Allgemeine Informationen
| Veranstaltungsname | Seminar: Debattierclub Master ILLF/Debating Research on Learning and InstructionMaster RLI |
| Semester | WS 2024/25 |
| Aktuelle Anzahl der Teilnehmenden | 3 |
| maximale Teilnehmendenanzahl | 16 |
| Heimat-Einrichtung | Digitale Medien |
| beteiligte Einrichtungen | Psychologie |
| Veranstaltungstyp | Seminar in der Kategorie Lehre |
| Nächster Termin | Donnerstag, 14.11.2024 10:00 - 11:30, Ort: (4107D) |
| Voraussetzungen |
Basic knowledge in research of learning and instruction. Together with the modules PSY-5111 “Theoretical Approaches to Research on Learning and Instruction”, PSY-5112 “Core Skills within Research on Learning and Instruction”, and PSY-5114 “Recent Findings of Research on Learning and Instruction”, this module is a mandatory part of the module group "Theories and Methods of Research on Learning and Instruction”. It accompanies students’ own empirical project work in the two “Specialization” areas they select in the electives (“Cognitive and Instructional Processes in Learning and Instruction”, “Motivational and Emotional Processes in Learning and Instruction”, “Teaching and Learning with Media”, “Teacher Professionalism and Heterogeneity”, and “Technology-supported Assessment and Facilitation of Learning and Instruction”) and helps them to contextualize their own research within the broader context of current international research on learning and instruction. Students should complete this module in the second semester. This module exclusively targets students from the Master’s program Research on Learning and Instruction: An Interdisciplinary Program“. |
| Lernorganisation | Blended Learning/If necessary, some or all meetings will be organized online. |
| Leistungsnachweis |
Module exam, Portfolio (written assignments, scientific presentations) / work period for assignment: 15 weeks, graded Examination Prerequisites: Over the course of the semester, the students read several empirical research articles. For each article, they complete a written assignment. Description: The exam consists of the total of written assignments that students complete over the course of the semester. In their assignments, students apply scientific criteria to critically assess the quality of the empirical research articles they read over the course of the semester. |
| Veranstaltung findet in Präsenz statt / hat Präsenz-Bestandteile | Ja |
| Hauptunterrichtssprache | englisch |
| Literaturhinweise |
Cohen, L., Manion, L., & Morrison, K. (2018). Research methods in education (8th ed.). Routledge. Richard E. Mayer, Guido Makransky & Jocelyn Parong (2023) The Promise and Pitfalls of Learning in Immersive Virtual Reality, International Journal of Human–Computer Interaction, 39:11, 2229-2238, DOI: 10.1080/10447318.2022.2108563 Peng, W., Kanthawala, S., Yuan, S., & Hussain, S. A. (2016). A qualitative study of user perceptions of mobile health apps. BMC public health, 16(1), 1158. Pohlmann, M. (2022). Einführung in die Qualitative Sozialforschung. Tübingen: UVK. Wartenweiler, T. (2018). Serious play in education for social justice - an exploratory study. Journal of New Approaches in Educational Research, 7(1), 61-69. doi10.7821/naer.2018.1.260 Zaman, B., Nouwen, M., Vanattenhoven, J., De Ferrerre, E., & Van Looy, J. (2016). A qualitative inquiry into the contextualized parental mediation practices of young children’s digital media use at home. JOURNAL OF BROADCASTING & ELECTRONIC MEDIA, 60(1), 1–22. |
