diigo bookmarks (weekly)

Posted from Diigo. The rest of my favorite links are here.

diigo bookmarks (weekly)

Posted from Diigo. The rest of my favorite links are here.

diigo bookmarks (weekly)

    • „um ein Bündel von Fähigkeiten, um den Kenntnisstand, die Lernfortschritte und die Leistungsprobleme der einzelnen Schüler sowie die Schwierigkeiten verschiedener Lernaufgaben im Unterricht fortlaufend beurteilen zu können, sodass das didaktische Handeln auf diagnostischen Einsichten aufgebaut werden kann“ (Weinert, 2000).
    • zeigt sich vor allem in der Auswahl geeigneter Inhalte und Methoden, Arbeits– und Kommunikationsformen
      • das ist natürlich gerade in der EB nicht so ohne weiteres möglich
    • Generell gilt, dass Lernarrangements so gestaltet werden, dass sie sich an den Ausgangslagen bzw. Vorkenntnissen der Schüler orientierten und unterschiedliche Wege des Lernens ermöglichen. Dies ist in offenen Unterrichtsformen, z. B. der Wochenplanarbeit, dem Stationenlernen oder der Freiarbeit eher möglich als in stärker instruktiven Formen des Unterrichts.

Posted from Diigo. The rest of my favorite links are here.

diigo bookmarks (weekly)

Posted from Diigo. The rest of my favorite links are here.

Nice birthday present

2013-08-19 AfL englische Blume

I spent the last days in Munich and attented the JURE pre-conference of EARLI. The acronym stands for Junior Researchers (JURE) of the European Association for Research in Learning and Instruction (EARLI).

I had the pleasure to present a Round Table on my PhD topic which currently has the working title “Enhancing teachers’ Assessment for Learning practices”. Since the first submission round was actually quite a while ago (end of October 2012!), there was some change in my presentation (and also in the working title which was “Self-determined learning in the 21st Century Classroom” back then). But I guess that is the process of the PhD – change here and there every once in a while…

Nevertheless, I was nominated for Best Round Table Award of JURE 2013 and therefore had quite some interested people in my presentation and I actually managed to convince them of my work and my presentation style and really got awarded for that.

I am very pleased and happy because not only did I get that Award – no – it was also given to me on my birthday. What a nice present 🙂

For those interested in the Round Table handout:

2013-08-23 JURE Handout_final_v5

Learn how to code

I am thinking about learning how to code for a while now. Yes, I took computer sciences as a minor subject during my study and yes, I learned a bit Java programming but that is just too long ago now. To be honest, I don’t really know if I remember anything of that because I did not use it for about 5 years now.

So, today I found this awesome Codecademy website which offers courses for programming languages and I signed in for Javascript because it is one of the most popular programming languages right now and seems to be quite easy to learn if you have an understanding for the logic behind it (and I assume I have that).

I already finished the first unit with the basics and I hope that I will find the time to go through all 12 units. Maybe I really can do some programming then – there are enough ideas 😉

Many visualizations lead to self-determination: Facilitation of Reflection and Feedback with the help of Open Learner Models


Well, again it has been awfully quiet around here (for a year again, wow, time is flowing fast). Why can’t I get this running.


Today, I came back from a very interesting conference for young academics in Germany. To be more precise: for young German academics who are using digital media to facilitate learning processes.

This means, there was a bunch of computer scientist, pedagogues and others who are interested in this field.

It was my first “real” conference and I am totally thrilled. It was amazing. I had the opportunity to present my research (which is still a bit fuzzy) and received very valuable feedback on it.

I came to the opinion that it is time to frame the title a bit more because I – once again – had the impression that the title “Self-determined learning in the 21st century classroom” might be a bit misleading. Although, of course, this is the long term goal: Facilitate self-determined learning in schools with digital media and therefore provide students with the ability to become life long learners.

But due to the fact that I will focus on the facilitation of reflection and feedback strategies and competencies, I see that I should frame it in this direction.

My aim is to develop a concept for professional teacher development which helps teachers to facilitate reflection competencies and feedback processes in both teachers and students and test this concept. Ah, and of course, there are digital media involved.

To be more precise: Open Learner Models (OLM) which we develop within the Next-TELL project.

Okay, it was not my aim today to precisely describe what my current status is in here (I am not sure about that myself, so it is kind of hard to say). But I would like to reflect a bit myself so that I might have the chance the re-live my thoughts once again when I need to.

I already described my conclusion 1: Find another title!

Therefore, I thought a bit today and came to the conclusion that I might use the working title my colleague and I used at the EduCamp in Hamburg in April this year.

This would be: “Many visualizations lead to self-determination” (I really like this as a catchy phrase) but of course that is still not very precise and kind of confusing. So, I decided to add a subtitle: “Facilitation of Reflection and Feedback with the help of Open Learner Models”. Yeah, I think that is a better fit as a working title. Still confusing but not that misleading any more.

I still have the self-determination aspect (which is at this stage kind of important to me) and I already set the focus a bit more.

My second conclusion today was that it is hard to describe the potential benefit of the OLM to an audience that has never heard of it before (especially if you just have round about 10 minutes for that in which you have to put all the other stuff as well). And I understand that very well because to them it seems that this is just another tool that looks nice and has a lot of functions. But new tools always mean more work to figure it out. And as we all know: Time is something that no one really has any more these days. And as another add-on: What about sustainability? We develop the tool with all the other great guys in the project until next year… and then… will it still be there? For me it is clear that it will remain for at least another two years. But how can I proof that to the audience respectively to teachers who I would like to working with it?

And there was also a third conclusion which was not really my conclusion but more the conclusion of the audience: Your dissertation project is huge. And yes, I know that. But I am not fully convinced (yet?) that it is too big. Hope to soon figure that out.

So, what am I doing with that now? I am of course still thinking about the things I heard today. Not alone about the feedback I received but also about the work the other academics presented.

In general, I had great talks there and lots and lots of input. Maybe I need to sleep about that to become more clear about the next steps.