Research on students’ media use outside of education is just slowly taking off. Influences of information and communication technologies (ICT) on human information processing are widely assumed and particularly effects of dis- and misinformation are a current threat to democracies. Today, higher education competes with a very diverse (online) media landscape and domain-specific content from sources of varying quality, ranging from high-quality videographed lectures by top-level university lecturers, popular-scientific video talks, collaborative wikis, anonymous forum comments or blog posts to YouTube remixes of discipline factoids and unverified twitter feeds. Self-organizing learners need more knowledge, skills, and awareness on how to critically evaluate quality and select trustworthy sources, how to process information, and what cognitive, affective, attitudinal, behavioral, and neurological effects it can have on them in the long term. The PLATO program takes on the ambitious goal of uniting strands of research from various disciplines to address these questions through fundamental analyses of human information processing when learning with the Internet. This innovative interdisciplinary approach includes elements of ICT innovations and risks, learning analytics and large-scale computational modelling aimed to provide us with a better understanding of how to effectively and autonomously acquire reliable knowledge in the Information Age, how to design ICTs, and shape social and human-machine interactions for successful learning. This volume will be of interest to researchers in the fields of educational sciences, educational measurement and applied branches of the involved disciplines, including linguistics, mathematics, media studies, sociology of knowledge, philosophy of mind, business, ethics, and educational technology.
Author(s): Olga Zlatkin-Troitschanskaia
Publisher: Springer
Year: 2019
Language: English
Pages: 316
Tags: Educational Technology
Preface......Page 5
Contents......Page 7
Chapter 2: Towards Quality Higher Education: Barriers and Enablers......Page 10
References......Page 14
Part I: Barriers and Facilitators of Learning in Higher Education......Page 15
Introduction and Background......Page 16
The ``Three Cs´´ of Quality Higher Education......Page 17
Barriers to the Achievement of Goals......Page 20
Conclusion......Page 25
References......Page 26
Introduction......Page 28
Role of Higher Education......Page 29
Modeling Truth-Seeking Behavior......Page 32
Conclusion......Page 42
References......Page 44
Why Teach Literature?......Page 47
Literature as Simulation......Page 49
Modeling Deeper Learning......Page 57
Conclusion......Page 59
References......Page 60
Chapter 5: Successful and Positive Learning Through Study Crafting: A Self-Control Perspective......Page 62
Self-Control Strength and Capacity for Self-Control......Page 63
Self-Control Strategies......Page 65
Environmental Self-Control: Study Crafting......Page 67
Improving Structures of Study Programs and Study Tasks: Autonomy......Page 69
Motivating Students´ Crafting Behaviors: Setting Increasingly Complex Goals......Page 70
Summary and Conclusions......Page 72
References......Page 74
Preliminary Remarks......Page 78
A View on the Causal Range......Page 81
Components of ``Education´´ as Sub-Functions of ``Critical Thinking´´......Page 82
Education and Critique......Page 83
Education and Knowledge......Page 85
Education and Morality......Page 86
``Education´´ and ``Critical Thinking´´ Today......Page 87
References......Page 90
Introduction: Three Levels of Critical Thinking......Page 93
Critical Thinking in the USA and in Europe: A Critical Approach......Page 95
Critical Thinking and Domain Specificity......Page 98
Some Basics for Critical Thinking and Epistemic Respect......Page 99
Critical Thinking in Connection with the 7 Social Dimensions......Page 100
Established Test Formats......Page 102
Back to the Three Levels of Critical Thinking: How to Undertake Questioning in Each of It......Page 103
The Basic Situation Stimulating Critical Thinking......Page 104
Critical Thinking and Medical and Psychological Stress Factors......Page 105
Critical Thinking and Professional Morality......Page 106
Critical Thinking and Political Decision-Making......Page 107
Conclusion......Page 108
References......Page 109
Part II: Learning with New Media and Technology......Page 111
Introduction......Page 112
Positive and Negative Media Effects on Learning......Page 113
