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

Article for general public (2014)

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See detailWhat can schools, teachers and learners learn from implicit learning research?
Reuter, Robert UL

Scientific Conference (2014, May 27)

Implicit learning research has shown us that we learn all the time, that we learn even when we have no intention to learn, no awareness of the fact that we are learning or no awareness of what we are ... [more ▼]

Implicit learning research has shown us that we learn all the time, that we learn even when we have no intention to learn, no awareness of the fact that we are learning or no awareness of what we are learning (Reber, 1967; Cleeremans, Destrebecqz, & Boyer, 1998; Reuter, 2013). However in schools and in school-oriented formal learning settings, we are supposed to build up a different type of knowledge that we can explicitly (most often verbally) remember and apply to new situations (Bloom, 1956). This distinction between implicit and explicit knowledge may however not be so clear-cut, for theoretical, methodological and empirical reasons, and, more importantly, it may not be very useful when applying basic cognitive science to educational practices. On the contrary, we want to invite teachers (and learners) to rather think of learning as a set of complex processes, where so-called implicit and explicit learning processes, more often than not, interactively work together to construct personal knowledge in our brains. Therefore we recommend using teaching strategies that foster both types of knowledge bases, so that explicit learning can efficiently build upon the results of implicit learning processes. [less ▲]

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See detailMahara@bsce.uni.lu: expériences vécues et leçons apprises
Reuter, Robert UL

Presentation (2014, March 13)

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See detailTrügerisches Gedächtnis
Reuter, Robert UL

Article for general public (2014)

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See detailVers une intégration stratégique des technologies digitales à l’école
Reuter, Robert UL; Busana, Gilbert UL

Conference given outside the academic context (2014)

Dans cette présentation nous allons tenter de proposer un certain nombre de concepts théoriques et pratiques que nous jugeons utiles pour toute personne désireuse de se lancer dans l’aventure d’une ... [more ▼]

Dans cette présentation nous allons tenter de proposer un certain nombre de concepts théoriques et pratiques que nous jugeons utiles pour toute personne désireuse de se lancer dans l’aventure d’une intégration stratégique des technologies digitales à l’école. Ces concepts et scénarios sont issus et nourris de nos recherches empiriques, de nos lectures de textes scientifiques et didactico-pédagogiques et de nos propres expériences en tant qu’enseignants à l’université. L’objectif de notre présentation sera double. Nous souhaitons fournir des instruments de pensée qui permettront 1) de (mieux) comprendre l’utilisation et l’intégration des technologies d’apprentissage et d’enseignement dans les contextes scolaires et 2) de planifier et de réaliser cette utilisation de façon plus consciente, plus réfléchie. Ainsi nous proposons de mettre en évidence les défis posés à l’école par la révolution digitale et de les rendre reconnaissables comme opportunités pour l’école de demain en fournissant des éléments conceptuels et théoriques pouvant informer, voire guider l’action et la réflexion didactico-pédagogiques. Nous proposons donc de fournir quelques outils psychologiques susceptibles de vous aider à marcher les chemins passionnants mais semés d’embûches qui mènent vers une intégration stratégique, réussie et satisfaisante des technologies digitales dans votre pratique au quotidien. [less ▲]

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See detailEnhancing University Students’ Learning, Engagement and Satisfaction in a Blended Learning Environment: An Action Research Study
Reuter, Robert UL; Busana, Gilbert UL

Scientific Conference (2013, September 27)

With the study reported here, two lecturers in Educational Technology tried to find out how they could improve their university students’ learning, their course engagement and their overall course ... [more ▼]

