Armin Weinberger

Armin Weinberger
Universität des Saarlandes | UKS · Department of Educational Technology

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267
Publications
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Publications

Publications (267)
Article
Full-text available
Collaborative learners share an experience when focusing on a task together and coevally influence each other’s emotions and motivations. Continuous emotional synchronization relates to how learners co-regulate their cognitive resources, especially regarding their joint attention and transactive discourse. “Being in-sync” then refers to multiple em...
Article
Full-text available
Background The feedback offered to students in audience response systems may enhance conformity bias, while asking closed‐type questions alone does not allow students to externalize and elaborate on their knowledge. Objectives The study explores how writing short justifications and accessing peer justifications as collective feedback could affect...
Article
Full-text available
As MOOCs have become a standard format of online learning, it is increasingly important to design courses that fit the needs and contexts of the targeted learners. One way to do so is by actively designing with the subject experts, instructors, and other stakeholders. Within the context of designing MOOCs for disadvantaged groups in Southeast Asia,...
Article
Full-text available
Asking questions in classrooms can produce metacognitive judgements in students about their confidence in being able to answer correctly. In audience response systems (ARSs), these judgements can be elicited and used as additional feedback metrics. This study (n = 79) explores how online concurrent item-by-item judgments (OCJ) and retrospective com...
Conference Paper
Full-text available
The concept of orchestration has recently emerged as a useful metaphor in technology-enhanced learning research communities, because of its explanatory power and appeal in describing how different learning activities, tools, and arrangements could be combined to promote learning. More than a buffet of tools offering possibilities to the teachers, o...
Book
8 Themenbereiche: I Grundlagen der Bildungstechnologie (5 Beiträge) II Modelle des Instruktionsdesigns zur Konzeption und Gestaltung technologieunterstützter Lernumgebungen III Szenarien und Formate technologieunterstützten Lernens IV Strukturierung technologieunterstützten Lernens. V Qualitätssicherung, Evaluation und Forschungsmethoden. VI Ökonom...
Conference Paper
Full-text available
In this article, we present the objectives and first achievements of the PIAF project supported by the European Union and aiming at developing computational and algorithmic thinking in basic education. This project brings together researchers in educational sciences and computer science from four countries (Belgium, France, Germany and Luxembourg)...
Chapter
Computer-unterstütztes kooperatives Lernen (CSCL) bedeutet, dass mehrere Lernende gemeinsam Lernaufgaben bearbeiten und dabei von Computern unterstützt werden. Basierend auf Merkmalen von Lernaufgaben sowie verschiedenen technischen Unterstützungsmöglichkeiten wird hier ein Modell von CSCL-Szenarien vorgestellt. Das Modell ermöglicht es Wirkzusamme...
Chapter
Bildungstechnologie als Disziplin ist anders als im deutschsprachigen Bereich in vielen englischsprachigen Ländern seit Langem etabliert. Der Beitrag zeigt und diskutiert im ersten Teil Definitionen von Bildungstechnologie als technologischer Domäne im weiteren und im engeren Sinn. Während Bildungstechnologie im weiteren Sinn unabhängig von bestimm...
Conference Paper
Full-text available
Dans cet article, nous présentons les objectifs et premièresréalisations du projet PIAF soutenu par l’Union Européenne et visantà développer l’apprentissage de la pensée informatique et algorithmiquedans l’enseignement fondamental. Ce projet rassemble des chercheur·e·sen sciences de l’éducation et en informatique, provenant de quatre pays(Allemagne...
Book
Das Handbuch vermittelt einen umfassenden Überblick über den aktuellen Erkenntnisstand zu Ansätzen und Befunden zur systematischen Gestaltung von Lernumgebungen in deutscher Sprache. Es präsentiert theoretische und methodische Grundlagen der Forschungsdisziplin Bildungstechnologie und stellt darüber hinaus konkrete Überlegungen an, wie diese wissen...
