Interaktivität und Adaptivität in multimedialen Lernumgebungen

Niegemann, Helmut M.; Heidig, Steffi

doi:10.1007/978-3-662-54373-3_33-1

Cited by 5 publications

(14 citation statements)

References 32 publications

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“…Of course, the learner can also work out the whole learning objective but microcontent offers the possibility to do this in a highly flexible and integrated manner, at one's own speed and within given time limits. Thus the format of microcontent and microlearning activities do not only meet the pulse of time but also several considerations and principles of learning theories as the cognitive theory of multimedia learning (CTML; Mayer, , 2005 , cognitive load theory (CLT; Plass, Moreno, & Brünken, 2010;Sweller, van Merriënboer, & Paas, 1998) or models of self-regulated learning (SRL; Boekaerts, 1999;Zimmerman, 2000). The relation between these theories and microlearning with regard to the design of microcontent will be discussed in the following section.…”

Section: A Definition Of Microlearning?mentioning

confidence: 99%

“…if there is no relevant pictorial information to support information integration. CTML and CLT (Sweller, 1998) are closely related, share several basic assumptions, focus on similar cognitive processes and can both be used to explain the popular effects of multimedia learning. Although the multimedia principle, the modality principle and the redundancy principle are somehow more CTML, the effects can also be explained by CLT and means of cognitive load.…”

Section: Microlearning and Ctmlmentioning

confidence: 99%

“…The goal of CLT (Sweller, van Merriënboer, & Paas ,2019) is to avoid cognitive overload with regard to information processing. Similar to CTML the basic assumptions of CLT are a limited working memory capacity for the processing of information, and that learning is an active process that consumes working memory capacity.…”

Section: Microlearning and Cltmentioning

confidence: 99%

“…The essential assumption of CLT is that cognitive capacity consumption is due to different factors of cognitive load with regard to active schema construction and design features of the learning instruction. The early model of CLT (Sweller, 1998) considers three distinguishable factors of cognitive load that is extraneous cognitive load (ECL), intrinsic cognitive load (ICL) and germane cognitive load (GCL). Therein ECL is the part of cognitive load that arises because of design features of the learning instruction, ICL is the part of cognitive load that arises because of task complexity and GCL is the part of cognitive load that arises because of schema construction.…”

Section: Microlearning and Cltmentioning

confidence: 99%

“…However, the early model of CLT was revised (Choi, van Merriënboer, & Paas, 2014;Kalyuga, 2011) because of the close relationship of ICL and GCL, as the cognitive load that arises from schema construction depends on element interactivity. The recent model of CLT considers GCL no longer as a separate factor that adds up to total cognitive load, but as the amount of working memory resources that is actively redistributed to learning activities (Sweller et al, 2019). Most design principles that consider CLT aim on a reduction of ECL by efficient instructional designs and a resource saving presentation of information that avoids unnecessary processing.…”

Section: Microlearning and Cltmentioning

confidence: 99%

See 4 more Smart Citations

Vocational Education and Training in the Age of Digitization

Wuttke¹,

Seifried²,

Niegemann³

2020

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The increasing digitization of the world of work is associated with accelerated structural changes. These are connected with changed qualification profiles and thus new challenges for vocational education and training (VET). Companies, vocational schools and other educational institutions must respond appropriately. The volume focuses on the diverse demands placed on teachers, learners and educational institutions in vocational education and training and aims to provide up-to-date results on learning in the digital age.

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Section: A Definition Of Microlearning?mentioning

confidence: 99%

Section: Microlearning and Ctmlmentioning

confidence: 99%

Section: Microlearning and Cltmentioning

confidence: 99%

Section: Microlearning and Cltmentioning

confidence: 99%

Section: Microlearning and Cltmentioning

confidence: 99%

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Vocational Education and Training in the Age of Digitization

Wuttke¹,

Seifried²,

Niegemann³

2020

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Smart HRM in 2030: Conversational HR, Connected Robotics, and Controlled Analytics

Gärtner

Kern²

2021

Managing Work in the Digital Economy

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Startup SpinerHR announces the next release of SPOON, the virtual HR management suite. Based on the latest analytics and automatization technology, SPOON shifts the way of using HR services to the next level: it offers end-to-end HR process support, customized for line managers, employees, and the few people left in the HR department. SPOON offers all functionalities needed to provide administrative, firstand second-level support for internal and external customers of the HR function. For workforce planning, the system automatically calculates the quantitative and qualitative skill gaps in the workforce based on internal employee and freelancer data as well as external information about demand and supply on various labor markets, education systems, and competitors' recruitment initiatives. It manages the recruiting process for commodity hires from job posting, CV screening and matching, interviewing, and contracting, including the whole real-time conversation with candidates. A "pay for skills" functionally crawls the talent market for hot skills and adjusts salary offerings accordingly. Employees get personal career coaching from the Avatar GO-WORN, a third-generation chatbot that generates original answers and learns from previous discussions. The new SPOON release comes with a FutureMe-well-being module: GEKKO, a friendly robot advisor that provides employees recommendations on how to optimize their investment portfolio-financials as well as investments in skills-throughout their lifetime. GEKKO uses data and statistical analysis to isolate demographic and behavioral characteristics to find the most successful options and tactics for employees.

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Adaptive E-Learning for the Engineering Design Education at Ruhr-University Bochum

2022

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Most lectures in the field of engineering are held in a traditional teacher-centred and frontal lecture format. This means that all students receive the identical information at the same pace without taking their individual skills, knowledges and competences into account. A didactic concept, that fosters an individual learning experience and digitally provides personalised learning materials for each student is Adaptive E-Learning. Within this paper the development of an Adaptive E-Leaning Environment in the course Engineering Design at Ruhr-University Bochum is presented.

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Interaktivität und Adaptivität in multimedialen Lernumgebungen

Cited by 5 publications

References 32 publications

Vocational Education and Training in the Age of Digitization

Vocational Education and Training in the Age of Digitization

Smart HRM in 2030: Conversational HR, Connected Robotics, and Controlled Analytics

Adaptive E-Learning for the Engineering Design Education at Ruhr-University Bochum

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