With the study reported here, two lecturers in Educational Technology tried to find out how they could improve their university students’ learning, their course engagement and their overall course satisfaction by systematically planning, observing and reflecting their teaching practices. For institutional reasons, they had been forced to switch from small-group seminars to large-group lectures in 2010-2011 and had since observed (1) relatively important declines in students’ knowledge and understanding (Bloom, 195 ), (2) low levels of student engagement during the lectures and (3) mixed levels of course satisfaction. During the winter semester 2012-2013 they thus wanted to explore various blended learning and interactive lecturing activities and to assess their effects. The aims of this research study are thus (1) to design and implement a meaningful and reasonable blended learning environment for students and (2) to roughly appraise its effects. Therefore an action-research process was established according emmis Mc aggart’s (1990) cyclical action-research model, where each cycle contains 4 steps: plan, action, observe and reflect. In addition, an intervention research process was also put in place to collect quantitative data about student learning, engagement and satisfaction. Planning, acting, observing and reflecting were done by the two lecturers. Oral presentations were prepared collaboratively; while one of the two lecturers delivered the presentation, the other one acted as the researcher, observing classroom activities, and implementing interactive learning activities; reflecting was done collaboratively after each lecture by writing down impressions. Several presentations were recorded (using a lecture recording software) and made available online for revision. Quantitative data were collected (1) from students’ actions in an online learning environment (moodle), comprising their viewing of various resources and their posting to assignments, and (2) from students’ scores at the final exam. Student satisfaction with the course had to be very generally assessed with the help of an optional anonymous course satisfaction survey set up by the university and could thus not be crossed with other types of data collected. Collected data are currently being analysed and will be presented at the conference. This research should help to better understand how university lecturing, often described as boring by students and leading to rather poor student performances, can be (1) enriched with the help of interactive and multimedia activities, as well as (2) extended by online learning activities. The objective is thus to contribute to the design of blended learning environments which (1) foster more sustainable learning in students, i.e. improving retention of knowledge and deepening understanding, and (2) lead to more responsible teaching, i.e. helping teachers to care about their students’ learning, engagement and satisfaction. [less ▲]

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See detailDirect and Indirect Measures of Learning in Visual Search
Reuter, Robert UL

Doctoral thesis (2013)

In this thesis, we will explore direct and indirect measures of learning in a visual search task commonly called contextual cueing. In the first part, we present a review of the scientific literature on ... [more ▼]

In this thesis, we will explore direct and indirect measures of learning in a visual search task commonly called contextual cueing. In the first part, we present a review of the scientific literature on contextual cueing, in order to give the readers of this thesis a better general idea of existing evidence and open questions within this relatively new research field. The aims of our own experimental studies presented in the succeeding chapters are the following ones: (1) to replicate and extend the findings described in the various papers by Marvin Chun and various colleagues on contextual cueing of visual attention; (2) to explore the nature of memory representations underlying the observed learning effects, especially whether learning is actually implicit and whether memory representations are distinctive, episodic and instance-based or rather distributed, continuous and graded; (3) to extend the study of contextual cueing to more realistic visual stimuli, in order to test its robustness across various situations and validate its adaptive value in ecologically sound conditions; and (4) to investigate whether such knowledge about the association between visual contexts and “meaningful” locations can be (automatically) transferred to other tasks, namely a change detection task. In a first series of four experiments, we tried to replicate the documented contextual cueing effect using a wide range of various direct measures of learning (tasks that are supposed to be related to explicit knowledge) and we systematically varied the distinctiveness of context configurations to study its effect on both direct and indirect measures of learning. We also ran a series of neural network simulations (briefly described in the general discussion of this thesis), based on a very simple association-learning mechanism, that not only account for the observed contextual cueing effect, but also yield rather specific predictions about future experimental data: contextual cueing effects should also be observed when repetitions of context configurations are not perfect, i.e., the networks were able to react to slightly distorted versions of repeating contexts in a similar way than they did to completely identical contexts. Human participants, we conjectured, should therefore (if the simple connectionist model captures some relevant aspects of the contextual cueing effect) become faster at detecting targets surrounded by context configurations that are only partially identical from trial to trial compared to those trials where the context configurations were randomly generated. These predictions were tested in a second series of experiments using pseudo-repeated context configurations, where some distractor items were either displaced from trial to trial or their orientation changed, while conserving their global layout. In a third series of experiments, we used more realistic images of natural landscapes as background contexts to establish the robustness of the contextual cueing effect as well as its ecological relevance claimed by Chun and colleagues. We furthermore added a second task to these experiments to study whether the acquired knowledge about the background-target location associations would (automatically) transfer to another visual search task, namely a change detection task. If participants have learned that certain locations of the repeated images are “important”, since they contain the target item to look for, then changes occurring at those specific locations should lead to less “change blindness” than changes occurring at other irrelevant locations. We used two different types of instructions to introduce this second task after the visual search task, where we either stressed the link between the two tasks, i.e., telling them that remembering the “important” locations for each image could be used to find the changes faster, or we simply told them to perform the second task without any reference to the first one. We will close this thesis with a general discussion, combining findings based on our review of the existing research literature and findings based on our own experimental explorations of the contextual cueing effect. By this we will discuss the implications of our empirical studies for the scientific investigation of contextual cueing and implicit learning, in terms of theoretical, empirical and methodological issues. [less ▲]