Article
One challenge of child–computer interaction research is surveying variation of children’s attitudes towards novel educational technology, which often results in an opinion ceiling effect. In this article, the authors introduce BiCo – a bipolar continuous rating scale which builds on children’s ability to draw relative comparisons. They elaborate on...
Article
Multi-touch interfaces allow for direct and simultaneous input by several co-present learners and afford hands-on learning experiences. Additional scaffolding for strategic behavior and/or verbalizations may constructively complement collaborative learning with a multi-touch device. In this study, the tablet app “Proportion” is supposed to enable t...
Article
Full-text available
The aim of the present study (n = 113) was to examine how (objective and subjective) information on peers' preparation, confidence, and past performance can support students in answering correctly in audience response systems (aka clickers). The result analysis shows that in the “challenging” questions, in which answers diverged, students who recei...
Chapter
Digitale Medien und Bildungstechnologien werden in unterschiedlichen Bildungssektoren verwendet, sowohl um traditionellen Unterricht und selbstgesteuertes Lernen anzureichern als auch um computerbasierte Lernformate z. B. kooperatives Lernen online zu unterstützen (Kerres 2016a). So wie offen zugängliche digitale Medien ubiquitär unseren Alltag und...
Conference Paper
To conceptualize regulation processes that may occur within groups, a differentiation between self-regulation (i.e., individual members regulate their own learning during collaboration), co-regulation (i.e., single learners regulate the learning of one or more of their learning partners), and shared regulation (i.e., the whole group regulates its l...
Conference Paper
Full-text available
Higher Education M assive Open Online Courses (M OOCs) introduce a way of transcending formal higher education by realizing technology-enhanced formats of learning and instruction and by granting access to an audience way beyond students enrolled in any one Higher Education Institution. However, although MOOCs have been reported as an efficient and...
Book
Das Buch enthält die Vorträge ausgewiesener Expertinnen und Experten verschiedener bildungswissenschaftlicher Bezugsdisziplinen, die vor dem Hintergrund des 10. Nationalen IT-Gipfels 2017 zum Thema „Lernen und Handeln in der digitalen Welt“ entstanden sind. Ziel ist es, das Themen- und Handlungsfeld in seinen pädagogischen und vor allem fachdidakti...
Book
Dieses Handbuch bietet einen Ein- und Überblick über die Informations- und Kommunikationstechnologien, die zunehmend wichtiger in formalen und informellen Szenarien des Wissenserwerbs werden. Es fasst die wesentlichen Befunde zum Lernen mit Bildungstechnologien zusammen und stellt empirisch und theoretisch begründete Modelle zur Gestaltung technolo...
Conference Paper
Multi-touch interfaces allow for direct and simultaneous input by several co-present learners. Additional scaffolding may or may not be needed to ease or problematize tasks that involve intuitive bodily experiences. In this study, a tablet app (" Proportion ") is supposed to enable two novices (about 10 years old) to collaboratively construct an un...
Poster
Full-text available
Co-construction of knowledge strongly builds on learners’ ability of co-regulation, which may or may not be related to skills of self-regulation. In our study, we ask the question whether co-regulation learning strategies are detectable with questionnaires and what relationship does self-regulated learning strategies have with co-regulated learning...
Article
Conversational agents that draw on the framework of academically productive talk (APT) have been lately shown to be effective in helping learners sustain productive forms of peer dialogue in diverse learning settings. Yet, literature suggests that more research is required on how learners respond to and benefit from such flexible agents in order to...
Article
In a recent paper, Pierre Tchounikine has suggested to advance the Script Theory of Guidance (SToG) by addressing the question how learners appropriate collaboration scripts presented to them in learning environments. Tchounikine’s main criticism addresses SToG’s “internal script configuration principle.” This principle states that in any collabora...
Conference Paper
Full-text available
Social Media like Facebook have become new arenas for argumentation and may provide an opportunity to facilitate, and understand argumentative processes on a large scale over longer periods of time. Through apps, group awareness tools and argumentation scripts can be implemented in social networking sites, to provide additional, graphically visuali...
