positive Learning at Risk – Mapping Information Structures of Learning Sources in Economics and Computer Science (PLATO-i)

 

Richard J. Shavelson

PLATO in Search of Identity

 

O autorze

Olga Zlatkin-Troitschanskaia has been Chair of Business and Economics Education at Johannes Gutenberg University Mainz (JGU), Germany, since 2006. She earned her doctoral degree from Humboldt University of Berlin in 2004 and her postdoctoral qualification in 2006. She has published widely on empirical educational research in vocational and higher education. She has directed numerous externally funded national and international research projects and has been coordinating the national research program ‘Modeling and Measuring Competencies in Higher Education (KoKoHs)’ since 2011. Her research has earned various awards and honors. She is a member of many national and international advisory and editorial boards and serves as an expert consultant to ministries, foundations, and international journals.

Blurb

Research on students’ media use outside of education is just slowly taking off. Influences of information and communication technologies (ICT) on human information processing are widely assumed and particularly effects of dis- and misinformation are a current threat to democracies. Today, higher education competes with a very diverse (online) media landscape and domain-specific content from sources of varying quality, ranging from high-quality videographed lectures by top-level university lecturers, popular-scientific video talks, collaborative wikis, anonymous forum comments or blog posts to YouTube remixes of discipline factoids and unverified twitter feeds. Self-organizing learners need more knowledge, skills, and awareness on how to critically evaluate quality and select trustworthy sources, how to process information, and what cognitive, affective, attitudinal, behavioral, and neurological effects it can have on them in the long term. The PLATO program takes on the ambitious goal of uniting strands of research from various disciplines to address these questions through fundamental analyses of human information processing when learning with the Internet. This innovative interdisciplinary approach includes elements of ICT innovations and risks, learning analytics and large-scale computational modelling aimed to provide us with a better understanding of how to effectively and autonomously acquire reliable knowledge in the Information Age, how to design ICTs, and shape social and human-machine interactions for successful learning. This volume will be of interest to researchers in the fields of educational sciences, educational measurement and applied branches of the involved disciplines, including linguistics, mathematics, media studies, sociology of knowledge, philosophy of mind, business, ethics, and educational technology.