Bei der Forderung nach Evidenzorientierung im Bildungswesen geht es um die Frage, wie eine konstruktive Beziehung zwischen Wissenschaft und Praxis im Bildungssystem, und insbesondere beim alltäglichen Handeln von Lehrkräften, gestaltet werden kann. Wir unterscheiden dabei als Typen der Evidenzorientierung: 1. Evidenzbasierte Produkte einsetzen, 2. Evidenzbasierte Theorien für Entscheidungen nutzen und 3. Evidenzerzeugende Verfahren (praxisnah) adaptieren. Es werden verschiedene Forschungsformate danach analysiert, welchen Nutzen man als Praktikerin oder Praktiker aus ihnen ziehen kann.

Educational technologies in mathematics typically focus on fostering either procedural knowledge by means of structured tasks or, less often, conceptual knowledge by means of exploratory tasks. However, both types of knowledge are needed for complete domain knowledge that persists over time and supports subsequent learning. We investigated in two quasi-experimental studies whether a combination of an exploratory learning environment, providing exploratory tasks, and an intelligent tutoring system, providing structured tasks, fosters procedural and conceptual knowledge more than the intelligent tutoring system alone. Participants were 121 students from the UK (aged 8–10 years old) and 151 students from Germany (aged 10–12 years old) who were studying equivalent fractions. Results confirmed that students learning with a combination of exploratory and structured tasks gained more conceptual knowledge and equal procedural knowledge compared to students learning with structured tasks only. This supports the use of different but complementary educational technologies, interleaving exploratory and structured tasks, to achieve a “combination effect” that fosters robust fractions knowledge.

The efficacy of collaborative learning depends on the student interaction taking place. Monitoring student interaction can help teachers ensure their lesson goals are met. Experienced teachers describe, explain, and predict student interactions by drawing on their professional knowledge about types of student interaction that are associated with learning. This paper reports an assessment tool that measures teachers’ monitoring competence, operationalized as a form of professional vision: the ability to describe student interaction. Participants rate student interactions shown in videos on standardized items. Ratings are compared to an expert solution to provide a measure of monitoring competence. The assessment tool was evaluated with N = 193 teacher students that were in the pre-service or in-service phase of German teacher education. Classical test theory and generalizability theory were applied to evaluate the reliability of the assessment tool. Scores showed medium internal consistency. Measurement error resulting from videos was small. Reliability of scores was sufficient to detect differences in competence levels, before and after completing a training program on monitoring competence. Participants found the assessment tool appropriate for measuring monitoring competence. The findings show the feasibility of measuring professional vision of student interaction in collaborative learning. The assessment tool may be useful for adapting teacher dashboards, such as by advising beginning teachers how to intervene or, for more experienced teachers, by alerting when student interaction is not optimal for learning.

This paper describes the design and ecologically valid evaluation of a learner model that lies at the heart of an intelligent learning environment called iTalk2Learn. A core objective of the learner model is to adapt formative feedback based on students' affective states. Types of adaptation include what type of formative feedback should be provided and how it should be presented. Two Bayesian networks trained with data gathered in a series of Wizard-of-Oz studies are used for the adaptation process. This paper reports results from a quasi-experimental evaluation, in authentic classroom settings, which compared a version of iTalk2Learn that adapted feedback based on students' affective states as they were talking aloud with the system (the affect condition) with one that provided feedback based only on the students' performance (the non-affect condition). Our results suggest that affect-aware support contributes to reducing boredom and off-task behavior, and may have an effect on learning. We discuss the internal and ecological validity of the study, in light of pedagogical considerations that informed the design of the two conditions. Overall, the results of the study have implications both for the design of educational technology and for classroom approaches to teaching, because they highlight the important role that affect-aware modelling plays in the adaptive delivery of formative feedback to support learning.

