BldgAltEntf E034: “Glaubste einen Scheiß, glaubste jeden…”

Bildung-Alt-Entfernen

Die Folge haben wir am 16.01.2021 aufgenommen.

Intro & Feedback

Zum Intro muss man glaube ich nicht viel sagen.

Wir grüßen gern Olaf und Björn, und weisen gern auch auf die Kommentaroption im Blog hin (vielleicht schaffen wir es auch, sie sichtbarer zu machen).

News+Alt+Entf

News+O

• O hat Biografien über die Apple-Gründer Steve Jobs und Steve Wozniak gelesen, vermutlich will er auch noch Filme drüber sehen (den oder den). Auch gelesen: Die Kathedrale und der Bazar.
• Außerdem hat er sich mit Geldanlagen und her genauer mit den anthroposophischen Hintergründen der GLS-Bank beschäftigt.

News+A

• A hat im TRG-Podcast zusammen mit BZT geschnattert.
• Sie hat auch etwas beim rc3 reingeschnuppert, vielleicht schaut sie demnächst noch ein paar Aufzeichnungen der Talks.
• Außerdem hat sie jetzt ein Katapult-Abo und einen Podcast zum Verlag gehört.
• Ihr 3D-Drucker hat schicke Sachen gedruckt: Keksformen, Weihnachtsschmuck, Brillenständer, Schwibbogen-Updates etc. A empfiehlt dafür auch noch einmal die OERcamp-Webtalks von Natascha Koch zu Making und DIY.

Paper+Alt+Entf

Paper+O: Broken-Theory-Theory

Newton, Philip M.; Salvi, Atharva

How Common Is Belief in the Learning Styles Neuromyth, and Does It Matter? A Pragmatic Systematic Review Artikel

In: Frontiers in Education, 5 , S. 270, 2020.

Abstract | Links | BibTeX

@article{Newton2020,
title = {How Common Is Belief in the Learning Styles Neuromyth, and Does It Matter? A Pragmatic Systematic Review},
author = {Philip M. Newton and Atharva Salvi},
url = {https://doi.org/10.3389/feduc.2020.602451},
doi = {10.3389/feduc.2020.602451},
year = {2020},
date = {2020-12-14},
journal = {Frontiers in Education},
volume = {5},
pages = {270},
abstract = {A commonly cited use of Learning Styles theory is to use information from self-report questionnaires to assign learners into one or more of a handful of supposed styles (e.g., Visual, Auditory, Converger) and then design teaching materials that match the supposed styles of individual students. A number of reviews, going back to 2004, have concluded that there is currently no empirical evidence that this “matching instruction” improves learning, and it could potentially cause harm. Despite this lack of evidence, survey research and media coverage suggest that belief in this use of Learning Styles theory is high amongst educators. However, it is not clear whether this is a global pattern, or whether belief in Learning Styles is declining as a result of the publicity surrounding the lack of evidence to support it. It is also not clear whether this belief translates into action. Here we undertake a systematic review of research into belief in, and use of, Learning Styles amongst educators. We identified 37 studies representing 15,405 educators from 18 countries around the world, spanning 2009 to early 2020. Self-reported belief in matching instruction to Learning Styles was high, with a weighted percentage of 89.1{37d1f293241a1edd19b097ce37fa29bd44d887a41b5283a0fc9485076e078306}, ranging from 58 to 97.6{37d1f293241a1edd19b097ce37fa29bd44d887a41b5283a0fc9485076e078306}. There was no evidence that this belief has declined in recent years, for example 95.4{37d1f293241a1edd19b097ce37fa29bd44d887a41b5283a0fc9485076e078306} of trainee (pre-service) teachers agreed that matching instruction to Learning Styles is effective. Self-reported use, or planned use, of matching instruction to Learning Styles was similarly high. There was evidence of effectiveness for educational interventions aimed at helping educators understand the lack of evidence for matching in learning styles, with self-reported belief dropping by an average of 37{37d1f293241a1edd19b097ce37fa29bd44d887a41b5283a0fc9485076e078306} following such interventions. From a pragmatic perspective, the concerning implications of these results are moderated by a number of methodological aspects of the reported studies. Most used convenience sampling with small samples and did not report critical measures of study quality. It was unclear whether participants fully understood that they were specifically being asked about the matching of instruction to Learning Styles, or whether the questions asked could be interpreted as referring to a broader interpretation of the theory. These findings suggest that the concern expressed about belief in Learning Styles may not be fully supported by current evidence, and highlight the need to undertake further research on the objective use of matching instruction to specific Learning Styles.},
keywords = {},
pubstate = {published},
tppubtype = {article}
}

