Bildung-Alt-Entfernen BldgAltEntf E004: Auch der stille Ort kann ein #dritterOrt sein
Jun 12, 2018
02:07:50
Die Folge haben wir am 12.06.2018 aufgenommen.
Intro & Feedback
A und O waren im Kino (natürlich beide jeweils für sich, denn es liegen immer noch gut 1.800 km zwischen Lübeck und Tromsø) und können Deadpool 2 sehr empfehlen. Wer den noch nicht gesehen hat, sollte das tun und wird dann auch verstehen, an welche Szene das Intro dieser Episode erinnern soll. (Danke auch an Kai für den akustischen Gastauftritt)
Es gab wieder nettes und konstruktives Feedback: Danke! An der Tonqualität arbeiten wir beständig weiter.
News+Alt+Entf
News+O
- O hatte Besuch und war mit ihm in der norwegischen Natur (eine Kommilitonin von der großartigen Mai Thi Nguyen-Kim). Was in der Episode ungeklärt blieb, aber A nachträglich noch recherchiert hat: Die intensive blaue Farbe des Blåvatnet ist laut dieser Seite auf die vielen Schlickpartikel zurückzuführen, die mit dem Schmelzwasser des Lenangsgletschers in den See gelangen.
- In Tromsø ist es weiterhin „etwas frisch“, es hat sogar noch einmal kurz geschneit. Im Juni.
- Joubel hat es pünktlich geschafft, H5P für die DSGVO zu pimpen. Darüber hat O sich sehr gefreut, denn es gab Kekse und Eis. Fast wie damals
in Lübeck. Man kann das alles hier für die Plattform und hier für die PlugIns nachlesen. - Zusammen mit A war er zu Gast im efiTalk, veranstaltet von Herbert Schmidt. Thema war H5P
News+A
- A hat den VideoMOOC für Schülerinnen und Schüler „betreut“. Das ist schön mit anzusehen, aber die Jugend von heute löst viel zu viele ihrer Probleme einfach selbst.
- Auch A hat ihren eigenen Blog soweit DSGVO-konform umgebastelt (glaubt sie). Sie hatte noch ein paar Blogs auf wordpress.com gehostet, die hat sie erst einmal auf privat gesetzt.
- A war in Leipzig und in Hattingen, um dort an den jeweiligen OERCamps teilzunehmen (also Ost und West). Sie hat dort jeweils einen H5p-Workshop gegeben, in Leipzig zudem eine Session zur Einführung in Twitter angeboten. Mit einem eher kritischen Tweet hatte sie sich spontan dafür qualifiziert, in einer der nächsten Episoden des zugehOERt-Podcasts aufzutreten (das dauert vermutlich auch noch). Durch die Session von Nele Hirsch hat sie zudem von der Webseite https://www.dritte-orte.de/ erfahren und findet die Diskussion zu Lern- und Begegnungsorten „woanders“ sehr spannend und verfolgenswert (und es hat überhaupt nichts mit der PS2 zu tun).
- Sie hat für ein Laserprojekt erstmalig und endlich mit ihren Rasberry Pis gebastelt und ist sehr begeistert. Wenn sie es schafft und ein Tutorial(video) verfasst, dann wird dieser Text hier zu einem Link dazu noch ausgetauscht.
- Zur Unterhaltung kann sie Tino Bomelino empfehlen. Der ist live sehr lustig, aber anders als von A und O vermutet, war er doch noch nicht bei Talk ohne Gast nicht zu Gast.
Paper+Alt+Entf
Paper+O: „Einfacher gesehen als getan“
Kardas, Michael; O’Brien, Ed
Easier Seen Than Done: Merely Watching Others Perform Can Foster an Illusion of Skill Acquisition Artikel
In: Psychological Science, Bd. 29, Nr. 4, S. 521-536, 2018.