This paper describes the development and evaluation of an affect-aware intelligent support component that is part of a learning environment known as iTalk2Learn. The intelligent support component is able to tailor feedback according to a student's affective state, which is deduced both from speech and interaction. The affect prediction is used to determine which type of feedback is provided and how that feedback is presented (interruptive or non-interruptive). The system includes two Bayesian networks that were trained with data gathered in a series of ecologically-valid Wizard-of-Oz studies, where the effect of the type of feedback and the presentation of feedback on students' affective states was investigated. This paper reports results from an experiment that compared a version that provided affect-aware feedback (affect condition) with one that provided feedback based on performance only (non-affect condition). Results show that students who were in the affect condition were less bored and less off-task, with the latter being statically significant. Importantly, students in both conditions made learning gains that were statistically significant, while students in the affect condition had higher learning gains than those in the non-affect condition, although this result was not statistically significant in this study's sample. Taken all together, the results point to the potential and positive impact of affect-aware intelligent support.

The monitoring by teachers of collaborative, cognitive, and meta-cognitive student activities in collaborative learning is crucial for fostering beneficial student interaction. In a quasi-experimental study, we trained pre-service teachers ( N = 74) to notice behavioral indicators for these three dimensions of student activities. Video clips of student interactions in collaborative learning settings served as learning opportunities in the training and as test scenarios for measuring monitoring competency in an assessment tool. Participants completed the assessment tool before and immediately after the training program. A control group ( N = 33) completed the assessment tool twice but did not receive training in between. Results show that monitoring competency increased significantly in the training group but not in the control group. This provides initial evidence that a video-based training program can effectively enhance pre-service teachers’ noticing of behavioral indicators of collaborative, cognitive, and meta-cognitive student activities in a relatively short time. Our findings are of practical relevance as evaluating student interactions in a collaborative learning setting is challenging, yet also a skill much needed in teacher practice.

This article describes teacher competencies for implementing collaborative learning in the classroom. Research has shown that the effectiveness of collaborative learning largely depends on the quality of student interaction. We therefore focus on what a teacher can do to foster student interaction. First, we present a framework that draws a comprehensive picture of a teacher role we see as germane to fostering student interaction. The framework distinguishes between five teacher competencies that span across all implementation phases of collaborative learning: the ability to plan student interaction, monitor, support, and consolidate this interaction, and finally reflect upon it. Then, we review research on collaborative learning and structure this review along the five teacher competencies presented in the framework. The review targets relevant concepts and pivotal empirical research results about how to foster student interaction. For each competency, we first summarize relevant concepts and empirical results. We then apply the concepts and findings to a classroom situation. These teaching vignettes illustrate the functions of the five teacher competencies in fostering student interaction in collaborative learning. For each vignette, we discuss and highlight specific aspects of the presented teacher role and draw practical implications. Monitoring and supporting in the classroom should be trained in teacher education and facilitated by providing teachers with tools such as a checklist of beneficial student behaviors. These practical implications can inform educational practices and offer new directions for future research regarding promoting collaborative learning.

The purpose of the present research was to investigate how the effectiveness of learning-by-invention activities may be influenced by the composition of the small groups that engage in them in terms of the mathematical skills of their members. Undergraduates engaged in an “inventing standard deviation” activity. Groups that included both high- and low-skill members generated a broader range of solution attempts and more high-quality solution attempts during the activity. Both the range and quality of solution attempts that were generated related to better uptake of the standard deviation formula from a later lesson. These results suggest that the composition of the small groups that work together may have an impact on the effectiveness of learning-by-invention activities.

Robust knowledge consists of both conceptual and procedural knowledge. In order to address both types of knowledge, offering students opportunities to explore target concepts in an exploratory learning environment (ELE) is insufficient. Instead, we need to combine exploratory learning environments, to support students acquisition of conceptual knowledge, with more structured learning environments that allow students to practice problem-solving procedures step-by-step, to support students' acquisition of procedural knowledge. However, how best to combine both kinds of learning environments and thus both types of learning activities is an open question. We have developed a pedagogical intervention model that selects and sequences learning activities, exploratory learning activities and structured practice activities, that are appropriate for the individual learner. Technically, our intervention model is implemented as a rule-based system in a learning platform about fractions. The model's decisionmaking process relies on the detection of each individual student's level of challenge (i.e. whether they were under-, appropriately or over-challenged by the previous learning activity). Thus, our model adapts flexibly to each individual student's needs and provides them with a unique sequence of learning activities. Our formative evaluation trials suggest that single components of the intervention model, such as the ELE, mostly achieve their aims. The interplay between the different components of the intervention model (i.e. the outcomes of sequencing and selecting exploratory and structured practice activities) is currently being evaluated.

