Rheumatoide Arthritis

Ohne Zusammenfassung     

Aufmerksamkeitsbewegungen

In this paper, we will develop a way of understanding attendance of courses, whichis not in the usual manner based on the institutionally marked dimension of incident, butinstead emphasizes the interactive dimension of process. From this perspective, the processesof adult education are less focused on the forms of pedagogic action or teaching-learning interaction. We rather observe the performance of participation and its shaping by the courseparticipants during the course process. In a critical reception of research on classroom management, perceivable shifts of attention will be argued to be constitutive moments in the process of attendance. On the basis of one course scene, we will show the way in which a process of participation—corporeal specified in space and time—can be empirically reconstructed as an arrangement of mutually entangled shifts of attention between the individual participants. This lesson is based on the assumption that individual learning and acquisition processes during a course lesson can only be appropriately understood and explained in the light of these social dynamics of attention.     

The use of eye movements in the study of multimedia learning

This commentary focuses on the use of the eye-tracking methodology to study cognitive processes during multimedia learning. First, some general remarks are made about how the method is applied to investigate visual information processing, followed by a reflection on the eye movement measures employed in the studies published in this special issue. It is argued that global eye movement measures indexing attentional and encoding processes during the entire learning period should preferably be complemented with more fine-grained analyses that are either time-locked to important events taking place in an animation or that by other means provide information about the time course of learning. As nicely documented in the present set of studies, it is also of importance to complement the eye-tracking data with offline measures indexing the end product of learning. Such a complementary approach is likely to yield important new insights into the process of multimedia learning.     

A cybernetic approach to programmed language instruction

Introductory remarks

In the following discussion, the term language instruction is used in the sense of teaching the manipulation of language mechanics. This enables the student to produce grammatically correct sentences and strings of sentences in response to any given sentence meaning or string of sentence meanings and to understand the cognitive meaning of any given sentence formulations. The skills he practises during foreign language instruction thus correspond to the content of those rules in a transformational grammar which are not contained in the base (Chomsky 1984) and to their inverse.     

Educating for innovation: students’ perceptions of the learning environment and of their own innovation competence

Learning Environments Research - Developing students’ innovation competence is becoming increasingly important in higher education, yet few studies have actually investigated whether current...