@article{Kardas2018,
title = {Easier Seen Than Done: Merely Watching Others Perform Can Foster an Illusion of Skill Acquisition},
author = {Michael Kardas and Ed O’Brien},
url = { https://doi.org/10.1177/0956797617740646},
doi = {10.1177/0956797617740646},
year = {2018},
date = {2018-02-16},
journal = {Psychological Science},
volume = {29},
number = {4},
pages = {521-536},
abstract = {Modern technologies such as YouTube afford unprecedented access to the skilled performances of other people. Six experiments (N = 2,225) reveal that repeatedly watching others can foster an illusion of skill acquisition. The more people merely watch others perform (without actually practicing themselves), the more they nonetheless believe they could perform the skill, too (Experiment 1). However, people’s actual abilities—from throwing darts and doing the moonwalk to playing an online game—do not improve after merely watching others, despite predictions to the contrary (Experiments 2–4). What do viewers see that makes them think they are learning? We found that extensive viewing allows people to track what steps to take (Experiment 5) but not how those steps feel when taking them. Accordingly, experiencing a “taste” of performing attenuates the illusion: Watching others juggle but then holding the pins oneself tempers perceived change in one’s own ability (Experiment 6). These findings highlight unforeseen problems for self-assessment when watching other people.},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
Modern technologies such as YouTube afford unprecedented access to the skilled performances of other people. Six experiments (N = 2,225) reveal that repeatedly watching others can foster an illusion of skill acquisition. The more people merely watch others perform (without actually practicing themselves), the more they nonetheless believe they could perform the skill, too (Experiment 1). However, people’s actual abilities—from throwing darts and doing the moonwalk to playing an online game—do not improve after merely watching others, despite predictions to the contrary (Experiments 2–4). What do viewers see that makes them think they are learning? We found that extensive viewing allows people to track what steps to take (Experiment 5) but not how those steps feel when taking them. Accordingly, experiencing a “taste” of performing attenuates the illusion: Watching others juggle but then holding the pins oneself tempers perceived change in one’s own ability (Experiment 6). These findings highlight unforeseen problems for self-assessment when watching other people.
Im Paper wird festgehalten, dass wiederholtes Sehen von Videos über praktische Fertigkeiten zu einer Kompetenzillusion bei denen führen kann, die sich die Videos anschauen. Sie würden glauben, sie könnten die Fertigkeiten selbst gut ausführen, allerdings ist dem nicht so.
Der wesentliche Effekt ist eine Überschätzung, da (vermutlich) das Gesehene beim x-ten Wiederholen antizipiert wird, die Sehenden wissen, was kommt, und daher den Eindruck haben, das wäre einfach.
Paper+A: „Wiederholen hilft gegen das Vergessen. Wiederholen hilft gegen das Vergessen“
MacLeod, Sydney; Reynolds, Michael G.; Lehmann, Hugo
The mitigating effect of repeated memory reactivations on forgetting Artikel
In: npj Science of Learning, Bd. 9, Nr. 3, 2018, ISSN: 2056-7936.
@article{MacLeod2018,
title = {The mitigating effect of repeated memory reactivations on forgetting},
author = {Sydney MacLeod and Michael G. Reynolds and Hugo Lehmann},
url = {https://doi.org/10.1038/s41539-018-0025-x},
doi = {10.1038/s41539-018-0025-x},
issn = {2056-7936},
year = {2018},
date = {2018-04-24},
urldate = {2018-06-12},
journal = {npj Science of Learning},
volume = {9},
number = {3},
