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See detailFamily Violence Curricula in Europe (FAVICUE): a cross-sectional descriptive study protocol
Gomez Bravo, Raquel UL; Lygidakis, Charilaos UL; Feder, Gene et al

in BMJ Open (2019), 9

Introduction. Family violence (FV) is a widespread public health problem of epidemic proportions and serious consequences. Doctors may be the first or only point of contact for victims who may be hesitant ... [more ▼]

Introduction. Family violence (FV) is a widespread public health problem of epidemic proportions and serious consequences. Doctors may be the first or only point of contact for victims who may be hesitant or unable to seek other sources of assistance, and they tend not to disclose abuse to doctors if not specifically asked. A comprehensive healthcare response is key to a coordinated community-wide approach to FV, but most of the practising physicians have received either no or insufficient education or training in any aspect of FV. Training of medical students concerning FV is often delivered in an inconsistent or ad hoc manner. The main aim of this project, Family Violence Curricula in Europe (FAVICUE), is to (1) describe current FV education delivery in European medical universities (undergraduate period) and during the specialist training in general practice (GP)/family medicine (FM) (postgraduate residency programme), and (2) compare it with WHO recommendations for FV curriculum. Methods and analysis. This is the protocol of a cross-sectional descriptive study consisting of two self-report online surveys (for undergraduate and postgraduate training, respectively) with 40 questions each. For both surveys, general practitioners, residents, medical students and professionals involved in their education from countries of the European region will be identified through the European Regional Branch of the World Organization of National Colleges, Academies and Academic Associations of General Practitioners/Family Physicians (WONCA Europe) and will be invited to provide information regarding the training on FV. Descriptive tests will be carried out and a thematic analysis will be conducted on the open-ended questions. Ethics and dissemination Ethics approval has been obtained by the University of Luxembourg (ERP 17–015 FAVICUE). The results will provide important information concerning current curricula on FV, and can be used for mapping the educational needs and planning the implementation of future training interventions. They will be published and disseminated through WONCA Europe and its networks. [less ▲]

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See detailPréparer les futurs enseignants à l’utilisation stratégique des TICE: Une approche par projet
Busana, Gilbert UL; Reuter, Bob UL

Scientific Conference (2018, November 23)

Étant donné (1) le besoin d'enseignants désireux et capables de concevoir et de mettre en œuvre de façon fondée et réfléchie des pratiques techno-pédagogiques dans les écoles et (2) la rareté actuelle des ... [more ▼]

Étant donné (1) le besoin d'enseignants désireux et capables de concevoir et de mettre en œuvre de façon fondée et réfléchie des pratiques techno-pédagogiques dans les écoles et (2) la rareté actuelle des utilisations stratégiques des TIC dans les écoles au Luxembourg, le manque de compétences déclarées et la faible confiance des enseignants lorsqu'il s'agit d'enseigner avec les TIC (Reuter, Busana & Linckels, 2016), nous avons conçu, mis en œuvre et testé, dans la formation initiale des futurs enseignants de l’enseignement fondamental, une approche par projet pour le développement de compétences TICE. Nous demandons aux étudiants (1) d'explorer activement des problèmes pédagogiques réels, (2) de passer en revue les solutions pédagogiques existantes et les technologies potentiellement utiles, (3) de développer un scénario pédagogique original enrichi par les TIC et ayant une valeur ajoutée projetée selon le modèle SAMR (Puentedura, 2013), (4) de le mettre en œuvre dans un contexte scolaire réel, (5) de documenter, analyser et évaluer les activités d'apprentissage et d'enseignement mises en pratique, (6) de réfléchir sur base de connaissances scientifiques et de sagesses pédagogiques existantes et (7) de rapporter, par écrit et oralement, leurs expériences à un public authentique de pairs et de membres de la communauté scolaire. L'ensemble du processus a pour but d'engager les étudiants, de les faire travailler sur un projet dont ils sont les auteurs, de favoriser la collaboration, de mettre en place des apprentissages authentiques et orientés vers la pratique professionnelle et de leur permettre d'appliquer concrètement des concepts théoriques, comme la taxonomie des objectifs d'apprentissage de Bloom (Anderson & Krathwohl, 2001), la taxonomie des événements d'apprentissage et d'enseignement (Verpoorten, Poumay & Leclercq, 2008) et les stratégies d'intégration technologique (Roblyer & Doering, 2012). [less ▲]

