Edited Volume I | Edited Volume II

Many interdisciplinary projects in PLATO have already been conceptualized and implemented to varying extents.

Edited Volume II

Zlatkin-Troitschanskaia, O. (Eds.) (2019). Frontiers and Advances in Positive Learning in the Age of InformaTiOn (PLATO). Wiesbaden: Springer. DOI: 10.1007/978-3-030-26578-6

Table of Contents:

Olga Zlatkin-Troitschanskaia, Walter Bisang, Alexander Mehler, Mita Banerjee and Jochen Roeper
Positive Learning in the Internet Age: Developments and Perspectives in the PLATO Program

Part I: Barriers and Facilitators of Positive and Negative Learning in Higher Education

Howard Gardner and Wendy Fischman
Towards Quality Higher Education: Barriers and Enablers

David C. Berliner
The Role of Modeling for “Seeking Truth” in an Educational Policy Classroom

Mita Banerjee
Literature, Simulation, and the Path Towards Deeper Learning

Christian Dormann and Christina Guthier
Successful and Positive Learning Through Study Crafting: A Self-Control Perspective

Klaus Beck
On the Relationship Between “Education” and “Critical Thinking”

Fritz K. Oser and Horst Biedermann
A Three-Level Model for Critical Thinking: Critical Alertness, Critical Reflection, and Critical Analysis

Part II: Learning with New Media and Technology

Marcus Maurer, Christian Schemer, Olga Zlatkin-Troitschanskaia, and Judith Jitomirski
Positive and Negative Media Effects on University Students’ Learning: Preliminary Findings and a Research Program

Koichi Kise
The Role of Media Conversion for Positive Learning

Vinay K. Chaudhri, Yan Gong, Craig Heller, and Shizuka Yamada
Explicating the Logic of Biology to Support Critical Thinking

Pascal Klein, Stefan Küchemann, Paul van Kampen, Leanne Doughty, and Jochen Kuhn
Picture Bias in Upper-Division Physics Education

Daniela Czernochowski, John Gamboa, and Shanley E. M. Allen
What Can the Eyes and the Brain Tell Us About Learning? The Role of Information Density in the Comprehension and Retrieval of Complex Concepts

Arne Nagels, Svenja Lüll, Lisa Friederich, Benjamin Straube, Michael Grosvald, and Silvia Hansen-Schirra
The Neural Basis of Idea Density During Natural Spoken Language

Part III: Innovative Analytical Approaches for the Modeling and Measuring of Learning

Alexander Mehler and Visvanathan Ramesh
TextInContext: On the Way to a Framework for Measuring the Context-Sensitive Complexity of Educationally Relevant Texts—A Combined Cognitive and Computational Linguistic Approach

Andy Lücking
From Cognitive Structures to Positive and Negative Learning in a Dialogue Semantics Perspective

Walter Bisang and Patryk Czerwinski
Performance in Knowledge Assessment Tests from the Perspective of Linguistic Typology

Susanne Schmidt, Olga Zlatkin-Troitschanskaia, and William W. Walstad
IRT Modeling of Decomposed Student Learning Patterns in Higher Education Economics

Marta K. Mielicki, Mara V. Martinez, Louis V. DiBello, Alexa Lee-Hassan and James Pellegrino
Assessing Mathematics Knowledge and Skill: What College Students Actually Know and Can Do?

Part IV: Perspectives

Andrey Podolskiy
On the Way of Developing a Holistic Explanatory Model of Positive Learning

Richard J. Shavelson
PLATO in Search of Identity

Olga Zlatkin-Troitschanskaia, Sebastian Brückner, Dimitri Molerov, and Walter Bisang
What Can We Learn from Theoretical Considerations and Empirical Evidence on Learning in Higher Education? Implications for an Interdisciplinary Research Framework


Edited Volume I

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