Publications

Edited volume now available:

Zlatkin-Troitschanskaia, O., Wittum, G. & Dengel, A. (Eds.) (2018). Positive Learning in the Age of Information (PLATO) – A blessing or a curse? Wiesbaden: Springer.

 

Table of Contents:

Olga Zlatkin-Troitschanskaia, Gabriel Wittum, and Andreas Dengel
Editorial  About a 'PLATO'

 

Part I: Theoretical fundamentals of positive learning

Howard Gardner
Higher Education: A Platonic Ideal

Stephan M. Kosslyn
Why We Should Teach the Humanities: An Outsider’s Perspective

Olga Zlatkin-Troitschanskaia, Susanne Schmidt, Dimitri Molerov, Richard J. Shavelson, and David Berliner
Conceptual Fundamentals for a Theoretical and Empirical Framework of Positive Learning

 

Part II: Learning as an interplay between neuronal, cognitive and information structures

Arne Nagels, Spencer D. Kelly, Tilo Kircher, and Benjamin Straube
Hand Gestures Alert Auditory Cortices – Possible Impacts of Learning on Foreign Language Processing

Pascal Klein, Andreas Dengel, and Jochen Kuhn
Students' Visual Attention While Solving Multiple Representation Problems in Upper-Division Physics: An Eye Tracking Study

Markus Knauff
Supporting and Hindering Effects on Rational Reasoning: A Slightly Unbalanced Survey

Gabriel Wittum, Robert Jabs, Michael Hoffer, Arne Nägel, Walter Bisang, and Olga Zlatkin-Troitschanskaia
A Concept for Quantitative Comparison of Mathematical and Natural Language and the Effect on Learning

Walter Bisang
Knowledge Representation and Cognitive Skills in Problem Solving – A View from Linguistic Typology

Alexander Mehler, Olga Zlatkin-Troitschanskaia, Wahed Hemati, Dimitri Molerov, Andy Lücking, and Susanne Schmidt
Integrating Computational Linguistic Analysis of Multilingual Learning Data and Educational Measurement Approaches to Explore Student Learning in Higher Education

 

Part III: Learning as interaction and communication processes in formal and informal learning environments

Marcus Maurer, Oliver Quiring, and Christian Schemer
Media Effects on Positive and Negative Learning

Aileen Oeberst, Jort de Vreeze, and Ulrike Cress
The Norm of Neutrality in Collaborative Knowledge Construction: A Comparison Between Wikipedia and the Extreme Right-Wing Metapedia

Sam Wineburg, Joel Breakstone, Sarah McGrew, and Teresa Ortega
Reading Less and Learning More: The Nature of Expertise in the Evaluation of Digital Information

Daniel Koretz
Approaches to the Study of Negative Learning

Oliver Meyer, Margarete Imhof, Do Coyle, and Mita Banerjee
Positive Learning and Pluriliteracies: Growth in Higher Education and Implications for Course Design, Assessment and Research

Silvia Hansen-Schirra, Sascha Hofmann, and Jean Nitzke
Acquisition of Generic Competencies through Project Simulation in Translation Studies

Richard J. Shavelson
Positive Learning in the Age of Information (PLATO) – Critical Remarks

 

Part IV: Learning with ethics and morality

Wanja Wiese
Ethics of Beliefs: On Some Conceptual and Empirical Obstacles to Teaching the Ability for Positive Learning

Christian Dormann, Eva Demerouti, and Arnold Bakker
A Model of Positive and Negative Learning: Learning Demands and Resources, Learning Engagement, Critical Thinking, and Fake News Detection

Gerhard Minnameier
Reconciling Morality and Rationality – Positive Learning in the Moral Domain

Fritz Oser
Positive Learning Through Negative Learning: The Wonderful Burden of PLATO

 

Part V: Learning with information and communication technology: impact and risk evaluation

Koichi Kise
Deeply Sensing Learners for Better Assistance: Towards Distribution of Learning Experiences

Shoya Ishimaru, Syed Saqib Bukhari, Carina Heisel, Nicolas Großmann, Pascal Klein, Jochen Kuhn, and Andreas Dengel
Augmented Learning on Anticipating Textbooks with Eye Tracking

Miloš Kravčík, Carsten Ullrich, and Christoph Igel
The Potential of the Internet of Things for Supporting Learning and Training in the Digital Age

Giovanni Luca Ciampaglia
The Digital Misinformation Pipeline: Proposal for a Research Agenda