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See detailMoving beyond the Lecture: Towards Collaborative Inquiry-Based Learning with Big Questions
Reuter, Bob UL; Busana, Gilbert UL

Scientific Conference (2018, November 13)

We had been teaching a first-year course on “education in the digital age” as a lecture for a few years. However, we have observed, over the last years, that (1) many students failed to pass the exam and ... [more ▼]

We had been teaching a first-year course on “education in the digital age” as a lecture for a few years. However, we have observed, over the last years, that (1) many students failed to pass the exam and (2) that a lot of them, when in their 4th year, had forgotten most of these theoretical foundations. These considerations have driven us to rethink & redesign our teaching methods and how we assess students learning outcomes. Our pedagogical approach combines various learning & teaching methods that require students to actively and collaboratively construct meaningful knowledge and share it in a community of learners using an online digital portfolio. Overall, we are quite satisfied with our teaching approach but will have to improve our formative assessment practices and will have to set up a digital portfolio solution that is more reliable and leads to greater user satisfaction. [less ▲]

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See detailTell Your Town – Sprache lernen, Integration fördern, Städte erkunden und entdecken
Reuter, Bob UL; Haberkorn, Marcus

Scientific Conference (2018, September 20)

Wie können ansässige und neu zugezogene Schülerinnen und Schülern in Rheinland-Pfalz und Luxemburg besser in ihren Regionen integriert werden, dabei ihre sprachlichen Fähigkeiten entwickeln und die ... [more ▼]

Wie können ansässige und neu zugezogene Schülerinnen und Schülern in Rheinland-Pfalz und Luxemburg besser in ihren Regionen integriert werden, dabei ihre sprachlichen Fähigkeiten entwickeln und die erforderliche Medienkompetenz erlernen? Diesen Fragen hat sich ein grenzüberschreitendes bilaterales Entwicklungs- und Forschungsprojekt gewidmet, wobei ein „Partizipativer Design“ Ansatz (Danielsson & Wiberg, 2006) angewandt wurde. Unter der Leitung eines Teams der Hochschule Trier wurde in Zusammenarbeit mit SchülerInnen und LehrerInnen der Escher Brill Schule und der Trierer Kurfürst-Balduin-Realschule sowie einem Team der Universität Luxemburg, während des Schuljahres 2016/2017, die mobile App „Tell Your Town" entwickelt. Ziel war es erfundene Geschichten an echten Schauplätzen in Trier und Esch auf Deutsch, Französisch, Englisch und Luxemburgisch in spielerischer Form zu erzählen. Die Geschichten, Schauplätze und Routen wurden in Design Workshops partizipativ erarbeitet. Ein Team an der Hochschule Trier setzte die App anschließend um und ein Team der Universität Luxemburg dokumentierte, analysierte und evaluierte die Benutzung der App durch die SchülerInnen in Feldversuchen in Trier und in Esch, mit Hilfe teilnehmender Beobachtungen, Videographie und Befragungen von SchülerInnen und LehrerInnen, um technische und pädagogische Rückmeldungen an die EntwicklerInnen und LehrerInnen zu geben. Bei diesem Projekt ist eine frei verfügbare App entstanden, welche die Benutzer dazu einlädt eine der beiden Städte „per pedes“ zu entdecken und dabei noch so einiges über die Geschichte der Stadt zu erfahren, was ihnen durch einen fiktionalen Reiseführer in interaktiven Dialogen vermittelt wird. Dabei wird die Geolokalisierungsfunktion des Smartphones genutzt um den Benutzer zu bedeutsamen Sehenswürdigkeiten zu führen, wo dann interaktive Minispiele oder Dialoge mit dem fiktionalen Reiseführer erfolgen. In der Route Esch steht die Geschichte des Luxemburgischen Bergbaus und den dortigen Minenarbeitern im Mittelpunkt. Die Route Trier handelt von einem Wettlauf zwischen Karl Marx und Nero. In diesem wird der Spieler von Karl Marx begleitet und lernt so bekannte Orte aus Trier kennen. Mit Hilfe der Feldversuche wurde sichtbar, dass die App großes Potential hat, um eine relativ autonome Erkundung der Städte zu initiieren und es auch den einheimischen SchülerInnen erlaubt, ihre Stadt mit neuen Augen bewusster wahrzunehmen. [less ▲]