Poster
Social media provide a new context for argumentation and informal learning. But online comments and discussions are only rarely well elaborated. External guidance by scripts has shown to improve argumentative quality of online discourse, but little is known about how informal scenarios can be scaffolded. SNS (social networking sites) users can be c...
Book
Full-text available
Students’ ability to understand and manage emotions in self and others plays an important role in the success of collaborative learning (Järvenoja & Järvelä, 2009; Lajoie et al., 2015; Lavoué, Molinari, Prié, & Khezami, 2015). In online learning environments, the use of new social media technologies (blogs, forums, wikis, so-cial networking sites,...
Conference Paper
Full-text available
150 words) (Arial, 10 pt) New self-organized and large-scale forms of communication, like SNS (social networking sites), bring new possibilities for supporting argumentative learning, that is learning through argumentation. Because of the social character of the interactions in SNS, SNS may extend our knowledge on group processes and outcomes of ar...
Conference Paper
Full-text available
The papers in this symposium together address new contexts, modes and concerns related to teaching and teacher professional development in the age of social media, with a particular focus on the socio-technical affordances and challenges of social network sites and teachers' perceptions and experiences. The presentations included in this symposium...
Presentation
Collaboration in Facebook: Dimitra Tsovaltzi will present a series of studies on argumentative learning in Facebook that attempt to extend CSLC principles to learning in Social Media. Awareness tools depict group information and aim at leveraging socio-motivational aspects of Social Media. Argumentation scripts offer cognitive support and aim at fo...
Presentation
Full-text available
Die Förderung von argumentativen Kompetenzen stellt eine zentrale Bildungsaufgabe dar (Osborne, 2010). In sozialen Netzwerken wie z. B. Facebook, haben Lerner zwar Gelegenheit und ausreichend Zeit, um stichhaltige, gut fundierte Argumente zu formulieren und auszutauschen, zumeist haben aber auch erwachsene Lerner Schwierigkeiten gute Argumente zu f...
Conference Paper
“Tomb of Osiris” is a collaborative puzzle-based game on a Tangible Tabletop, with the aim to gamify the MicroDYN approach. MicroDYN is an approach to assess complex problem solving skills through tasks within microworlds. Gamifying MicroDYN proposes new solutions for fostering collaboration and maintaining users’ motivation during assessment. This...
Conference Paper
Full-text available
Social networking sites pose a new arena for argumentative practices and may provide an opportunity to facilitate, and understand argumentative processes in large scale over longer periods of time. Through apps, group awareness tools and argumentation scripts can be implemented in social networking sites, to provide additional, graphically visualiz...
Conference Paper
Full-text available
We analyse collaborative argumentative learning in Social Networking Sites. In a controlled 2×2 study (N = 128), we crossed individual preparation and argumentation scripts implemented through Facebook apps. The results show that argumentation scripts can have positive effects, while individual preparation can have negative effects on knowledge co-...
Article
This article investigates the influence of scripts, individual preparation and group awareness support on argumentative learning in Facebook, three instructional approaches known from standard CSCL, but yet quite unexplored for learning in social networks. Social networks already afford a social component that is beneficial for interaction, which c...
Article
Social media like Facebook can blend classroom work with collaborative online learning. Different instructional approaches may support such online learning phases. Group awareness tools provide collaborating learners with additional information about the processes and the knowledge in the group and how these are distributed within a group to suppor...
Article
Blogs support shared access and organization of information, the inclusion of multiple learning resources such as videos, images, and hypertext and hence, may expand teaching practices and collaborative learning arrangements. In this study, we examine the integration of blogs into the pre-service chemistry teacher education course at the University...
Presentation
Full-text available
Social Media like Facebook have become new arenas for argumentation and may be repurposed for learning. To address the impact of these new cultural practices of sharing in social networks, it is necessary to conduct long-term studies and to understand argumentative processes beyond isolated technology-based learning environments: what influences th...
