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Papers by Friedrich Hesse
Proceedings of the 9th …, Jan 1, 2010
Abstract This paper presents empirical evidence concerning the application of digital video techn... more Abstract This paper presents empirical evidence concerning the application of digital video technologies for creating design-based learning environments for middle school students. In three studies we show how the affordances and constraints of digital video technology can support for students their (a) cognitive (b) action related and (c) socio-cognitive learning processes in the domain of history. We present both quantitative and qualitative data. We also present initial evidence for the role of complementary support by explicit instructional ...
Proceedings of the 9th international conference on Computer supported collaborative learning - CSCL'09, 2009
Proceedings of the 9th …, Jan 1, 2009
Abstract Digital video technologies offer a variety of functions for supporting collaborative lea... more Abstract Digital video technologies offer a variety of functions for supporting collaborative learning in classrooms. Yet, for novice learners, such as school students, positive learning outcomes also depend centrally on effective social interactions. We present empirical evidence for the positive effects of instructive guidance on performance and on learning of students who use web-based video tools during a short collaborative-design task in their history lesson.
Proceedings of Society for Information …, Jan 1, 2011
Abstract The goal of this chapter is to propose an integrated approach to technology-enhanced lea... more Abstract The goal of this chapter is to propose an integrated approach to technology-enhanced learning and collaborative problem solving in the classroom. To this end, constructivist learning, that is, learning by actually constructing video material with digital video technology, is taken as an example. We present a concept for history lessons where digital video tools are used in the context of “collaborative visual design” to foster advanced expertise and new media literacies in students.
Eibel, Maximilian/Kürsten, Jens/Ritter, Marc (Hg.): …, Jan 1, 2009
Web-based digital video tools enable learners to access video sources in constructive ways. To le... more Web-based digital video tools enable learners to access video sources in constructive ways. To leverage these affordances teachers need to integrate their knowledge of a technology with their professional knowledge about teaching. We suggest that this is a cognitive process, which is strongly connected to a teacher’s mental model of the tool’s affordances. First we elaborate the theoretical integration of the notion of mental models and the Technological Pedagogical Content Knowledge (TPCK) framework. Then we report on a study where we investigated pedagogical knowledge in a sample of German pre-service teachers as a predictor for their mental models of YouTube and how these affect lesson plans for instructional use of this technology. We describe the active mental models of YouTube and present quantitative analyses suggesting mental models as mediators for the influence of pedagogical knowledge on participants’ lesson planning. Results are discussed with regard to theoretical and research implications.
Computer-Supported Collaborative Learning Series, 2005
1. WHY "COMMUNICATION AND COOPERATION WITH COMPUTERS&... more 1. WHY "COMMUNICATION AND COOPERATION WITH COMPUTERS"? New innovative computer-mediated settings open a wide range of possibilities for cooperative learning and work across distance, domain, and level of expertise. Mechanical engineers discuss the repair of a complicated machine over a distance of thousands of miles. Medical specialists located at different hospitals advise a colleague how to treat a rare illness.
Proceedings of the 2005 conference on Computer support for collaborative learning learning 2005: the next 10 years! - CSCL '05, 2005
Die folgenden Hinweise sollen helfen, Fragen bezüglich der Herangehensweise, der Gestal- tung und... more Die folgenden Hinweise sollen helfen, Fragen bezüglich der Herangehensweise, der Gestal- tung und des angemessenen Umfangs einer Diplomarbeit zu klären. Ziel ist nicht zu bevor- munden, sondern Antworten auf immer wieder gestellte Fragen zu geben. Grundlage ist, dass die Diplomarbeit einem empirischen Ansatz folgt. Bitte sprechen Sie daher die Fragestellung Ihrer Untersuchung, den Inhalt und vor allem den vo rgesehenen
The Role of Technology in CSCL, 2007
Lehr- und Forschungstexte Psychologie, 1989
Technological Pedagogical Content Knowledge, 2014
Intelligente Informationsverarbeitung, 1998
it - Information Technology, 2006
... Tobias Lauer, Thomas Ottmann, Stephan Trahasch, Universität Freiburg, Jörg M. Haake, FernUniv... more ... Tobias Lauer, Thomas Ottmann, Stephan Trahasch, Universität Freiburg, Jörg M. Haake, FernUniversität Hagen, Hans-Rüdiger Pfister, Universität ... Dies kann beispielsweise durch Kooperationsskripte gesche-hen, in denen Benutzerrollen und Aktivitäten festgelegt werden [ ...
