Und noch ein Poster konnte aufgehängt und mannigfach diskutiert werden (ein Foto fehlt zwar, würde aber andererseits auch keine gut aussehenden Frauen enthalten, also ist’s bestimmt nicht so schlimm).

Reading with the Guide of Automated Graphical Representations
How Model Based Text Visualizations Facilitate Learning in Reading Comprehension Tasks

Abstract
Our research interest aims to integrate automated natural language-oriented assessment and analysis methodologies into feasible reading comprehension tasks. With the newly developed T-MITOCAR toolset, prose text can be automatically converted into a graph-like concept map. The “text to graph” feature of the software is based on several parsing heuristics and can be used both to assess the learner’s understanding by generating graphical information from his or her text and to generate conceptual graphs from text which are used as learning materials. An international study on three different subject domains raises high hopes for the efficiency and feasibility of the learning materials produced by T-MITCAR. The software will be further developed and implemented with interfaces to selected research tools.

PirnayDummer, P., Ifenthaler, D., Johnson, T.E. (2008). Reading with the Guide of Automated Graphical Representations. How Model Based Text Visualizations Facilitate Learning in Reading Comprehension Tasks, Poster presented to the AERA 2008, Motivation & Emotions: Considerations of Self, Contexts, Classrooms, & Control

Auf der Springer-Reception haben wir justamento den Jubilar erneut gefeiert.

Die “Troublemakers” (O-Ton Marie Sheldon) -Herausgeber, der Jubilar und die Grand Dame von Springer. Es gab eine Rede, etwas zu essen und zu trinken und die Freiburger Gang war komplett mit dabei. Die Runde im Pub später war indes durchaus noch etwas lustiger.

25.3.2008 um 19-21 Uhr.

Poster presented, zusammen mit Katharina Rauh.

Annotations for Knowledge Structures
Quantitative Measurability of Propositions in Concept Maps and New Approaches to Mental Model Assessment

Abstract:
From a cognitive psychological perspective, graphical networks correspond to the theory of the propositional representation of meaning. Analyzing the knowledge of groups of people is relevant in educational research because instructional methods are evaluated according to measured learning success. There are reasons to prefer concept maps to classical knowledge tests, but most concept mapping techniques are very laborious and time consuming. We thus use highly automated computer assessment tools which are oriented toward natural language and based on the theory of mental models to compensate for this. In two studies, we show the challenges which arise from the annotation problem. The study closes with a discussion of the main methodological consequences of our findings for knowledge and mental model assessment.

PirnayDummer, P. & Rauh, K. (2008). Annotations for Knowledge Structures. Quantitative Measurability of Propositions in Concept Maps and New Approaches to Mental Model Assessment, Poster presented to the AERA 2008, Cognition & Instruction: Modeling, Measuring, Evaluating, & Explaining

Nach einiger Zeit zwischen der Fertigstellung und dem Druck das Buch selbst in der Hand haltend:

Norbert M. Seel und seine Festschrift

Ifenthaler, D., PirnayDummer, P., & Spector, J.M. (2008). Understanding models for learning and instruction. Essays in honor of Norbert M. Seel. New York: Springer.