Schließen

A commonly cited use of Learning Styles theory is to use information from self-report questionnaires to assign learners into one or more of a handful of supposed styles (e.g., Visual, Auditory, Converger) and then design teaching materials that match the supposed styles of individual students. A number of reviews, going back to 2004, have concluded that there is currently no empirical evidence that this “matching instruction” improves learning, and it could potentially cause harm. Despite this lack of evidence, survey research and media coverage suggest that belief in this use of Learning Styles theory is high amongst educators. However, it is not clear whether this is a global pattern, or whether belief in Learning Styles is declining as a result of the publicity surrounding the lack of evidence to support it. It is also not clear whether this belief translates into action. Here we undertake a systematic review of research into belief in, and use of, Learning Styles amongst educators. We identified 37 studies representing 15,405 educators from 18 countries around the world, spanning 2009 to early 2020. Self-reported belief in matching instruction to Learning Styles was high, with a weighted percentage of 89.1{37d1f293241a1edd19b097ce37fa29bd44d887a41b5283a0fc9485076e078306}, ranging from 58 to 97.6{37d1f293241a1edd19b097ce37fa29bd44d887a41b5283a0fc9485076e078306}. There was no evidence that this belief has declined in recent years, for example 95.4{37d1f293241a1edd19b097ce37fa29bd44d887a41b5283a0fc9485076e078306} of trainee (pre-service) teachers agreed that matching instruction to Learning Styles is effective. Self-reported use, or planned use, of matching instruction to Learning Styles was similarly high. There was evidence of effectiveness for educational interventions aimed at helping educators understand the lack of evidence for matching in learning styles, with self-reported belief dropping by an average of 37{37d1f293241a1edd19b097ce37fa29bd44d887a41b5283a0fc9485076e078306} following such interventions. From a pragmatic perspective, the concerning implications of these results are moderated by a number of methodological aspects of the reported studies. Most used convenience sampling with small samples and did not report critical measures of study quality. It was unclear whether participants fully understood that they were specifically being asked about the matching of instruction to Learning Styles, or whether the questions asked could be interpreted as referring to a broader interpretation of the theory. These findings suggest that the concern expressed about belief in Learning Styles may not be fully supported by current evidence, and highlight the need to undertake further research on the objective use of matching instruction to specific Learning Styles.

Schließen

• https://doi.org/10.3389/feduc.2020.602451
• doi:10.3389/feduc.2020.602451

Schließen

Der Glaube daran, dass das Berücksichtigen von Lernpräferenzen bei der Gestaltung der Lehre eine Wirkung habe, ist nicht wegzubekommen – oder doch? Wie viele Leute glauben denn überhaupt daran? Das wollten zwei Forscher:innen wissen und haben Studien gewälzt.

Paper+A: Unglaublich: 8% der schlechten Noten ganz einfach verhindern!

Wachtler, Josef; Scherz, Marco; Ebner, Martin

Automatic Authentication of Students at an Interactive Learning-Video Platform Inproceedings

In: Braak, Johan Van; Brown, Mark; Cantoni, Lorenzo; Castro, Manuel; Christensen, Rhonda; Davidson-Shivers, Gayle V.; DePryck, Koen; Ebner, Martin; Fominykh, Mikhail; Fulford, Catherine; Hatzipanagos, Stylianos; Gerald Knezek, Karel Kreijns; Marks, Gary; Sointu, Erkko; Sorensen, Elsebeth Korsgaard; Viteli, Jarmo; Voogt, Joke; Weber, Peter; Weippl, Edgar; Zawacki-Richter, Olaf; Bastiaens, Theo (Hrsg.): Proceedings of EdMedia + Innovate Learning 2019, S. 715–728, Association for the Advancement of Computing in Education (AACE), Amsterdam, Netherlands, 2019.

Abstract | Links | BibTeX

@inproceedings{Wachtler2019,
title = {Automatic Authentication of Students at an Interactive Learning-Video Platform},
author = {Josef Wachtler and Marco Scherz and Martin Ebner},
editor = {Johan Van Braak and Mark Brown and Lorenzo Cantoni and Manuel Castro and Rhonda Christensen and Gayle V. Davidson-Shivers and Koen DePryck and Martin Ebner and Mikhail Fominykh and Catherine Fulford and Stylianos Hatzipanagos and Gerald Knezek,Karel Kreijns and Gary Marks and Erkko Sointu and Elsebeth Korsgaard Sorensen and Jarmo Viteli and Joke Voogt and Peter Weber and Edgar Weippl and Olaf Zawacki-Richter and Theo Bastiaens},
url = {https://www.learntechlib.org/p/210069
https://www.researchgate.net/publication/334131021_Automatic_Authentication_of_Students_at_an_Interactive_Learning-Video_Platform},
year = {2019},
date = {2019-06-01},
booktitle = {Proceedings of EdMedia + Innovate Learning 2019},
pages = {715–728},
publisher = {Association for the Advancement of Computing in Education (AACE)},
address = {Amsterdam, Netherlands},
abstract = {There are many reasons for the implementation of authentication on learning platforms. For instance, it is required for the teachers to identify individual students if the learning platform offers some kind of assessment. In addition, authentication is the base for a successful monitoring of the attendance of the students. Compulsory attendance is often applied because many positive effects have been reported by authors of several studies. To monitor the attendance at online videos interactive components can be applied. Another benefit of such interactive components is that they help retain the attention of the students. This study was carried out to examine how the students used a video learning platform which provides interactive components of the videos as part of a course offered at Graz University of Technology. Up until now, a major drawback of this platform has been that the students have been required to register manually on the platform. Now, students are able to use the platform without manual registration and authentication, because these steps happen automatically via the main learning platform that provides all of the course materials. Furthermore, the course design and the application of the interactive components, presenting multiple-choice questions, are evaluated. It is pointed out that the concept improves the performance of the students and equips the teacher with valuable feedback regarding the students’ interests.},
keywords = {},
pubstate = {published},
tppubtype = {inproceedings}
}

