Sind Modelle der Item-Response-Theorie (IRT) das „Mittel der Wahl“ für die Modellierung von Kompetenzen?

Item response theory (IRT) models can be subsumed under the larger class of statistical models with latent variables. IRT models are increasingly used for the scaling of the responses derived from standardized assessments of competencies. The paper summarizes the strengths of IRT in contrast to more traditional techniques as well as in contrast to alternative models with latent variables (e. g. structural equation modeling). Subsequently, specific limitations of IRT and cases where other methods might be preferable are lined out.     

Task Characteristics and Learning Potentials—Empirical Results of Three Diary Studies on Workplace Learning

Most learning in the workplace occurs while pursuing working rather than learning goals. The studies at hand aimed to identify task characteristics that foster learning in the workplace. Task characteristics are supposed to exert a major effect on the learning potential. However, the fact that learning is more often than not a rather unconscious by-product of working poses methodological challenges because respondents might not be capable of accurately recalling daily work experiences. Diaries were applied in order to bring measurement closer to the processes. Three diary studies were conducted in the field of office work within vocational education and training, with trainees requested to record particular work tasks several times a day. Each diary record, i.e., each work task, required a rating of ten standardized items relating to task characteristics including the perceived learning potential of the present task. Eighteen trainees aiming to become retail salespersons recorded 488 work tasks, 10 trainees aiming to become bank clerks recorded 1,113 work tasks, and 20 trainees aiming to become industrial clerks recorded 573 work tasks. The aim of these studies was to explain the variance in the perceived learning potentials from further task characteristics using regression analyses. The extent of the explained variance ranged from 46.6 % in study 1 to 77.8 % in study 3. Interestingness, novelty, assistance from others, and feedback turned out to be the best predictors, whereas scope of action even showed negative influences. Practical implications for workplace learning as well as methodological recommendations for using diary methods in the workplace are discussed.     

Active learning? not with my syllabus!

We describe an approach to teaching probability that minimizes the amount of class time spent on the topic while also providing a meaningful (dice‐rolling) activity to get students engaged. The activity, which has a surprising outcome, illustrates the basic ideas of informal probability and how probability is used in statistical inference.     

Akute bakterielle Meningitis

Ohne Zusammenfassung     

Experience Field for the Development of the Senses: Hugo Kükelhaus' Phenomenology of Consciousness

This article (re)introduces the pedagogy of the German artist Hugo Kükelhaus (1900–84) whose interest in the psycho‐physiological substratum of learning led to theoretically and experimentally accomplished investigations of the conscious experience. Kükelhaus' most well‐known infant toy productions of the 1930s, the Allbedeut, and the ‘Experience Field for the Senses’ of the 1960s serve here as illustrations of the significance of his ideas to contemporary theories of intelligence; educational technology; and the design of learning environments. I examine some of the issues surrounding the conceptualization, realization and critical reception of these inventions. The article concludes that Kükelhaus' approach to the apparent contradiction of the sensuous idea offers practical and philosophical directions for the development of integrative, heuristic and archetypal tools and learning environments.