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See detailMobile, Playful and Collaborative Learning with TellYourTown: Empirical Results from Field Studies in Trier and Esch
Reuter, Bob UL

Conference given outside the academic context (2018)

In the context of the transnational development and research project "Language Learning - Promoting Integration", a mobile app (TellYourTown) was developed together with school classes of the Kurfürst ... [more ▼]

In the context of the transnational development and research project "Language Learning - Promoting Integration", a mobile app (TellYourTown) was developed together with school classes of the Kurfürst-Balduin-Realschule (Trier, Germany) and the Brill Schule (Esch-sur-Alzette, Luxembourg), which tells fictional stories at real locations in Trier and Esch. The stories were developed during the 2016/2017 school year in collaboration with the students and their teachers. These stories were then used as a basis for the development of the routes. The Esch route focuses on the history of Luxembourg's mining industry and its miners. The route Trier is about a race between Karl-Marx and Nero through Trier. In this game, the player is accompanied by Karl-Marx and thus gets to know well-known places from Trier. The users should discover the city "per pedes" and at the same time learn a lot about the history of the city, which is conveyed to them by the fictional travel guide in the interactive dialogues. The geolocation function of the smartphone is used to guide the users to places of interest, where interactive mini-games or dialogues with the fictional travel guide take place. To thoroughly test the app in practice, two field trials were organised, one in Trier and one in Esch. These field trials were documented by researchers from the University of Luxembourg and were scientifically analysed with regard to the social interactions and learning processes that took place. Based on this analysis, suggestions for improvement were made to the developers and possible scenarios for a meaningful use of the app in pedagogical contexts were developed. During the first field trial certain technical issues were identified. Observational data showed that the app has great potential to initiate a relatively autonomous exploration of both cities and also allowed the local students to perceive their city more consciously with new eyes. But there were also certain limitations as to the learning, social and motivational effects that the use of the app had. We will try to address these in future iterations of the app. [less ▲]

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See detailEvaluation à l’ère du numérique: continuité ou rupture?
Reuter, Bob UL; Meyers, Christian UL; Busana, Gilbert UL

Scientific Conference (2018, January 10)

Face aux nouveaux défis qui se posent à la société-monde du 21e siècle, les « techno-prophètes » présagent que la numérisation nous aidera à améliorer l’éducation des futures générations (Dräger & Müller ... [more ▼]

Face aux nouveaux défis qui se posent à la société-monde du 21e siècle, les « techno-prophètes » présagent que la numérisation nous aidera à améliorer l’éducation des futures générations (Dräger & Müller-Eiselt, 2015 ; Khan, 2013 ; Cuban, 2003). L’évaluation des apprentissages assistée par ordinateur deviendrait notamment plus efficiente, plus pratique, plus flexible, plus rapide, plus objective, plus accessible, plus sécurisée, plus juste et plus économe. Par contre celle-ci reste souvent dans la continuité de pratiques existantes (Substitution ou Augmentation dans le modèle SAMR de Ruben Puentedura, 2006), donc limitée à la reproduction de connaissances déclaratives et de procédures fixes. Les ordinateurs sont en effet mieux aptes à rapidement corriger les réponses des apprenants à des tests standardisés et fermés. De plus, pour nous la révolution numérique incarne plus un grand défi qu’une solution miracle pour l’évaluation des apprentissages (scolaires ou autres). En effet, dans un monde où la numérisation mène à une croissance exponentielle et à une diffusion ultra-rapide des informations et à leur accès de plus en plus libre et facile, il ne suffit plus d’accumuler des connaissances, ni de simplement les reproduire. Mais il faut être capable de savoir où aller chercher des informations, comment juger leur crédibilité et utilité et comment les utiliser pour résoudre des problèmes. L’évaluation des apprentissages ne pourra donc plus se limiter à mesurer la capacité des élèves à mémoriser et à reproduire des informations mais devra s’aligner sur les nouveaux objectifs d’une éducation préparant les futures générations à affronter les défis d’un monde globalisé et connecté (cf. modèle des 21st century skills; Trilling & Fadel, 2009). La question fondamentale qui se posera pour l’évaluation des apprentissages sera celle de savoir comment évaluer des compétences (savoir, savoir-faire et savoir-être) complexes, dynamiques et changeantes. La question de l’utilisation des technologies numériques à des fins d’évaluation nous semble donc secondaire par rapport à la question de la transformation de l’évaluation afin qu’elle nous permette de répondre aux défis de la révolution civilisationnelle provoquée par la présence des technologies numériques et leur expansion irrémédiable dans nos pratiques culturelles, sociales, économiques, politiques et pédagogiques quotidiennes. Dans cette communication nous ne viserons pas nécessairement à fournir des réponses toutes faites, mais à stimuler le débat sur les relations mutuelles entre révolution numérique et évaluation en milieu scolaire, en termes d’innovations évolutives ou disruptives (Christensen, Johnson & Horn, 2008). [less ▲]