Despite steady progress in research in technology-enhanced learning (TEL), the translation of research findings and technology into educational practices falls short of expectations. We present five Areas of Tension which were identified and evaluated in an international Delphi study on TEL. These tensions might impede a more comprehensive inclusion of information and communication technologies (ICT) in educational settings. The Delphi study was embedded in the European Network of Excellence STELLAR (Sustaining Technology Enhanced Learning LArge-scale multidisciplinary Research). Five Delphi rounds were conducted to identify Areas of Tension and Core Research Areas in TEL. An Area of Tension opposes two conflicting views on a certain technological development regarding the future of TEL. In the present article we describe the design of the Delphi study and report the results regarding the Areas of Tension. These areas were identified by collecting visionary statements on the future of TEL (Round 1) and by having 230 international experts evaluate those statements (Round 2). The emerging tensions were integrated into five Areas of Tension (Round 3) and evaluated by 569 international experts on several dimensions for their significance for TEL and TEL research (Round 4). The identified areas concern a) data tracking for personalized learning versus data privacy, b) the spreading of technology reducing the digital divide versus even increasing it, c) ubiquitous learning opportunities versus critical and focused processing of information, d) continuous innovation in the classroom versus approved practices, and e) individualized versus standardized learning paths.

: Collaborative learning is a well-researched instructional approach that is highly effective and often superior to individual learning. However, the fruitfulness of the collaboration depends on the quality of the student interaction. What do teachers need to know to monitor the quality of the group interactions? We deve loped a model describing teachers’ competencies for Implementing Collaborative Learning in Mathematics (ICLM). We illustrate here how CSCL findings may inform monitoring, one major facet of teachers’ ICLM competencies. Collaborative learning is a well-researched instructional approach whose effectiveness is well established. However, this effect depends on the quality of the student interaction (Dillenbourg, Baker, Blaye, & O’Malley, 1996). Teachers play an essential role in ensuring that the student interaction in the classroom is beneficial for learning. In the computer-supported collaborative learning (CSCL) literature, methods for designing, monitoring, and supporting collaborative learning with computer-based tools are well-described. In face-to-face teacher practice, teachers also need guidance for monitoring the ongoing student interaction similar to tools in CSCL environments. We present a theoretical model describing teachers’ competencies for Implementing Collaborative Learning in Mathematics (ICLM) and illustrate how CSCL findings may be beneficial for teacher practice, especially for monitoring student interactions. While we chose to situate the ICLM model in mathematics as the learning domain, the model may be transferred to other domains as well.