Zeitschrift für Erziehungswissenschaft, 2014
ABSTRACT Empirische Bildungsforschung hat drei zentrale Aufgaben: Sie hilft erstens bei der Diagn... more ABSTRACT Empirische Bildungsforschung hat drei zentrale Aufgaben: Sie hilft erstens bei der Diagnose von Kompetenzen der Lernenden bzw. der Funktionsfähigkeit des Systems. Neben der Diagnostik verfolgt sie zweitens das Ziel, die Ursachen für gelingende oder misslingende Lernprozesse und Bildungskarrieren zu identifizieren, sowohl auf der Ebene der Individuen und ihres unmittelbaren sozialen Umfelds als auch auf der Ebene von Lerngruppen, Bildungseinrichtungen und ihren übergreifenden Strukturen. Eine dritte Aufgabe der empirischen Bildungsforschung ist die Begleitung und Evaluation von Veränderungen im Bildungssystem und die Entwicklung und Prüfung von Interventionsmaßnahmen.Im Jahr 2003 etablierte die Deutsche Forschungsgemeinschaft (DFG) eine Initiative zur Verbesserung der Situation der empirischen Bildungsforschung in Deutschland durch die Ausschreibung von Forschergruppen, die inhaltlich zu Themen der empirischen Bildungsforschung arbeiten und dabei auch strukturbildende Maßnahmen beinhalt ...
Designing for Change in Networked Learning Environments, 2003
New Science of Learning, 2010
Abstract The goal of this chapter is to propose an integrated approach to technology-enhanced lea... more Abstract The goal of this chapter is to propose an integrated approach to technology-enhanced learning and collaborative problem solving in the classroom. To this end, constructivist learning, that is, learning by actually constructing video material with digital video technology, is taken as an example. We present a concept for history lessons where digital video tools are used in the context of “collaborative visual design” to foster advanced expertise and new media literacies in students. The rationale behind this concept is ...
Proceedings of the 9th …, Jan 1, 2010
Abstract This paper presents empirical evidence concerning the application of digital video techn... more Abstract This paper presents empirical evidence concerning the application of digital video technologies for creating design-based learning environments for middle school students. In three studies we show how the affordances and constraints of digital video technology can support for students their (a) cognitive (b) action related and (c) socio-cognitive learning processes in the domain of history. We present both quantitative and qualitative data. We also present initial evidence for the role of complementary support by explicit instructional ...
Proceedings of the 9th international conference on Computer supported collaborative learning - CSCL'09, 2009
Proceedings of the 9th …, Jan 1, 2009
Abstract Digital video technologies offer a variety of functions for supporting collaborative lea... more Abstract Digital video technologies offer a variety of functions for supporting collaborative learning in classrooms. Yet, for novice learners, such as school students, positive learning outcomes also depend centrally on effective social interactions. We present empirical evidence for the positive effects of instructive guidance on performance and on learning of students who use web-based video tools during a short collaborative-design task in their history lesson.
Proceedings of Society for Information …, Jan 1, 2011
Abstract The goal of this chapter is to propose an integrated approach to technology-enhanced lea... more Abstract The goal of this chapter is to propose an integrated approach to technology-enhanced learning and collaborative problem solving in the classroom. To this end, constructivist learning, that is, learning by actually constructing video material with digital video technology, is taken as an example. We present a concept for history lessons where digital video tools are used in the context of “collaborative visual design” to foster advanced expertise and new media literacies in students.
Eibel, Maximilian/Kürsten, Jens/Ritter, Marc (Hg.): …, Jan 1, 2009
Web-based digital video tools enable learners to access video sources in constructive ways. To le... more Web-based digital video tools enable learners to access video sources in constructive ways. To leverage these affordances teachers need to integrate their knowledge of a technology with their professional knowledge about teaching. We suggest that this is a cognitive process, which is strongly connected to a teacher’s mental model of the tool’s affordances. First we elaborate the theoretical integration of the notion of mental models and the Technological Pedagogical Content Knowledge (TPCK) framework. Then we report on a study where we investigated pedagogical knowledge in a sample of German pre-service teachers as a predictor for their mental models of YouTube and how these affect lesson plans for instructional use of this technology. We describe the active mental models of YouTube and present quantitative analyses suggesting mental models as mediators for the influence of pedagogical knowledge on participants’ lesson planning. Results are discussed with regard to theoretical and research implications.
