Substantial progress has been made in understanding how teachers design for learning. However, there remains a paucity of evidence of the actual students’ response towards leaning designs.
Public lecture, 22 November, 2017 - International Seminar "Evidence-based research: methodological approaches and practical outcomes“ hosted by the UNESCO Chair in Education and Technology for Social Change at the Open University of Catalonia, Spain
This paper describes a differing representation of the term scaffolding, with particular emphasis on spoken language as a tool to learning. Discussion examines difficulties faced by practitioners when transforming the theoretical aspects of scaffolding to more practical application, and in particular observes the value of involvement in the learning process. Discourse assesses how the child is led towards becoming an independent learner and how they subsequently reach a predetermined goal, set by the practitioner. It highlights therefore, the importance of evidence to support how scaffolding contributes towards increased competence, and examples provided demonstrate the transition from teacher support to that of independent problem solving. The paper concludes that the notion of scaffolding benefits greater understanding of both teaching and learning, which ultimately contributes to greater knowledge by the learner.
This short piece is about how the use of learning analytics data might break into students’ consciousness and help overcome innate resistance to change
L. Beierlieb. University of Würzburg, Am Hubland, Informatikgebäude, 97074 Würzburg, Germany, Bachelor Thesis, (December 2019)Würzburg Software Engineering Award Runner Up Masterthesis.
L. Beierlieb. University of Würzburg, Am Hubland, Informatikgebäude, 97074 Würzburg, Germany, Bachelor Thesis, (December 2019)Würzburg Software Engineering Award Runner Up Masterthesis.
L. Beierlieb. University of Würzburg, Am Hubland, Informatikgebäude, 97074 Würzburg, Germany, Bachelor Thesis, (December 2019)Würzburg Software Engineering Award Runner Up Masterthesis.