abstract = {Memory reactivation is a process whereby cueing or recalling a long-term memory makes it enter a new active and labile state. Substantial evidence suggests that during this state the memory can be updated (e.g., adding information) and can become more vulnerable to disruption (e.g., brain insult). Memory reactivations can also prevent memory decay or forgetting. However, it is unclear whether cueing recall of a feature or component of the memory can benefit retention similarly to promoting recall of the entire memory. We examined this possibility by having participants view a series of neutral images and then randomly assigning them to one of four reactivation groups: control (no reactivation), distractor (reactivation of experimental procedures), component (image category reactivation), and descriptive (effortful description of the images). The experiment also included three retention intervals: 1 h, 9 days, and 28 days. Importantly, the participants received three reactivations equally spaced within their respective retention interval. At the end of the interval, all the participants were given an in-lab free-recall test in which they were asked to write down each image they remembered with as many details as possible. The data revealed that both the participants in the descriptive reactivation and component reactivation groups remembered significantly more than the participants in the control groups, with the effect being most pronounced in the 28-day retention interval condition. These findings suggest that memory reactivation, even component reactivation of a memory, makes memories more resistant to decay.},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
Memory reactivation is a process whereby cueing or recalling a long-term memory makes it enter a new active and labile state. Substantial evidence suggests that during this state the memory can be updated (e.g., adding information) and can become more vulnerable to disruption (e.g., brain insult). Memory reactivations can also prevent memory decay or forgetting. However, it is unclear whether cueing recall of a feature or component of the memory can benefit retention similarly to promoting recall of the entire memory. We examined this possibility by having participants view a series of neutral images and then randomly assigning them to one of four reactivation groups: control (no reactivation), distractor (reactivation of experimental procedures), component (image category reactivation), and descriptive (effortful description of the images). The experiment also included three retention intervals: 1 h, 9 days, and 28 days. Importantly, the participants received three reactivations equally spaced within their respective retention interval. At the end of the interval, all the participants were given an in-lab free-recall test in which they were asked to write down each image they remembered with as many details as possible. The data revealed that both the participants in the descriptive reactivation and component reactivation groups remembered significantly more than the participants in the control groups, with the effect being most pronounced in the 28-day retention interval condition. These findings suggest that memory reactivation, even component reactivation of a memory, makes memories more resistant to decay.
Je mehr Zeit vergeht, desto mehr vergisst man, was man sich zuvor eingeprägt hat. Durch Wiederholung kann man das Vergessen verringern. Wenn man nicht relevante Dinge wiederholt oder gar nicht wiederholt, dann vergisst man mehr, als würde man den Lerngegenstand selbst wiederholen oder auch bestimmte Eigenschaften und Details davon. In dem Paper werden die Experimente, die zur Untersuchung dieses Sachverhalts durchgeführt werden, sehr genau beschrieben und die Ergebnisse gegenübergestellt.
OER+Alt+Entf: Lücken(haftes)-Lernen?
Der H5P-Kurs von Nele Hirsch ist auf oncampus.de umgezogen (A freut sich darüber sehr). Als Nele das auf Twitter verkündet hatte, startete darauf hin eine Diskussion um Sinn und Unsinn von Multiple Choice und Lückentexten. O (und auch A) sind sich einig, dass diese Aufgabenformen nicht der heißeste Scheiß sind (das sind sie nicht), aber die pauschale Verteufelung dieser Aufgabentypen finden sie mindestens ebenso fraglich.
O hat dafür nicht nur Argumente, sondern auch einige Studien zusammengetragen (eher zur Unterstreichung, weder vollständig noch allumfassend):
MacLeod, Sydney; Reynolds, Michael G.; Lehmann, Hugo
The mitigating effect of repeated memory reactivations on forgetting Artikel
In: npj Science of Learning, Bd. 9, Nr. 3, 2018, ISSN: 2056-7936.