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See detailL'évaluation des compétences scientifiques au 21eme siècle : cadre conceptuel et prototypes pour une évaluation transformée-par-ordinateur
Weinerth, Katja UL; Reuter, Robert UL; Porro, Vincent et al

in Actes du 24e colloque international de l'ADMEE-Europe (2012)

En parallèle à l’évolution récente de l’enseignement des sciences (vers des modes d’enseignement basée sur la découverte guidée ou autonome), on observe une course aux nouvelles méthodes d’évaluation des ... [more ▼]

En parallèle à l’évolution récente de l’enseignement des sciences (vers des modes d’enseignement basée sur la découverte guidée ou autonome), on observe une course aux nouvelles méthodes d’évaluation des compétences scientifiques. Nous proposons ici un cadre conceptuel que nous avons développé et que nous utilisons actuellement pour guider le développement d’un environnement informatique d’apprentissage et d’évaluation intégré, qui pourra être utilisé (1) pour offrir aux apprenants une large panoplie de situations d’apprentissage relativement authentiques, implémentant l’ensemble des activités de l’investigation scientifique et (2) pour évaluer leurs connaissances du processus d’investigation scientifique, pour évaluer leurs compétences « en action » et pour évaluer comment ils appliquent leurs connaissances d’un domaine scientifique donné. Ce cadre conceptuel sera illustré à l’aide de prototypes d’items d’évaluation développés pour des ordinateurs mobiles à écran tactile. [less ▲]

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See detailWorking memory in 5-to-7 year-old children: Its structure and relationship to fluid intelligence
Hornung, Caroline UL; Brunner, Martin UL; Reuter, Robert UL et al

Scientific Conference (2011, August 24)

Working memory (WM) has been predominantly studied in adults. The insights provided by these studies have led to the development of competing theories on the structure of WM and conflicting conclusions on ... [more ▼]

Working memory (WM) has been predominantly studied in adults. The insights provided by these studies have led to the development of competing theories on the structure of WM and conflicting conclusions on how strongly WM components are related to higher order thinking skills such as fluid intelligence (GF). However, it remains unclear whether and to what extent the theories and findings derived from adult data generalize to children. The purpose of the present study was therefore to investigate WM in 5-to-7-year-old children (N = 161). Specifically, we examined different structural models of WM and how its components, as defined in these models, are related to GF. Our results suggest that children draw on both domain- general and domain-specific processes when performing memory span. Crucially, our findings indicate that domain-general processes result in a core storage capacity that primarily explains the relationship between WM and GF. Based on these observations we discuss the theoretical and methodological issues that arise when children’s WM is investigated. [less ▲]

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See detailChildren's working memory: Its structure and relationship to fluid intelligence
Hornung, Caroline UL; Brunner, Martin UL; Reuter, Robert UL et al

in Intelligence (2011), 39(4), 210-221

Working memory (WM) has been predominantly studied in adults. The insights provided by these studies have led to the development of competing theories on the structure of WM and conflicting conclusions on ... [more ▼]

Working memory (WM) has been predominantly studied in adults. The insights provided by these studies have led to the development of competing theories on the structure of WM and conflicting conclusions on how strongly WM components are related to higher order thinking skills such as fluid intelligence. However, it remains unclear whether and to what extent the theories and findings derived from adult data generalize to children. The purpose of the present study is therefore to investigate children's WM (N = 161), who attended classes at the end of kindergarten in Luxembourg. Specifically, we examine different structural models of WM and how its components, as defined in these models, are related to fluid intelligence. Our results indicate that short-term storage capacity primarily explains the relationship between WM and fluid intelligence. Based on these observations we discuss the theoretical and methodological issues that arise when children's WM is investigated. [less ▲]

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See detailEine letzte Begegnung mit Lew Wygotski
Reuter, Robert UL

Book published by Université du Luxembourg (2010)

Dieses Buch ist das Ergebnis eines pädagogischen Projektes welches im 2. Semester des akademischen Jahres 2009-2010 von Studierenden der Universität Luxemburg im Rahmen des zweiten Moduls „Socio-Cultural ... [more ▼]