Diversity, Collaboration, and Learning by Invention Jennifer Wiley (jwiley@uic.edu) Department of Psychology, 1007 W. Harrison Street Chicago, IL 60607 USA Olga Goldenberg Department of Psychology, 1007 W. Harrison Street Chicago, IL 60607 USA Andrew F. Jarosz Department of Psychology, 1007 W. Harrison Street Chicago, IL 60607 USA Michael Wiedmann Institut fur Psychologie, Engelbergerstr. 41 D-79085 Freiburg DE Nikol Rummel Institut fur Erziehungswissenschaft, Universitatsstrase 150 D-44801 Bochum DE Abstract Learning-by-invention is an approach to mathematical instruction where small groups explore possible methods of solution before learning the “right answer” (e.g., Schwartz & Martin, 2004; Kapur & Bielaczyc, 2011). In a series of studies we have been investigating the effects of group composition in terms of math ability on learning by invention. An initial result showed that groups consisting of a mix of both high and low math ability students generated a broader range of solution attempts when asked to invent a formula for standard deviation compared to more homogeneous math ability groups. Moreover, this wider range of solution alternatives predicted better performance on quizzes following a lesson on the topic. Subsequent work is suggesting that who emerges as the leader of the group matters. Ongoing analyses are also exploring which features of the collaborative discourse are critical for students to take advantage of the affordances of learning by invention. Keywords: Collaboration, Learning, Problem Solving. Introduction It is said that the road to success is paved with failure. It’s also said that those who do not learn from their mistakes are destined to repeat them. The provocative implication of these aphorisms is that there may be ways in which failure may be instrumental for successful learning, as long as one is able to take something away from the failure experiences. This is the premise behind learning-by-invention activities. In learning-by-invention, students are asked to attempt to create a mathematical formula to accomplish a goal before an instructional lesson is provided about the canonical approach. The experience of working in a problem space before being told a correct answer may lay the groundwork for future conceptual understanding, and thereby prepare students for future learning. And, these benefits might accrue when solvers become aware of what approaches do not work, or become aware of constraints, obstacles, or desired properties for a solution through previous failures. There is now substantial evidence that having students engage in learning-by-inventions activities in small groups can lead to better understanding of new mathematical and statistical formulas compared to more traditional, direct methods of instruction (e.g., Schwartz & Martin, 2004; Kapur, 2012; Kapur & Bielaczyc, 2011). One main question for our investigations is whether the composition of the small groups in terms of their relative expertise or math ability might affect the likelihood that group members are able to take advantage of learning-by-invention activities. A second main question is whether there are critical features of the group interactions, such as in who emerges as a discourse leader, or what is said during group discussions, that can be shown to facilitate learning. Although one could expect that groups where all members possess superior math skills would be more successful at any mathematical problem solving activity, another hypothesis is that there may be advantages to being in a group where there are a variety of backgrounds, perspectives or viewpoints that can be contributed. In particular, these investigations are exploring whether diversity in small groups may be one key to unlocking the potential benefits of learning-by-invention activities. Obviously working in groups with students with more advanced math skills or knowledge may help students with less advanced skills or knowledge by exposing them to advanced math concepts or ideas that they might not consider when working alone. However, it is also possible that collaborating with students with less math knowledge

Schwartz and Martin (Cogn Instr 22:129–184, 2004) as well as Kapur (Instr Sci, this issue, 2012) have found that students can be better prepared to learn about mathematical formulas when they try to invent them in small groups before receiving the canonical formula from a lesson. The purpose of the present research was to investigate how the effectiveness of invention activities may be mediated by composition of the small groups in terms of their mathematical skills. In two studies, small groups of undergraduates engaged in an “inventing standard deviation” task. Results suggested that groups may need at least one member with high math ability to take advantage of “learning by invention”. Groups consisting of both high and low math ability members generated a broader range of solution attempts during the invention task, and this seemed to be related to better uptake of the standard deviation formula from a later lesson.