@article{MacLeod2018,
title = {The mitigating effect of repeated memory reactivations on forgetting},
author = {Sydney MacLeod and Michael G. Reynolds and Hugo Lehmann},
url = {https://doi.org/10.1038/s41539-018-0025-x},
doi = {10.1038/s41539-018-0025-x},
issn = {2056-7936},
year = {2018},
date = {2018-04-24},
urldate = {2018-06-12},
journal = {npj Science of Learning},
volume = {9},
number = {3},
abstract = {Memory reactivation is a process whereby cueing or recalling a long-term memory makes it enter a new active and labile state. Substantial evidence suggests that during this state the memory can be updated (e.g., adding information) and can become more vulnerable to disruption (e.g., brain insult). Memory reactivations can also prevent memory decay or forgetting. However, it is unclear whether cueing recall of a feature or component of the memory can benefit retention similarly to promoting recall of the entire memory. We examined this possibility by having participants view a series of neutral images and then randomly assigning them to one of four reactivation groups: control (no reactivation), distractor (reactivation of experimental procedures), component (image category reactivation), and descriptive (effortful description of the images). The experiment also included three retention intervals: 1 h, 9 days, and 28 days. Importantly, the participants received three reactivations equally spaced within their respective retention interval. At the end of the interval, all the participants were given an in-lab free-recall test in which they were asked to write down each image they remembered with as many details as possible. The data revealed that both the participants in the descriptive reactivation and component reactivation groups remembered significantly more than the participants in the control groups, with the effect being most pronounced in the 28-day retention interval condition. These findings suggest that memory reactivation, even component reactivation of a memory, makes memories more resistant to decay.},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
Memory reactivation is a process whereby cueing or recalling a long-term memory makes it enter a new active and labile state. Substantial evidence suggests that during this state the memory can be updated (e.g., adding information) and can become more vulnerable to disruption (e.g., brain insult). Memory reactivations can also prevent memory decay or forgetting. However, it is unclear whether cueing recall of a feature or component of the memory can benefit retention similarly to promoting recall of the entire memory. We examined this possibility by having participants view a series of neutral images and then randomly assigning them to one of four reactivation groups: control (no reactivation), distractor (reactivation of experimental procedures), component (image category reactivation), and descriptive (effortful description of the images). The experiment also included three retention intervals: 1 h, 9 days, and 28 days. Importantly, the participants received three reactivations equally spaced within their respective retention interval. At the end of the interval, all the participants were given an in-lab free-recall test in which they were asked to write down each image they remembered with as many details as possible. The data revealed that both the participants in the descriptive reactivation and component reactivation groups remembered significantly more than the participants in the control groups, with the effect being most pronounced in the 28-day retention interval condition. These findings suggest that memory reactivation, even component reactivation of a memory, makes memories more resistant to decay.
Wiemeyer, Josef
Die eigene Lehre erforschen – Lohnt sich der Aufwand? Artikel
In: eleed, Bd. 12, Nr. 2, 2018, ISSN: 1860-7470.
@article{Wiemeyer2018jfhm,
title = {Die eigene Lehre erforschen – Lohnt sich der Aufwand?},
author = {Josef Wiemeyer},
url = {http://nbn-resolving.de/urn:nbn:de:0009-5-46586},
issn = {1860-7470},
year = {2018},
date = {2018-03-01},
journal = {eleed},
volume = {12},
number = {2},
institution = {Fernuniversität in Hagen},
abstract = {Digitale Medien bieten nicht nur neue Optionen für Lehr-Lernprozesse. Vielmehr werden durch digitale Medien häufig auch Daten generiert, die wertvolle Informationen über das Lernverhalten liefern können, welche ohne Einsatz dieser Medien nicht verfügbar wären. Allerdings sind diese „Oberflächendaten“ schwer zu interpretieren. An vier Beispielen (Interaktivität, Selbstreguliertes Lernen, Audience-Response-System mit Lernspielen und Pädagogische Agenten) soll in diesem Beitrag die Ambivalenz mediendidaktischer Feldforschung aufgezeigt werden: Es zeigten sich einerseits die üblichen Beschränkungen dieser Art von Forschung (z. B. Bedingungskontrolle, fehlende Randomisierung, Selbstselektion und Konfundierungen), andererseits konnte die differenzielle Wirkung der oben erwähnten Medien offengelegt werden. Dem erhöhten Aufwand an Personal, Material und Zeit steht ein Erkenntnisgewinn bzgl. der Effekte des eigenen Lehrens gegenüber, der zur weiteren Verbesserung genutzt werden kann.},
howpublished = {Tagungsband des Jungen Forums für Medien und Hochschulentwicklung 2016},
type = {Keynote},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
Digitale Medien bieten nicht nur neue Optionen für Lehr-Lernprozesse. Vielmehr werden durch digitale Medien häufig auch Daten generiert, die wertvolle Informationen über das Lernverhalten liefern können, welche ohne Einsatz dieser Medien nicht verfügbar wären. Allerdings sind diese „Oberflächendaten“ schwer zu interpretieren. An vier Beispielen (Interaktivität, Selbstreguliertes Lernen, Audience-Response-System mit Lernspielen und Pädagogische Agenten) soll in diesem Beitrag die Ambivalenz mediendidaktischer Feldforschung aufgezeigt werden: Es zeigten sich einerseits die üblichen Beschränkungen dieser Art von Forschung (z. B. Bedingungskontrolle, fehlende Randomisierung, Selbstselektion und Konfundierungen), andererseits konnte die differenzielle Wirkung der oben erwähnten Medien offengelegt werden. Dem erhöhten Aufwand an Personal, Material und Zeit steht ein Erkenntnisgewinn bzgl. der Effekte des eigenen Lehrens gegenüber, der zur weiteren Verbesserung genutzt werden kann.