Pilot Study......Page 114
Discussion: Limitations and Outline for a Broader Research Program......Page 119
References......Page 120
Objectives......Page 123
Media Conversion......Page 124
Two Types of Understanding: Subjective and Objective......Page 125
Sensing States......Page 126
Future Directions......Page 127
References......Page 128
Introduction......Page 129
Logic of Universal Truths......Page 130
Universal Truths as a Tool for Critical Thinking......Page 131
Aristotelian Definitions......Page 132
Aristotelian Definitions as a Pedagogical Tool......Page 134
Summary and Conclusion......Page 135
References......Page 136
Introduction and State of Research......Page 137
Project Aim and Research Questions......Page 138
Participants......Page 139
Study Design......Page 140
Results......Page 142
References......Page 143
Introduction......Page 145
Information Density Through Information Structure......Page 146
Reader Characteristics......Page 147
Reading Goals......Page 148
Types of Memory Traces......Page 149
Methods to Study Comprehension and Episodic Memory Encoding......Page 151
Open Questions and Implications for Student Learning......Page 152
References......Page 153
Idea Density......Page 155
Education and Gender......Page 156
Experimental Procedure......Page 157
Transcription of Speech Data......Page 158
Statistical Analysis......Page 159
Functional Imaging Data......Page 160
Functional Neuroimaging Data......Page 162
Limitations and Future Directions......Page 163
References......Page 164
Part III: Innovative Analytical Approaches for Modeling and Measuring of Learning......Page 166
Introduction......Page 167
Requirement Analysis......Page 170
An Architecture for Modeling the Context-Sensitive Assessment of the Complexity of Texts......Page 174
Module M1: Learning Theory......Page 175
Module M2: Discourse Theory......Page 176
Module M3: Feature Theory......Page 177
Module M4: Schema Learning Theory......Page 182
Module M5: Transfer Learning for Enabling Big Data Analysis of Educational Text Data......Page 184
A Systems Engineering View of Multimodal Cognition......Page 188
On the Way to Modeling Networks of Learners: A Methodical Discussion......Page 189
Conclusion......Page 191
References......Page 192
The Need for Semantic Structures......Page 196
The Cognitive Role of Semantic Structures......Page 197
Situation Modelling......Page 199
Positive and Negative Learning......Page 201
Outlook: Pointers to Multilingual Settings......Page 202
References......Page 203
Setting the Stage: Cross-Linguistic Variation and Cognitive Skills......Page 205
Information Structure: Japanese and Korean as Topic-Prominent Languages......Page 209
Clause Combining and Converbs......Page 212
Evidentials and Modality......Page 220
Potential Effects on Performance......Page 228
Conclusions......Page 230
References......Page 231
Introduction......Page 234
Conceptual Framework......Page 236
Test Instrument and Sample......Page 237
Latent Analysis and IRT Modeling of Student Learning Patterns with Macroeconomics Data......Page 238
Latent Analysis and IRT Modeling of Student Learning Patterns with Microeconomics Data......Page 243
Discussion and Conclusion......Page 246
References......Page 247
Introduction and Background......Page 249
Participants......Page 251
Materials and Procedure......Page 252
Results......Page 253
Discussion......Page 258
References......Page 261
Part IV: Perspectives......Page 262
Introduction and Background......Page 263
Activity Theory of Learning and ``Positive Learning in the Age of Information´´: Could Traditional Theories of Learning Still .........Page 265
Conclusion......Page 268
References......Page 269
PLATO´s Brief History......Page 271
PLATO´s Vision and Mission......Page 273
Toward a Possible Identity for PLATO......Page 275
Education Research into Practice......Page 276
Public Outreach......Page 277
PLATO´s Research......Page 278
Concluding Comment......Page 279
References......Page 280
Contexts and Developments in Knowledge Building in the Internet Age......Page 281
Theoretical Considerations on Learning in Higher Education......Page 285
Knowledge Development in Higher Education......Page 288
Online Reasoning and Critical Handling of Online Information......Page 290
Cognitive Interviews......Page 292
Summary......Page 294
Integration and Further Specification of Learning Models in an Interdisciplinary Research Framework......Page 295
Conclusion......Page 297
References......Page 298
Index......Page 304