Presentation
Full-text available
Language learning is about becoming experienced at using vocabulary and grammar to express one’s self and understand others. Argumentative scripts can assist learners to read text in a foreign language in a structured way and acquire both language and argumentation practices. SNS as an arena for argumentation and discussion might be a good host of...
Presentation
Full-text available
Soziale Netzwerke (z. B. Facebook) geben Gelegenheit, Gruppendiskussionen technologisch zu unterstützen, um argumentative Kompetenzen zu fördern. Langzeitstudien sind erforderlich, um langfristige Auswirkungen solcher Bildungstechnologien und Interventionen in authentischen Lernszenarien zu untersuchen. Diese 2×2 Feldstudie (N=105) setzt über einen...
Conference Paper
Mobile devices, such as laptops, smartphones and tablets, are ubiquitous in lectures. Students report to use their mobile devices for lecture-related activities (e.g. taking notes). Observational data shows, that students use mobile device mainly for lecture-unrelated activities, like Facebook or playing games. So currently, mobile devices seem to...
Article
Lectures are designed to deliver new information to a large group of students. Apart from actual lecturing, lecturers may also encourage elaboration of learning material with advanced instructions, like advance organizer, summaries and repetitions as well as questions. Prerequisite to learning from lectures is that students focus on the lecture and...
Article
Full-text available
This study investigates how group awareness support and argumentation scripts influence learning in social networking sites like Facebook, which may be conducive to informal learning, but often lacks argumentative quality. Supporting participants’ group awareness about the visibility of the arguments they construct and about prospective future deba...
Conference Paper
Full-text available
This symposium addresses how argumentation can be leveraged for learning in social media like Facebook (FB) exemplifying social learning. It catalyzes an international discussion forum (Germany, Israel, United States) that seeks to understand argumentative processes beyond isolated technology-based learning environments, what influences them, if an...
Article
Full-text available
Creating graphical representations can foster knowledge gains on science topics in elementary school students by promoting active integration and translation of new information. Collaborating on joint representations may encourage children to discuss and elaborate their knowledge. To foster productive interactions, children may greatly benefit from...
Article
During the past two decades a variety of approaches to support argumentation learning in computer-based learning environments have been investigated. We present an approach that combines argumentation diagramming and collaboration scripts, two methods successfully used in the past individually. The rationale for combining the methods is to capitali...
Conference Paper
Full-text available
Facebook is a social network very popular among University students for purposes of self-presentation. As social networks support the sharing of ideas, can we facilitate collaborative learning in Facebook? We designed a Facebook app that supports scripting of learners’ interaction and the construction of arguments in Facebook. In an empirical study...
Article
Creating shared representations can foster knowledge acquisition by elementary school students by promoting active integration and translation of new information. In this study, we investigate to what extent awareness support and scripting facilitate knowledge construction and discourse quality of elementary school students (n = 94) in a computer-s...
Article
Full-text available
Collaborative learners are often meant to be guided by collaboration scripts to identify, discuss, and resolve differences of opinion and knowledge. How learners engage in and resolve conflict, however, may be highly dependent on learners’ cultural background. In this article, we examine the extent to which a peer-critique collaboration script indu...
Article
Full-text available
This paper investigates the impact of the proposed ‘Make It Explicit!’ technique on students' learning when participating in scripted collaborative activities. The method posits that when asking students to proactively articulate their own positions explicitly, then improved peer interaction is triggered in a subsequent collaborative session. Forty...
Article
Brainstorming is a widely used method for enhancing creativity. Interactive tabletops offer promise for making brainstorming more effective. This is because tabletops should help collocated people collaborate in natural round-table discussions at a shared digital space. However, tabletops have not been found in and of themselves to improve collabor...
Article
Full-text available
Knowledge sharing and transfer are essential for learning in groups, especially when group members have different disciplinary expertise and collaborate online. Computer- Supported Collaborative Learning (CSCL) environments have been designed to facilitate transactive knowledge sharing and transfer in collaborative problem-solving settings. This st...