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See detailPreparing Future Teachers for Strategic Uses of Educational Technology: A Project-Based Approach
Reuter, Bob UL; Busana, Gilbert UL

Scientific Conference (2017, December 01)

Given (1) the need for teachers who are willing and able to design, implement and reflect meaningful and successful educational technology practices in schools and (2) the current rarity of strategic uses ... [more ▼]

Given (1) the need for teachers who are willing and able to design, implement and reflect meaningful and successful educational technology practices in schools and (2) the current rarity of strategic uses of ICT in education in Luxembourgish schools, the self-declared lack of competencies and the low confidence of teachers when it comes to teaching with ICT (Reuter, Busana & Linckels, 2016), we have designed, implemented and tested a project-based approach to the development of practice- oriented TPACK in pre-service teachers. Future teacher students are instructed to define an educational problem they want to solve, to explore existing pedagogical and technological solutions and to design an original solution that involves the strategic use of ICT (theoretically grounded and practically meaningful). They then have to implement the designed learning & teaching scenario in a classroom, to document the teaching & learning processes, to analyse, evaluate and to critically reflect them. Finally, they are required to write a structured report about their project and to present it to their peers and to interested teachers from schools. Overall, we observe that while most students become able to design and implement relatively meaningful educational technology practices, they still tend to feel that they are not ready to teach with technology in a more general sense, because their work was focused on one or two tools and does not give them access to a broader range of meaningful ICT-enriched teaching scenarios for their later professional career. [less ▲]

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See detailLived Histories of Science Education in Modern Luxembourg: Interactions between Global Policies, National Curriculum and Local Practices.
Reuter, Bob UL; Schreiber, Catherina

Scientific Conference (2017, August 23)

The current paper is part of a larger research project, that seeks to gain insights into the policy and curricular reform of science education in Luxembourg’s primary schools through a state of the art ... [more ▼]

The current paper is part of a larger research project, that seeks to gain insights into the policy and curricular reform of science education in Luxembourg’s primary schools through a state of the art approach that integrates research in educational sciences (interviews and classroom observations) with research in the history of education (interviews and document analyses). Beginning with the premise that “science education” as a school discipline is the product of culturally shaped expectations, we examine the interface of international and national educational policy with local educational practice through the lens of primary school science education in Luxembourg (from 1920 through the present). This papers focuses on the historical analysis of science education and policy changes in modern Luxembourg using (1) a document-based historical analysis of curricula, textbooks and public discourses and (2) interviews with curriculum developers from the 1980s and 1990s and with key participants in science education in Luxembourg to examine the lived practices in a local context. In the synergy of the different approaches, local analysis of historically shaped notions of science education can be integrated with a transnational global perspective. Our analysis shows, among other findings, that the science education curriculum was conceived as a response to a variety of specific national educational needs (e.g. environmental protection, love of nature, scientific rational thinking, economy development, technological progress, social progress, demographic changes and challenges). But at the same time, it was covertly in line with international “scientization” policies (e.g. Drori & Meyer, 2009) building on transnational ideas such as the “spiral curriculum”. The analysed educational reform is thus a relevant example to understand culturally and historically embedded perspectives of what “science” is, and how this shapes ideals of “science education” as a discipline in school. [less ▲]

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See detailExploring the uses of ICT in education: A national survey study
Reuter, Bob UL; Busana, Gilbert UL; Linckels, Serge