Schließen

There are many reasons for the implementation of authentication on learning platforms. For instance, it is required for the teachers to identify individual students if the learning platform offers some kind of assessment. In addition, authentication is the base for a successful monitoring of the attendance of the students. Compulsory attendance is often applied because many positive effects have been reported by authors of several studies. To monitor the attendance at online videos interactive components can be applied. Another benefit of such interactive components is that they help retain the attention of the students. This study was carried out to examine how the students used a video learning platform which provides interactive components of the videos as part of a course offered at Graz University of Technology. Up until now, a major drawback of this platform has been that the students have been required to register manually on the platform. Now, students are able to use the platform without manual registration and authentication, because these steps happen automatically via the main learning platform that provides all of the course materials. Furthermore, the course design and the application of the interactive components, presenting multiple-choice questions, are evaluated. It is pointed out that the concept improves the performance of the students and equips the teacher with valuable feedback regarding the students’ interests.

Schließen

• https://www.learntechlib.org/p/210069
• https://www.researchgate.net/publication/334131021_Automatic_Authentication_of_S[...]

Schließen

Just another System, bei dem sich Studierende registrieren müssen? Im Paper wurde eine Videoplattform direkt ins Lernmanagementsystem via LTI-Schnittstelle angeflanscht und siehe da: es gab nicht nur einen geringeren Aufwand für die Dozierenden (die ja die Logins auf beiden Systemen zusammenführen mussten), auch Totalausfälle konnten abgefangen werden.

Dabei besprochen: Zu Präsentismus: “Digitale Transformation der Hochschullehre und der Diskurs über Präsenz in Lehrveranstaltungen”, besprochen in Bldg-Alt-Entf #30

Fundgrube+Alt+Entf

Projekte, Tools, Apps… das sind doch bürgerliche Kategorien. Wir packen einfach alles in die Fundgrube:

• Neue Funktion in LUMI: H5P-Inhalte zu HTML exportieren
• Für Zwischendurch: Mini Metro
• Old Book Illustrations
• App “Darf ich das”
• Talk to me: Corona Edition

Politik+Alt+Entf

Nach Trump wird die Diskussion um Deplatforming wieder stärker geführt. Was sind Kriterien? Ist es ok, wenn Unternehmen das entscheiden? Verlang das NetzDG nicht genau das? Finden nicht Accounts, die gesperrt werden ihren weg, wie bspw. SciHub, das jetzt auch einen Telegram-Bot anbietet?

Veranstaltungstipp

• 16. bis 28. Februar 2021: Open Science Barcamp und Open Science Conference 2021 (#oscibar und #osc2021)
  DIE jährliche Konferenz zu Open Science mit vorangestelltem BarCamp.

Weltverbesserung+Alt+Entf

Hand for a Hand hilft den Menschen aus der Veranstaltungsbranche, die nicht auf der Bühne stehen: Bühnen- und Tontechniker:innen, Beleuchter:innen, Stage Hands und Veranstaltungshelfer:innen.

Diese und andere Weltverbesserungsideen findet man auch gesammelt hier.

Capitoli

1. Intro und Hallo (00:00:00)

2. Kommentare (00:01:08)

3. Heute zum Vergessen (00:04:03)

4. Neues von O: Biografische Äpfel (00:04:38)

5. Neues von O: Anthroposophische Bank? (00:10:30)

6. Neues von A: Crossover-Schnattern mit TRG und BZT (00:18:53)

7. Neues von A: rc3 (00:20:01)

8. Neues von A: Katapult-Abo (00:26:00)

9. Neues von A: 3D-Drucker (00:28:10)

10. Paper #1: Broken-Theory-Theory (00:30:50)

11. Paper #2: Unglaublich: 8% der schlechten Noten ganz einfach verhindern! (00:55:45)

12. Fundgrube: Lumi: HTML-Export für H5P (01:14:32)

13. Fundgrube: Mini Metro (01:18:00)

14. Fundgrube: Old Book Illustrations (01:20:35)

15. Fundgrube: Darf ich das (01:22:17)

16. Fundgrube: Talk to me: Corona Edition (01:26:08)

17. Politik: Twitter sperrt Sci-Hub-Konto (01:28:20)

18. Veranstaltungstipp (01:33:40)

19. Weltverbesserungsidee (01:37:15)

20. Vergesst uns nicht! (01:39:30)