Dieses Buch ist das Ergebnis eines pädagogischen Projektes welches im 2. Semester des akademischen Jahres 2009-2010 von Studierenden der Universität Luxemburg im Rahmen des zweiten Moduls „Socio-Cultural Perspectives on Learning“ der Transdisciplinary Curriculum Line „Learning as a social and cultural practice“ im "Bachelor en Sciences de l’Education" durchgeführt wurde. Es enthält Beiträge zu Themen der Lernpsychologie, der Entwicklungspsychologie, sowie der Erziehungswissenschaften. [less ▲]

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See detailTeaching with Information and Communication Technologies : Results of a Large Scale Survey
Linckels, Serge UL; Kreis, Yves UL; Reuter, Robert UL et al

in Proceedings SIGUCCS Fall’09 (2009)

On behalf of the Ministry of Education in Luxembourg (Europe), 821 teachers - from primary school to higher education - were questioned in an online survey at the beginning of 2009 about their use of ... [more ▼]

On behalf of the Ministry of Education in Luxembourg (Europe), 821 teachers - from primary school to higher education - were questioned in an online survey at the beginning of 2009 about their use of information and communication technologies (ICT) in education. In this paper, we briefly present the context of the questionnaire and will then focus on its outcomes. The preliminary analysis of the results will mainly focus on the closed questions of the survey and try to answer several fundamental questions related to the availability, as well as to the current and the future usage of ICT in schools. Most of the teachers use ICT in some way in education, but printed documents remain the most popular source of information during class. The main argument listed to use ICT is the increase of students' motivation, while the major concern is the technical hardware dependency or unavailability. Also, an important number of teachers is concerned about the increased preparation time that is in most cases not rewarded. Finally, a vast majority of the teachers is willing to take part in an e-learning training program, probably because they feel unqualified or do not (yet) see the advantage of ICT for their classes. [less ▲]

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See detailIntegrating Mahara as an e-portfolio system and social network in the BScE (slideshow)
Hoeppner, K.D.C.; Max, Charles UL; Reuter, Robert UL

Presentation (2009)

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See detailRelations between numerical and visuospatial competencies
Wantz, Marc UL; Reuter, Robert UL; Martin, Romain UL et al

Scientific Conference (2009)

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See detailAuf den Spuren Lew Wygotskis
Reuter, Robert UL

Book published by Robert Reuter (2009)

Dieses Buch ist das Ergebnis eines pädagogischen Projektes welches im 2. Semester des akademischen Jahres 2008-2009 von Studierenden der Universität Luxemburg im Rahmen des zweiten Moduls „Socio-Cultural ... [more ▼]

Dieses Buch ist das Ergebnis eines pädagogischen Projektes welches im 2. Semester des akademischen Jahres 2008-2009 von Studierenden der Universität Luxemburg im Rahmen des zweiten Moduls „Socio-Cultural Perspectives on Learning“ der Transdisciplinary Curriculum Line „Learning as a social and cultural practice“ im "Bachelor en Sciences de l’Education" durchgeführt wurde. Es enthält Beiträge zu Themen der Lernpsychologie, der Entwicklungspsychologie, sowie der Erziehungswissenschaften. [less ▲]

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See detailIntegrating ICT in Pre-service Teacher Training
Höppner, Kristina D. C. UL; Busana, Gilbert UL; Max, Charles UL et al

in Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2009 (2009)

The Bachelor in Educational Sciences at the University of Luxembourg is a four-year study program for students training to become nursery and elementary school teachers in Luxembourg. The program has ... [more ▼]

The Bachelor in Educational Sciences at the University of Luxembourg is a four-year study program for students training to become nursery and elementary school teachers in Luxembourg. The program has subscribed to an ICT-enriched study approach, meaning that students and teachers use a variety of (social) media tools for learning as well as for organizational planning. This best practice presentation will show how the tools used are intertwined. Furthermore, the presenters discuss the program's strategy of acquainting students with media tools, the support measures that are in place as well as the students' use and acceptance of ICT. The winter semester 2008/09 was important as the switch was made to a new ePortfolio system and increased inclusion of social media tools, especially with first-year students. The presentation will provide insight into first impressions of this change, touch upon pitfalls, and look at the plans for the coming semesters. [less ▲]

Detailed reference viewed: 80 (35 UL)