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PDA's als Erhebungsinstrument in der beruflichen Lernforschung - ein neues Wundermittel oder bewährter Standard? : eine Replik auf Henning Pätzold
... Because routine sampling of student data is a common method in educational research (e.g. Sembill et al. 2008), it has also been implemented in formative assessment approaches that make frequently measured student data available to teachers (e.g. Black and Wiliam 1998;Dunn and Mulvenon 2009;Kingston and Nash 2011;Spector et al. 2016;Van der Kleij et al. 2015). ...
Abstract: Addressing heterogeneity in the classroom by adapting instruction to learners’ needs challenges teachers in their daily work. To provide adaptive instruction in the most flexible way, teachers face the problem of assessing students’ individual characteristics (learning prerequisites and learning needs) and situational states (learning experiences and learning progress) along with the characteristics of the learning environment. To support teachers in gathering and processing such multidimensional diagnostic information in class, we have developed a client-server based software prototype running on mobile devices: the Teachers’ Diagnostic Support System (TDSS). Following the generic educational design research process, we (1) delineate theoretical implications for system requirements drawn from a literature review, (2) describe the systems’ design and technical development and (3) report the results of a usability study. We broaden our theoretical understanding of heterogeneity within school classes and establish a basis for technological interventions to improve diagnostic accuracy in adaptive instructional strategies.
Keywords: student heterogeneity; diagnostic support; situational assessment; learning analytics; educational technology
... Because routine sampling of student data is a common method in educational research (e.g. Sembill et al. 2008), it has also been implemented in formative assessment approaches that make frequently measured student data available to teachers (e.g. Black and Wiliam 1998;Dunn and Mulvenon 2009;Kingston and Nash 2011;Spector et al. 2016;Van der Kleij et al. 2015). ...
Addressing individual differences among students within the same classroom is a challenge for vocational teachers in their daily work. Not only do they have to take various instructional strategies into consideration, but they also have to assess their effectiveness in a specific vocational classroom. To provide individualized or differentiated forms of instruction, teachers face the problem of assessing students’ individual characteristics (learning needs and prerequisites) and situational states (learning experiences and learning progress). In order to support teachers in gathering and interpreting complex diagnostic information during class, we have developed a client-server based software prototype for mobile devices: the Teachers' Diagnostic Support System (TDSS). The paper delineates implications for system requirements drawn from a literature review and describes the implemented system functions. We conclude with a discussion on how our system may assist teachers’ daily tasks of diagnosing student learning needs and implementing appropriate instructional measures.
Purpose: Our study focuses on stress contagion in vocational school classes, examining how students’ stress experiences affect their spatial classmates. For this purpose, we apply a novel formal network model that allows us to differentiate between endogenousand exogenous peer effects in the stress contagion process. Using the network model, we investigate effects on students’ stress levels, considering the stress and Coping experiences of spatial peers as well as didactic-methodological context factors.
Methods: We test our statistical model using secondary data collected in a study involving 53 students from two classes at a public German vocational training school. The students’ experiences of stress (time pressure, pressure to succeed) and Coping strategies (understanding of the subject matter, self-confidence) were captured using the experience sampling method, while classroom characteristics (e.g., teacher instruction, cooperative work) were recorded through video-based analysis of lessons. Utilizing the panel data, we employ maximum likelihood estimation to assess the spatial peer effects model for both classrooms.
Results: Among other findings, all model specifications revealed significant peer effects for both stress measures, indicating that the higher the stress experience of immediate peers in the classroom, the higher the individual stress experienced by the students. Concerning the considered context factors, we found, for example, that increased cooperative work leads to higher levels of stress experience.