III, Henry L. Roediger; Putnam, Adam L.; Smith, Megan A.
Chapter One - Ten Benefits of Testing and Their Applications to Educational Practice Buchabschnitt
In: Mestre, Jose P.; Ross, Brian H. (Hrsg.): Psychology of Learning and Motivation, Bd. 55, S. 1–36, Academic Press, 2011, ISSN: 0079-7421.
@incollection{Roediger2011,
title = {Chapter One - Ten Benefits of Testing and Their Applications to Educational Practice},
author = {Henry L. Roediger III and Adam L. Putnam and Megan A. Smith},
editor = {Jose P. Mestre and Brian H. Ross},
url = {https://doi.org/10.1016/B978-0-12-387691-1.00001-6},
doi = {10.1016/B978-0-12-387691-1.00001-6},
issn = {0079-7421},
year = {2011},
date = {2011-01-01},
urldate = {2018-06-13},
booktitle = {Psychology of Learning and Motivation},
volume = {55},
pages = {1–36},
publisher = {Academic Press},
series = {Psychology of Learning and Motivation},
abstract = {Testing in school is usually done for purposes of assessment, to assign students grades (from tests in classrooms) or rank them in terms of abilities (in standardized tests). Yet tests can serve other purposes in educational settings that greatly improve performance; this chapter reviews 10 other benefits of testing. Retrieval practice occurring during tests can greatly enhance retention of the retrieved information (relative to no testing or even to restudying). Furthermore, besides its durability, such repeated retrieval produces knowledge that can be retrieved flexibly and transferred to other situations. On open-ended assessments (such as essay tests), retrieval practice required by tests can help students organize information and form a coherent knowledge base. Retrieval of some information on a test can also lead to easier retrieval of related information, at least on delayed tests. Besides these direct effects of testing, there are also indirect effects that are quite positive. If students are quizzed frequently, they tend to study more and with more regularity. Quizzes also permit students to discover gaps in their knowledge and focus study efforts on difficult material; furthermore, when students study after taking a test, they learn more from the study episode than if they had not taken the test. Quizzing also enables better metacognitive monitoring for both students and teachers because it provides feedback as to how well learning is progressing. Greater learning would occur in educational settings if students used self-testing as a study strategy and were quizzed more frequently in class.},
keywords = {},
pubstate = {published},
tppubtype = {incollection}
}
Testing in school is usually done for purposes of assessment, to assign students grades (from tests in classrooms) or rank them in terms of abilities (in standardized tests). Yet tests can serve other purposes in educational settings that greatly improve performance; this chapter reviews 10 other benefits of testing. Retrieval practice occurring during tests can greatly enhance retention of the retrieved information (relative to no testing or even to restudying). Furthermore, besides its durability, such repeated retrieval produces knowledge that can be retrieved flexibly and transferred to other situations. On open-ended assessments (such as essay tests), retrieval practice required by tests can help students organize information and form a coherent knowledge base. Retrieval of some information on a test can also lead to easier retrieval of related information, at least on delayed tests. Besides these direct effects of testing, there are also indirect effects that are quite positive. If students are quizzed frequently, they tend to study more and with more regularity. Quizzes also permit students to discover gaps in their knowledge and focus study efforts on difficult material; furthermore, when students study after taking a test, they learn more from the study episode than if they had not taken the test. Quizzing also enables better metacognitive monitoring for both students and teachers because it provides feedback as to how well learning is progressing. Greater learning would occur in educational settings if students used self-testing as a study strategy and were quizzed more frequently in class.