We describe and evaluate a tool using smartphones in a university learning environment. Mass lectures often lack in interactivity. Due to missing feedback, the lecture’s content may not be adapted to the students’ understanding. The tool consists of two modules, a comprehension level visualization and multiple choice questions, that are hypothesized to increase interactivity and adaptation to students’ understanding. We report data from a formative evaluation of the tool’s first implementation in a university lecture. Teaching lectures with large class sizes provides some unique challenges regarding interactivity and adaptation to students’ understanding. A constrained timeframe and class size make answering questions difficult, so lecturers may avoid interacting with students altogether. Furthermore, students avoid posing questions in front of a large and rather anonymous audience (Ratto, Shapiro, Truong, & Griswold, 2003). Finally, gathering feedback on the students’ understanding is often not possible in a large lecture hall containing about a few hundred of students, resulting in low adaptation of the lecture to the comprehension level of students (Scheele, Wessels, Effelsberg, Hofer, & Fries, 2005). In the past, classroom response systems such as i<clicker® have been used to improve interactivity in and adaptability of lectures. However, these systems are expensive to purchase and maintain. Mobile wireless technologies may offer an alternative because of their reduced size, portability, and low costs (Ogata, Wada, Gan, & Yano, 2008). Instead of distributing a classroom response system, students’ personal mobile devices may be used. Indeed, Ratto and colleagues (2003) suggest that mobile devices may improve the quality of university teaching by encouraging active participation and by adjusting the lectures using students’ feedback. A classroom interaction tool called SMILE (SMartphones In LEctures) was developed by students as part of a programming class at the chair of Computer Architecture at the University of Freiburg, Germany. Using free software and online resources (Feiten & Becker, 2012), an Android app was programmed as a native smartphone client. In addition, a web browser variant was written for maximum compatibility with other platforms. The tool consists of two main modules that allow for interaction between students and lecturer. The feedback module enables the visualization of feedback to the lecturer. Students can indicate their understanding of the lecture’s content by using a slide control ranging from “can’t follow” [bin abgehaengt] to “got it” [alles klar] (see Figure 1, left panel). The result is visualized as a bar diagram on a screen for the audience and the lecturer. In addition, the lecturer is provided with a function graph presenting mean scores and the development of the audience’s comprehension over time. Figure 1. Modules in the Android client: Feedback slider (left panel), multiple choice questions (middle panel), and evaluation questions (right panel). ICLS2012 Volume 2: Posters

Molecular diagnostic tests based on the PCR or alternative nucleic acid amplification technologies are commonly used for pathogen screening at blood drawing centers. Contrived process surveillance using test-specific external and internal controls is critical for the efficient leverage of PCR power. We describe here novel control constructs for use in nucleic acid amplification assays for pathogens with a single-stranded DNA genome, e.g., parvovirus B19. These controls are derived from a deletion mutant of the filamentous phage fd-tet, fKN16, and consist of single-stranded DNA packaged in a protein coat. They are essentially noninfectious to Escherichia coli and highly resistant to nuclease degradation. fKN16 based controls can be readily manufactured and highly purified. Despite their confirmed filamentous morphology, they can be precisely and accurately diluted over a wide range. Stability studies reveal that the novel control constructs are highly resistant to temperature stress, regardless of whether they are tested as concentrated stocks in storage buffer or diluted in buffer or human plasma. Real-time amplification curves derived from recombinant control constructs containing a parvovirus B19 specific sequence fragment match those derived from native virus. In summary, our data demonstrate the feasibility of novel nuclease-resistant single-stranded DNA controls as surrogates for parvovirus B19 and their applicability in routine molecular diagnostics.

Background: By shortening the preseroconversion window in the viral screening of donated blood, nucleic acid amplification testing greatly improves safety and efficiency, particularly when combined with multiple target detection and maximal automation.Objectives: Evaluation of seronegative window reduction during HIV- 1, HCV and HBV infection by the novel cobaso TaqScreen MPX test for simultaneous nucleic acid detection of HIV- I (groups M and 0), HIV-2, HCV and HBV using the cobas s 201 system.Study design: Testing of HIV-1, HCV, and HBV seroconversion panels (20 each) using the cobas' ' TaqScreen MPX test versus reference immuno- and nucleic acid technology assays.Results: The cobaso TaqScreen MPX test detected HIV- I and HCV infection earlier than immunoassays in 20/20 and 19/20 panels, and HBV DNA earlier than or on the same day as HBsAg in 19/20 and 18/20 panels, and later in I and 2 panels on neat samples and 1:6 dilutions. Preseroconversion sensitivity exceeded that of COBAS (R) AmpliScreen testing in pools of 24.Conclusion: The cobaso TaqScreen MPX test shortens the preseroconversion window in minipools of six, evidencing high sensitivity, and significantly enhances blood-screening efficiency by the simultaneous automated detection of multiple viruses in a single test. (c) 2007 Elsevier B.V. All rights reserved.