Conclusion: From a substantive perspective, our results underscore the role of peer-to-peer contagion in the vocational classroom and thus suggest a nuanced examination of cooperative practices. From a research methodology perspective, our Approach illustrates how various methods (such as experience sampling, video-based Classroom observation, and spatial network information) complement and enrich each other, highlighting the added value of our network analytical approach
Keywords: Stress contagion, Paradox of cooperation, Spatial network, Experience sampling, Video-based classroom observation, Network econometric approach
Background
In reference to the interactionist paradigm, we analyse how students’ emotional states during class are affected by student’ self-regulation, by time-varying characteristics within learning situations, and by the interaction of self-regulation abilities and learning situations during class. Methods
We refer to existing empirical research on teaching and learning processes in vocational education and report findings from a process-oriented video study in naturalistic settings that was realised at a German vocational school. Altogether, 92 students were investigated during 1440 min of instruction by use of videography and continuous-state-sampling method (CSSM). The frequency of repeated measurement was 7 min, with 46–51 measures per student. ResultsVia latent class analysis, we first identified two types of students who differ in their self-regulation abilities. Then, a multilevel analysis revealed that students’ self-regulation affects students’ emotional states. In addition, we found that emotional states tend to be affected by the interaction of self-regulation and learning situations within lessons (but that’s just a sample-related and non-significant effect). Conclusions
In view of a holistic understanding of teaching and learning processes in vocational education, a deeper knowledge surrounding the interdependencies between personality characteristics, emotional states, and learning situations seems to be essential for an evidence-based design for teaching and learning environments in vocational education and training.
Descriptive accounts of instruction in German vocational schools consistently indicate whole-class dialogue to be prevalent. We aim to extend previous research by elucidating pedagogically valuable dialogic practices that facilitate conceptual understanding, and by empirically investigating factors that promote or hinder student engagement in these practices. We focus on prior knowledge in the domain discussed, because knowledge differences count among the prime sources of heterogeneity among vocational students in Germany. However, with survey studies suggesting a decisive role of communication apprehension, we also intend to explore if feelings of uncertainty in ongoing verbal interactions moderate the knowledge–engagement relationship, while controlling for potential confounding and competing influences.
The study employs a longitudinal, multi-method design. It combines video recordings of nine consecutive lessons about Economic Business Processes in two classes, preceding tests on intellectual abilities and economic literacy, questionnaire reports of teacher–student relations and instructional clarity, and Continuous State Sampling during instructional activities. Interactional features were classified by applying a fine-grained category system that distinguishes coordinating gestures as well as types and qualities of dialogic exchanges.
Results and discussion
Hierarchical regression analyses provide some evidence that getting opportunities to engage in valuable components of classroom dialogue depend on domain-specific prior knowledge. Differential teacher treatment exists in cold calling strategies and demanding follow-up techniques, even after controlling for students’ gender. Moderated regressions for effects of prior knowledge and situational uncertainty on students’ communicative behaviours indicate that advanced knowledge structures do not affect the mere quantity of a student’s verbal contributions. But they robustly predict the degree of elaboration in given answers, together with positive teacher–student-relations, and net of the influences of student gender and instructional clarity. Feelings of uncertainty neither keep students from participating in classroom dialogue nor impair the quality of their contributions.
Results suggest that domain-specific prior knowledge is not an indispensable prerequisite to contribute ‘somehow’ to classroom dialogue. However, it is a decisive factor for participation and involvement in those dialogic practices that promote cognitive elaboration. Thus, when researching Matthew effects, differences concerning student engagement in pedagogically valuable features of classroom dialogue might aid in identifying how instructional communication enhances or reduces differences in learning gains.
