The coronavirus crisis has once again demonstrated the importance of supporting learning in schools through digital technologies. Far beyond the use of digital platforms to distribute assignments to students, digital technologies enable the tracking of individual student learning and the provision of targeted support tailored to individual needs. This research project investigates the extent to which data derived from student interactions with digital technologies in mathematics and science classrooms can be used to 1) continuously evaluate individual student learning, 2) reconstruct learning pathways across sequences of learning activities, and 3) identify those pathways associated with the development of competencies in mathematics and science.
How do we obtain scientific information? Who do we get it from? What if artificial intelligence could provide us with complicated topics and technical information in an easily understandable way? This research project investigates how laypeople perceive and evaluate intelligent language assistants who communicate scientific information. In particular, it will explore how different textual representations of automated content affect the acceptance and reception of scientific knowledge.
With the increasing use of digital media, the "space" in which teaching and learning take place at universities is also changing. The systematic linking of physical and digital learning environments creates hybrid learning spaces in which teaching and learning scenarios can be implemented in a wide variety of personal constellations in different places and times. Such hybrid learning spaces and their design are the focus of the project HybridLR.
Within the framework of the project, interfaces are to be defined and prototypically implemented in exemplary test cases, which will make it possible to create a problem-oriented access to the established and well-networked information and qualification portal e-teaching.org via the National Education Platform. This should make its extensive multimedia learning materials on the fundamental topic of teaching and learning with digital media even more accessible.
In this research project we examine how different forms of presenting factual information influence people’s knowledge about and attitudes toward foxes. In particular, the project deals with the impact of different forms of visual and textual representations. It examines whether emotionalization through visual methods has a similar effect as emotionalization mediated by textual representations.
The design and use of technology, as well as the promotion of knowledge about teaching with technology, are central fields of action in education. For this purpose, the meta-project "Digi-EBF" (Digitalisation in the Fields of Education) supports research projects of the BMBF funding line for “Digitalisation in the Fields of Education” in the framework program “Empirical Educational Research”.
Accompanying the practical training of physiotherapists at the vocational school ulmkolleg, an internet-based learning platform was designed and implemented in the clinical education period. This platform also represents the research environment of the project. The aim of this platform is to accompany and support the clinical training on patients and the learning process of the students. Furthermore, research questions in the field of collaborative knowledge construction and individual learning are investigated over the entire course of training.
The project investigates integration processes of individuals who possess more than one social identity because they belong to several relevant groups. Social identities can be more or less integrated in the self-concept. The project investigates the impact of social identity integration on well-being, on the effects of stereotype threat, and on the perception and selection of information coming from diverse group-related domains.
The project examines how barriers of knowledge transfer in the field of human-carnivore coexistence can be overcome. It aims to develop a Digital Transfer Tool that addresses emotional barriers in addition to media and scientific literacy. The Digital Transfer Tool will be based on the use of tablets and a modular application featuring surveys and games in public locations in Germany and abroad.
The aim of the project is to develop sustainable effective curriculum-accompanying innovative teaching formats with content that can be dynamically adapted to different conditions and developments for students of medicine and medical-related life science courses, which serve to impart theoretical and practical AI knowledge at different levels (basics, in-depth studies, applications) with socially relevant questions on ethics, law, privacy, transparency etc. TüKITZ Med is intended to teach basic concepts and methods of artificial intelligence competently and effectively to students who are not familiar with AI.
Scientific findings are becoming increasingly important. However, it is often difficult for many people to interpret and understand these findings. This is also due to the fact that the scientific process of knowledge gain has received little attention so far. Therefore, the aim of the VideT project is to develop a video-based transfer tool in order to communicate the empirical scientific research process to the public and test it in student laboratories.