Computer-Supported Collaborative Learning Series, 2005
1. WHY "COMMUNICATION AND COOPERATION WITH COMPUTERS&... more 1. WHY "COMMUNICATION AND COOPERATION WITH COMPUTERS"? New innovative computer-mediated settings open a wide range of possibilities for cooperative learning and work across distance, domain, and level of expertise. Mechanical engineers discuss the repair of a complicated machine over a distance of thousands of miles. Medical specialists located at different hospitals advise a colleague how to treat a rare illness.
Proceedings of the 2005 conference on Computer support for collaborative learning learning 2005: the next 10 years! - CSCL '05, 2005
Die folgenden Hinweise sollen helfen, Fragen bezüglich der Herangehensweise, der Gestal- tung und... more Die folgenden Hinweise sollen helfen, Fragen bezüglich der Herangehensweise, der Gestal- tung und des angemessenen Umfangs einer Diplomarbeit zu klären. Ziel ist nicht zu bevor- munden, sondern Antworten auf immer wieder gestellte Fragen zu geben. Grundlage ist, dass die Diplomarbeit einem empirischen Ansatz folgt. Bitte sprechen Sie daher die Fragestellung Ihrer Untersuchung, den Inhalt und vor allem den vo rgesehenen
The Role of Technology in CSCL, 2007
Lehr- und Forschungstexte Psychologie, 1989
Technological Pedagogical Content Knowledge, 2014
Intelligente Informationsverarbeitung, 1998
it - Information Technology, 2006
... Tobias Lauer, Thomas Ottmann, Stephan Trahasch, Universität Freiburg, Jörg M. Haake, FernUniv... more ... Tobias Lauer, Thomas Ottmann, Stephan Trahasch, Universität Freiburg, Jörg M. Haake, FernUniversität Hagen, Hans-Rüdiger Pfister, Universität ... Dies kann beispielsweise durch Kooperationsskripte gesche-hen, in denen Benutzerrollen und Aktivitäten festgelegt werden [ ...
Zeitschrift für Erziehungswissenschaft, 2014
ABSTRACT Empirische Bildungsforschung hat drei zentrale Aufgaben: Sie hilft erstens bei der Diagn... more ABSTRACT Empirische Bildungsforschung hat drei zentrale Aufgaben: Sie hilft erstens bei der Diagnose von Kompetenzen der Lernenden bzw. der Funktionsfähigkeit des Systems. Neben der Diagnostik verfolgt sie zweitens das Ziel, die Ursachen für gelingende oder misslingende Lernprozesse und Bildungskarrieren zu identifizieren, sowohl auf der Ebene der Individuen und ihres unmittelbaren sozialen Umfelds als auch auf der Ebene von Lerngruppen, Bildungseinrichtungen und ihren übergreifenden Strukturen. Eine dritte Aufgabe der empirischen Bildungsforschung ist die Begleitung und Evaluation von Veränderungen im Bildungssystem und die Entwicklung und Prüfung von Interventionsmaßnahmen.Im Jahr 2003 etablierte die Deutsche Forschungsgemeinschaft (DFG) eine Initiative zur Verbesserung der Situation der empirischen Bildungsforschung in Deutschland durch die Ausschreibung von Forschergruppen, die inhaltlich zu Themen der empirischen Bildungsforschung arbeiten und dabei auch strukturbildende Maßnahmen beinhalt ...
Designing for Change in Networked Learning Environments, 2003
New Science of Learning, 2010
Abstract The goal of this chapter is to propose an integrated approach to technology-enhanced lea... more Abstract The goal of this chapter is to propose an integrated approach to technology-enhanced learning and collaborative problem solving in the classroom. To this end, constructivist learning, that is, learning by actually constructing video material with digital video technology, is taken as an example. We present a concept for history lessons where digital video tools are used in the context of “collaborative visual design” to foster advanced expertise and new media literacies in students. The rationale behind this concept is ...