Die Bedeutung der "Dimension Zeit" wird in der Psychologie oft beschworen, aber selten konsequent beherzigt. Dieses Defizit sollen die 'Prozessgestalten' beheben helfen. Der Ansatz der 'Prozessgestalten' hat drei wissenschaftliche Wurzeln: erstens bildet die Lewinsche und gestaltpsychologische Tradition eine Grundlage für einen systemtheoretischen psychologischen Ansatz; zweitens liefert die Selbstorganisationsforschung und Synergetik eine interdisziplinäre Theorie zur Musterbildung in komplexen offenen Systemen; drittens stellt schliesslich die Theorie dynamischer Systeme die Methoden zur Verfügung, mit denen lineare und nichtlineare, geordnete und chaotische Prozesse modelliert werden können. Das Buch führt dabei diese drei Perspektiven grundlegend ein (wozu auch ein Glossar, Personen- und Sachverzeichnis und zahlreiche Abbildungen beitragen), und macht deren Potential für weite Bereiche der Psychologie und verwandte Disziplinen transparent. Das Ziel dieser Grundlegung ist, der empirisch betriebenen psychologischen Forschung das umfangreiche Feld dynamischer Phänomene zu eröffnen, die durch Begriffe wie Chaos und Komplexität zunehmend auch im Bewusstsein der Öffentlichkeit sind. Der Ansatz der Prozessgestalten wird in mehreren empirischen Studien umgesetzt. Diese betreffen die Klinische Psychologie (Verläufe von Psychotherapien), die Psychiatrie und Psychopathologie (Studien zur Schizophrenie und Krisenintervention, dynamische Krankheiten), die Sozialpsychologie (Gruppenentwicklung und Wechselwirkungen in Dyaden und Triaden) sowie die biologische Psychologie (exemplarische Analysen der Herzaktivität; Entwicklung des Schlafverhaltens bei Kindern). Weitergehende Folgerungen für die theoretische Psychologie werden diskutiert: das Subjekt-Objekt-Problem der Erkenntnistheorie (d.h. die Abhängigkeit des Beobachteten vom Beobachter, das psychologische Selbst) wird durch den Begriff des "Endosystems" behandelt. Eine alternative Begriffsbestimmung von Intentionalität und Handlung wird auf der Grundlage selbstorganisierender kognitiver Dynamik dargelegt. Schliesslich werden Fragen der Umsetzung in psychotherapeutisches Handeln auf der Basis einer dynamischen Metaphorik angerissen.
Im Unterschied zum herkömmlichen Frontalunterricht, der in der Verantwortung der Lehrperson liegt und schwerpunktmäßig auf Wissensreproduktion abzielt, geht es beim selbstorganisierten Lernen in erster Linie darum, dass Lernende Problemlöseprozesse selbst planen, steuern und kontrollieren sollen (Sembill 1992, 1996, 2000). Die von Sembill und seinen Mitarbeitern durchgeführten "Prozessanalysen Selbstorganisierten Lernens" haben für ausgewählte Lerninhaltsgebiete aus dem Bereich der beruflichen Bildung gezeigt, dass eine schüleraktive und selbstorganisationsoffene Gestaltung von Lehr-Lern-Prozessen zu einer Steigerung der Unterrichtsqualität fuhrt. Im Zentrum des vorliegenden Beitrages steht der Vergleich des emotionalen, motivationalen und kognitiven Erlebens des Unterrichts in Abhängigkeit von fachdidaktischen Schwerpunktsetzungen. Die Ausführungen basieren auf in kurzer zeitlicher Taktung erhobenen Prozessdaten zum subjektiven Erleben des Unterrichts aus Sicht von Schülerinnen und Schülern. Diese Erlebensdaten ("Innensicht") werden mit den deskriptiven Befunden der Unterrichtsbeobachtung ("Außensicht") in Verbindung gebracht. Whereas traditional learning at school is usually prepared, organized; and controlled by teachers and concentrates mainly on knowledge reproduction, self-organized learning is comparable with a complex problem solving process where students learn actively in a realistic learning environment (Sembill 1992, 1996, 2000). Former research has shown that the concept of selforganized learning is a good option to enhance the quality of vocational education. The following essay focuses on self-reported emotional, motivational and cognitive state variables of learners. The research is based on process data which was measured using the continuous state sampling method in jive-minute intervals. In the following, this data on students' experience (the internal perspective) will be combined with observational information on the structure of the lesson and the instruction process (the external perspective).