Foster, David; Miller, Harold L.
In: Psychology Science Quarterly, Bd. 51, Nr. 4, S. 355–369, 2009, ISSN: 1866-6140.
@article{Foster2009,
title = {A new format for multiple-choice testing: Discrete-Option Multiple-Choice. Results from early studies},
author = {David Foster and Harold L. Miller},
url = {https://doaj.org/article/9851131c12144827a1369f195773d083},
issn = {1866-6140},
year = {2009},
date = {2009-04-01},
urldate = {2018-06-13},
journal = {Psychology Science Quarterly},
volume = {51},
number = {4},
pages = {355–369},
abstract = {The standard multiple-choice format has remained relatively unchanged for nearly 100 years, even over the past 25 years as multiple-choice tests have been computerized. We introduce a unique version of the multiple-choice format that has the potential to improve a test’s measurement and security properties, along with other advantages. We summarize our research with college students on course-level exams to demonstrate these benefits and to establish the Discrete-Option Multiple-Choice (DOMC) format as not only a viable way to measure skills and content knowledge, but an essential one.},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
The standard multiple-choice format has remained relatively unchanged for nearly 100 years, even over the past 25 years as multiple-choice tests have been computerized. We introduce a unique version of the multiple-choice format that has the potential to improve a test’s measurement and security properties, along with other advantages. We summarize our research with college students on course-level exams to demonstrate these benefits and to establish the Discrete-Option Multiple-Choice (DOMC) format as not only a viable way to measure skills and content knowledge, but an essential one.
Tool+Alt+Entf: Kleine Spielereien – your mind will follow
Schon wieder Nele Hirsch: sie hat auf dem OERCamp West in Hattingen diese coolen kleinen Tools vorgestellt. A hat zwar noch keinen konkreten Einsatzfall, aber das kann schneller kommen, als man so denkt:
- Mit Twine kann man schnell und mit einer einfachen Syntax Hypertextseiten erstellen und als HTML herunterladen. Falls man nicht weiß, wo man diese Seiten hosten soll, wäre philome.la eine mögliche Option.
- Auf telegra.ph kann man schnell eine Webseite erstellen, die dann via Deep-Link erreichbar ist.
Politik+Alt+Entf: Kleine Anfrage zu OER?
Open-Science-Radio berichtet in Episode 125 von der Antwort der Bundesregierung auf eine Kleine Anfrage zum Thema “Förderung von Open Access in der Wissenschaft und Umsetzung der OpenAccess-Strategie des Bundeministeriums für Bildung und Forschung”. Darunter waren sehr kluge und herausfordernde Fragen wie “In welcher Form genau hat das BMBF eine Open-Access-Klausel für seine Projektförderung aufgenommen?”
Sollte es nicht so etwas auch für OER geben? Immerhin steht es im Koalitionsvertrag. A und O haben noch keine Ahnung, wer eine kleine Anfrage zu OER stellen darf, aber dieses Problem kann man schnell beseitigen.
Wenn Ihr Lust habt: Hier sammeln wir Informationen und Ideen dafür.
Veranstaltungstipps
- 15. bis 16. Juni 2018: OERcamp Nord in Hamburg
- 25. bis 29. Juni 2018: EdMedia & Innovate Learning Conference in Amsterdam. “Die Konferenz bietet einen Rahmen für Diskussionen und den Austausch über Forschung, Entwicklungen und Anwendungen aller Themen, die mit Innovation und Bildung verbunden sind. Im Fokus sind Open Educational Resources”
- 19. bis 20. Juli 2018: Junges Forum für Medien und Hochschulentwicklung 2018 in Kaiserslautern