Scientific Conference (2016, November 23)

This study aims at documenting current educational technology practices in Luxembourgish public schools and to better understand them in terms of various internal/proximal and external/distal enabling ... [more ▼]

This study aims at documenting current educational technology practices in Luxembourgish public schools and to better understand them in terms of various internal/proximal and external/distal enabling factors and barriers. It is supposed to serve as a guide for current digital education policies, strategies and actions and to assess their effects in the near and mid-term future. Therefore, an online survey was designed and deployed to all primary and secondary school teachers asking (mostly multiple choice) questions about a variety of proximal and distal influence factors and about ICT-supported pedagogical practices of teachers. Results show that teachers are willing to integrate ICT in education, that they are aware of its importance, that they feel comfortable to use ICT in everyday, but not prepared to use them for educational purposes. ICT-supported teaching remains rather teacher-centered. This has important implications for teacher training and on digital education strategies to be implemented. [less ▲]

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See detailThe use of iPads in Kindergarten: An exploratory survey study
Reuter, Bob UL; Busana, Gilbert UL

Scientific Conference (2016, September 06)

The educational technology support team of the city of Luxembourg deployed 60 iPads, in a pilot phase during the school year 2014-2015, in around 120 Kindergarten classes. In order to assess whether this ... [more ▼]

The educational technology support team of the city of Luxembourg deployed 60 iPads, in a pilot phase during the school year 2014-2015, in around 120 Kindergarten classes. In order to assess whether this deployment was well received by teachers and whether it was worth extending it, we did an exploratory survey study that asked Kindergarten teachers about their reactions to the provided iPads. Moreover, we wanted to contribute to the existing body of research on enabling and hindering factors for the integration of ICT in education (Ertmer, 2005; Pelgrum, 2011). We did send out an email to about 210 Kindergarten teachers inviting them to participate in our study and answer various questions about their use or not of the provided iPads. A mix of open and closed questions were used. We first asked them whether they had used the iPads or not and depending on their answers they received a slightly different version of our survey. Both groups of respondents were asked to answer some questions not directly linked to the use of iPads in education: their gender, their age, the length of their work experience, how many children they have in their class, how competent they feel with using digital tools, what digital tools they use privately and for what purposes they use them, what digital tools (other than iPads) they use in their classes and for what purposes they use them, what they consider to be good teaching in Kindergarten. Those who said they had indeed used the iPads were then asked how they had prepared themselves before using the iPads in class, why and for what purposes and for which learning & teaching activities they had used them (Leclercq & Poumay 2005), what they had expected from their use, what problems, issues and challenges they had faced, if they would want to use them more / differently in the future, what they would need to wore more / better with iPads and whether they would be willing to offer professional development sessions to other teachers. Those who said they did not use the provided iPads were asked why they did not use the iPads, if they had thought about the use of iPads in education, if they had heard about it from colleagues, under which conditions they might consider to use them, how they would prepare themselves in case they would plan to use iPads in their class, if they wanted to visit colleagues and observe how they use them, for what purposes and activities they might want to use them, how they would use them, and what effects they would expect the iPads to have on their pupils and on their teaching. Overall, 91 teachers filled out the survey, 63 claiming they had (at least once) used the provided iPads in their class and 28 saying they never used them. Results will be presented at the conference and discussed in terms of teacher believes about the usefulness of tablets and digital technologies (Tondeur, Hermans, van Braak & Valcke, 2008), and more specifically how first-order and second-order barriers impact Kindergarten teachers decisions to integrate mobile ICT in their classrooms, or not (Lui & Pange, 2015). [less ▲]

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See detailTowards a strategic integration of digital technologies into classrooms
Reuter, Bob UL

Speeches/Talks (2016)

Many people think that we need simply need to provide schools with more digital technologies in order to enhance learning outcomes. However, access to the tools is not enough, teachers need to know how to ... [more ▼]

Many people think that we need simply need to provide schools with more digital technologies in order to enhance learning outcomes. However, access to the tools is not enough, teachers need to know how to use these tools in effective ways. I will propose a number of theoretical and practical concepts useful for a strategic integration of digital technologies into teaching. The objective of my presentation will be double in the sense that I want to provide teachers with the conceptual tools to (1) better understand the use of digital media and technologies for learning & teaching purposes in educational settings and (2) better plan and design ICT-enriched learning & teaching activities, grounded in learning sciences and connected to specific local contexts. I will present some examples of pedagogical practices that used such a strategic integration of ICT approach in Luxembourg. [less ▲]

