Freitag nächster Woche ist es wieder so weit: unser #DHELab setzt seine Last Friday's Lab Talks mit dem folgenden #Onlinevortrag fort:
Attention Pending– Kulturelle Vermittlungsstrategien im postdigitalen Raum
Mit Dr. Florian Windhager @worknet
🗓️Fr 28.11.2025 | 12-13 Uhr
➡️
https://bbf.dipf.de/de/aktuell/termine/dhelab-vortrag-2025-11
Alle Interessierten sind herzlich eingeladen!
#DigitalHistory #DH #histed #histodons #glam #museum #educationalresearch
⏰ Save the date! #IWMLecture by Prof. Dr. Hendrik Drachsler: Towards highly informative #LearningAnalytics with #AI
➡️ Tuesday, Nov 25, 2025, 13 – 15 pm (large conference room 2, IWM/Schleichstr. 6, Tübingen).
✔️ Participation online: please send an 📧 e-mail to redaktion(at)iwm-tuebingen.de
ℹ️ More information: https://iwm-tuebingen.de/en/research/lectures/hendrik_drachsler_learning_analytics
#KI #EducationalResearch
Erfolgreicher Auftakt zur CIDER-LERN Conference 2025!
Ein Dank an unsere Mit-Veranstalter @bib_bund und CIDER-Koordination @leibniz_bildung, sowie an Orla Doyle (Dublin) für ihre Keynote zum Thema „The Effectiveness of Early Life Investments". Heute starten wir in den zweiten Tag mit Poster Sessions, Kurz-Vorträgen, Diskussionen und natürlich der Keynote und LIfBi Lecture von Samuel Greiff (@tu_muenchen).
Das Clearing House Unterricht war auf der #EARLI2025 in Graz. Wir durften eine Woche voller neuer Perspektiven, spannender Einblicke und inspirierender Begegnungen erleben.
Die #EARLI war nicht nur ein wissenschaftliches Highlight, sie war auch geprägt von wertvollem Austausch, neuen Impulsen und einer tollen Atmosphäre inmitten einer wunderschönen Stadt.
'Active and Inclusive Teaching of Literacy and Communication Skills for Enhanced Employment and Sustainable Economic Growth' - a book from University of Maribor Press on #ScienceOpen:
📘🔗 https://www.scienceopen.com/book?vid=fa3c5487-93f4-4b49-bc7a-49b7cc21f091
#InclusiveEducation #CommunicationSkills #CurriculumDevelopment #EducationalResearch
<p xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance" class="first" dir="auto" id="d117538e37">The monograph presents a part of the research work within the project "Active and Inclusive Teaching of Literacy and Communication Skills for Enhanced Employment and Sustainable Economic Growth (In-Comm Guide)," and underscores the significance of communication skills for both business success and personal development. These skills are deemed essential not only in academic achievements but also in the professional realm, with employers actively seeking them in prospective candidates. The monograph emerges as a product of the Erasmus+ initiative – the project was supported by the European Union and overseen by the Slovenian national agency CMEPIUS. Encompassing a consortium of institutions including the University of Maribor, University of Applied Sciences Zwickau, University of Pula, and University of Udine, the project aimed to develop communication skills curricula. This focus sought to bolster students' readiness for the job market while emphasizing non-verbal communication, sign languages, and linguistic proficiency, particularly in English. Within the monograph, the emphasis on innovative teaching methodologies, intercultural communication, and students' well-being converge. Moreover, attention is directed toward individuals with hearing impairments and the significance of non-verbal communication. </p>
'The Effect of Choice Making Opportunities and Supporting Positive Behavior Strategies in Self-Advocacy among Students with Intellectual Disabilities' - a new article from the Journal of #EducationalSciences (JES) on #ScienceOpen:
📚 https://www.scienceopen.com/document?vid=530e0032-3eff-467c-ac5d-a4805f6d287b
#SelfAdvocacy #IntellectualDisabilities #EducationalResearch #SpecialEducation
<p xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance" class="first" dir="auto" id="d19307416e39">The study aimed at identifying the effect of choice making provision strategies in self-advocacy among students with intellectual disabilities from the point of view of their teachers. The sample of the study included (48) teachers who teach in government institution for students with intellectual disabilities in Al-Ahsa. The researcher used the quasi-experimental design for pre and post measurements for one group, and applied the two measurements for opportunities of choice and self-advocacy of students with intellectual disabilities in the first baseline stage. Then, the teachers were trained on the strategy of choice making opportunities provision and support for positive behavior. Finally, there was a follow-up baseline stage. The averages of the pre and post measurements of the study sample were calculated using the Independent sample T test and the one-way analysis of variance (ANOVA). The results of the study indicated that there were statistically significant differences between the pre and post measurements in the strategy of choice opportunities for teachers of students with intellectual disabilities, and there were statistically significant differences among teachers of students with intellectual disabilities in self-advocacy of their students with intellectual disabilities. The arithmetic mean reached the level of significance with regard to the teacher's experience variable and the teacher's access to training in the field, while it was found that there were no statistically significant differences between the dimensional measurements in the strategy of providing choice opportunities according to the level of severity of the students' disability. </p><p xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance" class="first" dir="auto" id="d19307416e42">هَدفت الدراسةُ إلى التعرف على فاعلية استراتيجيَّتي "إعطاء فُرص الاختيار" و"دعم السلوك الإيجابي" في انتصارِ الطلاب ذوي الإعاقة العقلية لحقوقهم من وجهة نظر معلميهم. واشتملت عينة الدراسة على (48) معلمًا يُدرِّسون في مَعاهد الطلاب ذوي الإعاقة العقلية في الأحساءِ، واستخدم الباحث المنهج شبهَ التجريبي للقياسيْن القبلي والبعدي لمجموعة واحدة، وطبَّق مقياسَ إعطاء فُرص الاختيار ومقياس انتصار الطلاب ذوي الإعاقة العقلية لحقوقهم في مرحلة الخطِّ القاعدي الأول، وتدريب المعلمِ على استراتيجية إعطاء فُرص الاختيار ودعم السلوك الإيجابي، ثم مرحلة الخط القاعدي التالية. وحُسِبت متوسطات القياسات القبلية والبعدية لعينة الدراسة، واستُخدِم اختبار Independent sample T Test واختبار تحليل التبايُن الأحادي ANOVA. وأشارت نتائجُ الدراسة إلى وجود فروق دالة إحصائيًا بين القياسيْن القبلي والبعدي في استراتيجية إعطاء فُرص الاختيار لدى معلمي الطلاب ذوي الاعاقة العقلية، ووجودِ فروق دالة إحصائيًا لدى معلمي الطلاب ذوي الإعاقة العقلية في انتصار الطلاب ذوي الإعاقة العقلية لحقوقهم. وبلغت المتوسطاتُ الحسابية مستوى الدلالة فيما يتعلق بمتغير خبرة المعلم، ومتغير حصول المعلم على التدريب في المجال، في حين تبيَّن عدم وجود فروق دالة إحصائيًا بين القياسات البعدية في إعطاء فرص الاختيار وفقًا لمستوى شدة إعاقة الطلاب. </p>
#EduReads - Open Call
You've come across something worth reading 📚 👍 and the community of educational researchers should know about it?
You're welcome to send your literature recommendation and a short "why" 🙂 to the Education Research Portal: https://www.fachportal-paedagogik.de/en/forschungsinformation/eduresearch-social.html
We'd like to make a toot of it. Maybe once a month? Feel free to spread the word.
#ResearchLiterature
#Literature #EducationalResearch #EducationalScience
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