Edited Volume I | Edited Volume II
Many interdisciplinary projects in PLATO have already been conceptualized and implemented to varying extents.
Edited Volume II
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
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