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See detailFostering Reflective Thinking About Information In 5th Graders With Blogs: How Helpful Are Learning Supports?
Thoss, Jennifer; Reuter, Bob UL

in EAPRIL Conference Proceedings (2016, March), (2), 246-257

This study is about fostering media and information literacy and, more precisely, reflective thinking about information in 5th graders. A learning scenario integrating weblogs into a class by providing ... [more ▼]

This study is about fostering media and information literacy and, more precisely, reflective thinking about information in 5th graders. A learning scenario integrating weblogs into a class by providing learning tasks, learning supports and learning resources was elaborated and tested. The class was divided into a test group and a control group, which did not receive learning supports. Over five weeks the pupils ́ degree of reflection was measured by analysing their blog entries by means of pre- defined evaluation criteria. We also observed them while blogging and recorded our impressions. The results showed that, against our expectation, the pupils of the test group were less reflexive in their entries than the ones of the control group. However, we observed that the test group pupils verbally expressed many reflections, which they did not write down. This suggests that our learning scenario comprised of learning tasks, resources and supports promoted reflective thinking about information of all the pupils even if this is not recognisable in their entries. [less ▲]

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See detailFostering reflective thinking about information in 5th graders with blogs: how helpful are learning supports?
Thoss, Jennifer; Reuter, Bob UL

Scientific Conference (2015, November 25)

This study is about fostering media and information literacy and, more precisely, reflective thinking about information in 5th graders. A learning scenario integrating weblogs into a class by providing ... [more ▼]

This study is about fostering media and information literacy and, more precisely, reflective thinking about information in 5th graders. A learning scenario integrating weblogs into a class by providing learning tasks, learning supports and learning resources was elaborated and tested. The class was divided into a test group and a control group, which did not receive learning supports. Over five weeks the pupil´s degree of reflection was measured by analysing their blog posts by means of pre-defined evaluation criteria. We also observed them while blogging and recorded our impressions. The results showed that, against our expectation, the pupils of the test group were less reflexive in their posts than the ones of the control group. However, we observed that the test group pupils verbally expressed many reflections, which they did not write down in their posts. This suggests that our learning scenario comprised of learning tasks, resources and supports promoted reflective thinking about information of all the pupils even if this is not recognisable in their posts. [less ▲]

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See detailProblematizing science as a primary school discipline: Learning from contingencies and diversities
Schreiber, Catherina UL; Siry, Christina UL; Reuter, Bob UL et al

Poster (2015, September 03)

This paper puts the idea of a contingent nature of science at its fore, asking what we as researchers can learn from seemingly irreconcilable differences in our approaches and interpretations to past ... [more ▼]

This paper puts the idea of a contingent nature of science at its fore, asking what we as researchers can learn from seemingly irreconcilable differences in our approaches and interpretations to past, present and future developments in science education. To do so, we aim to explore the potentials of multi-perspectivity in an academic self-experiment. The idea is to problematize science as a school discipline from different theoretical, disciplinary and methodological standpoints. By taking one concrete example of a Luxembourgian primary school curriculum document, four researchers will independently apply their individual lenses on science as a school discipline. Concretely, the coverage of the hedgehog as a “characteristic animal” in our primary school curriculum will be commented on in historical, sociocultural and pedagogical perspectives. This concrete curricular example is seemingly defined and non disputable as a content theme in primary school science education in Luxembourg, and is also to be found in international curriculum policy documents. Yet a seemingly proven fact can be interpreted in multiple ways, not only to bridge controversies, as it is done so often, but as exploring the differences in a self-reflective manner. Through such multiple interpretations, we are specifically looking for inconsistencies between the four different narratives, instead of focusing on consensual conclusions or firm and consistent patterns. Instead we will follow a multi-layered approach to research in order to undertake a métissage approach to analyzing a component of the science pedagogical practice, allowing the different understandings on the Luxembourgian science curriculum to remain and complement each other in a complex manner. [less ▲]