Pupils’ activity within self-organized learning environments and its effects on learning success
The individual activity of learners is a central element of self-organized learning in the form of project-orientated processes of complex problem-solving in small groups. In learning environments open to self-organized learning, goal definition, problem-solving and activity control should be largely determined by the learner. In the process of solving problems, pupils are required to externalize their own knowledge and to assist in the construction of common terms and models of understanding. It is assumed that activities directly related to the learning context will lead to a higher level of success for the pupils involved. In the research project on which this contribution is based, particular attention was paid to learners’ activity during the pupil-centered work phases. Three alternative category schemes (problem-solving process, utilization of technical terms, pupils’ questions) were used to analyze the individual activity within the study sample (two work groups of nine from a total of 22 participants from one vocational school class). As expected, a non-random relation between pupils’ activity and their learning success (problem-solving ability) was found. The learners were able to make use of the freedom afforded to them by a self-organized learning environment in a responsible way.
Unsere Gesellschaft befindet sich in einem immer schnelleren Wandel von der Industriegesellschaft hin zur Informationsgesellschaft. Dieser Wandel; hervorgerufen durch die Neuerungen der Informations- und Kommunikationstechnologie, geht einher mit ökonomischen und gesellschaftlichen Entwicklungstendenzen wie z.B. der Globalisierung und Internationalisierung der Märkte sowie einer Infragestellung traditioneller Werte. Bestimmte Elemente individueller Identität wie z.B. Selbstverwirklichung, Freizeitwerte und Zeitsouveränität gewinnen an Bedeutung (Schunck 1993). Darüber hinaus ist zu bedenken, dass sich im Rahmen dieser Umwälzungen die Halbwertzeit von Wissen, speziell von Fachwissen, dramatisch verkürzt hat. Der Arbeitnehmer muss deshalb kontinuierlich (lebenslang) neues Wissen und aktuelle Kompetenzen erwerben (Sembill 2000 b).
It is argued that learning and instruction could be conceptualized from a process-analytic perspective. Important questions from the field of learning and instruction are presented which can be answered using our approach of process analyses. A classification system of process concepts and methods is given. One main advantage of this kind of process research is the possibility to study trajectories of learning over time. It also allows the performing of intraindividual analyses. A number of empirical examples are presented which demonstrate the advantages of our approach to performing process analyses. The examples regarding individual trajectories deal with evaluation data of a training program to enhance self-regulated learning. In the discussion, limitations of the approach are described in reference to alternative ways of analyzing processes.
Thesis (doctoral)--Universität, Giessen, 2001.
Der herkömmliche, an der Bilanzmethode orientierte Rechnungswesenunterricht ist vielfältiger Kritik - vor allem curricularer und methodischer Natur - ausgesetzt. Durch die Gestaltung einer selbstorganisationsoffenen Lernumgebung kann sowohl der lehrerzentrierten Ausrichtung als auch dem Methodenmonismus entgegengewirkt werden. Zudem ist die fachdidaktische Modellierung wichtig, denn ohne die Kompatibilität der allgemeinen und der fachdidaktischen Modellierung erzielt man mit komplexen Lehr-Lern-Arrangements lediglich suboptimale Resultate.
Jürgen Seifried untersucht im Rahmen einer quasi-experimentellen Feldstudie, wie sich fachdidaktisch-curriculare Variationen auf den Unterricht in einer selbstorganisationsoffenen Lernumgebung auswirken. Mit Hilfe aufwändiger Prozessanalysen zeigt er, dass insbesondere die Kombination des selbstorganisierten Lernens mit der Didaktik des wirtschaftsinstrumentellen Rechnungswesens den Lernerfolg verbessert. Auf der Basis seiner Ergebnisse leitet der Autor konkrete Empfehlungen zur Gestaltung des Rechnungswesenunterrichts ab.