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See detailWe are all natural-born (conspiracy) theorists: Versuch einer evolutionspsychologischen Annäherung an das Phänomen „Verschwörungstheorie“
Reuter, Bob UL

Article for general public (2015)

Wie lässt sich diese Anziehungskraft von Konspirationstheorien auf uns Menschen erklären? Wie kommt es, dass homo sapiens – der wissende Mensch – solchen absurden „Theorien“ verfallen kann? Ich möchte ... [more ▼]

Wie lässt sich diese Anziehungskraft von Konspirationstheorien auf uns Menschen erklären? Wie kommt es, dass homo sapiens – der wissende Mensch – solchen absurden „Theorien“ verfallen kann? Ich möchte hier versuchen, diesen Fragen aus der Sicht der (evolutionären) Psychologie nachzugehen. Meine These: Wir Menschen sind alle, von Natur aus, (potentielle) Konspirationstheoretiker. [less ▲]

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See detailProject Based Learning - A Teaser
Reuter, Bob UL; Busana, Gilbert UL

Conference given outside the academic context (2015)

Project-Based Learning (PBL) is currently one of the big buzz words in education. To some it is like a "magical wand” that transforms everything and turns dull classes into rich and deep learning ... [more ▼]

Project-Based Learning (PBL) is currently one of the big buzz words in education. To some it is like a "magical wand” that transforms everything and turns dull classes into rich and deep learning experiences. Others think that PBL is just a waste of time and that the return on investment is not worth trying. In order to give you a better understanding of this pedagogical approach, we will (1) define what Project-Based Learning is, (2) what it is not, (3) what scientific research tells us when it works and when it does not work, (4) which educational challenges teachers and students have to face when using PBL in classes and (5) which theories of learning & teaching help us explain and understand why and how PBL works. Finally, we will give you a very personal account of PBL based on our teaching experiences in a higher education setting. [less ▲]

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See detailUn outil d'évaluation formative et de remédiation pour les cours de tableur
Dondelinger, Serge; Reuter, Bob UL

Scientific Conference (2015, January 28)

Il est proposé de présenter la conception d’une application web destinée à des fins d’évaluation formative dans le domaine des formules de tableur. La vocation première de l’outil proposé est ... [more ▼]

Il est proposé de présenter la conception d’une application web destinée à des fins d’évaluation formative dans le domaine des formules de tableur. La vocation première de l’outil proposé est l’utilisation dans le cadre des cours de tableur dispensés dans l’enseignement secondaire luxembourgeois. L’outil ne se limite pas à une évaluation formative du savoir et savoir-faire des élèves en matière de formules de tableur mais intègre également, dans l’optique d’une régulation interactive des apprentissages, des éléments d’aide et de remédiation. L’évaluation automatisée permettra en effet de proposer aux élèves des éléments qui devraient les aider à surmonter leurs difficultés individuelles, au moment-même où elles sont détectées. L’objectif visé par la recherche est la conception, elle-même fondée sur des principes théoriques avérés, ainsi que la réalisation d’un outil de régulation des apprentissages qui devrait permettre aux élèves de progresser sans l’intervention directe de l’enseignant et de manière plus efficace que par le biais d’alternatives plus classiques. L’approche didactique implémentée se base sur le constat que la construction d’une formule de tableur peut être considérée comme problème, tel que défini en psychologie cognitive, et nécessite a priori plusieurs étapes de réflexion de la part de l’élève. L’outil est en cours de réalisation et pourra être présenté lors du colloque. Les phases ultérieures du projet prévoient une évaluation par des experts pour validation didactique ainsi qu’une expérimentation pédagogique en salle de classe. [less ▲]

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See detailHerausforderung “Mobiles Lernen”: Konzepte und Entwicklungslinien
Reuter, Bob UL

Article for general public (2015)

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See detail“Alter Wein in neuen Schläuchen?” Zum strategischen Einsatz von mobilen Technologien im Unterricht
Reuter, Bob UL; Busana, Gilbert UL

Conference given outside the academic context (2014)

“Alter Wein in neuen Schläuchen?” Zum strategischen Einsatz von mobilen Technologien im Unterricht

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See detailDie Grundlagen effektiven Lernens: Zeit und sinnvolle Wiederholung
Reuter, Bob UL

Article for general public (2014)

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