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Keynote Speakers -

Dr. Andreas LACHNER

Dr. Andreas LACHNER

Assistant Professor @

University of Tübingen

Germany

Assistant Professor for learning and teaching with digital media, University of Tübingen

Associated Researcher, Multiple Representations Lab,

Leibniz-Institut für Wissensmedien

Topic of Presentation:

Mind the Gap! Automated Concept Map Feedback as Scaffold for Students' Writing

Speaker Bio: 

Andreas Lachner is assistant professor for learning and teaching with digital media at the University of Tübingen, and associated researcher at the Multiple Representations Lab at the Leibniz-Institut für Wissensmedien. He focuses on investigating effects of educational technology on students’ learning. For instance, in a current project he investigates effects of automated computer-based feedback on students’ academic writing. In another project, he is concerned with the use of explanations on fostering students’ learning while learning with digital media. Furthermore, Andreas is interested in examining effects of teachers’ professional competence on the quality of teaching with digital media. Andreas Lachner studied Cognitive Science and Educational Science at the University of Freiburg. In 2015 he completed his PhD on the impact of teacher expertise on the provision of instructional explanations.

Abstract: 

Many students are challenged with the demand of writing and revising cohesive and comprehensible texts. To support students in their revision activities, we developed CohViz, a computer-based feedback tool that automatically visualizes the structure and meaning of authentic texts in a concept map. Therefore, we implemented natural language processing technologies and state-of-the-art visualization methods to automatically generate these concept map representations. In this keynote, I will first provide an overview about the technological methodologies, which we implemented in CohViz. Additionally, I present the findings of a five-year research project about the effects the CohViz feedback in students’ writing. In this project, we conducted experimental laboratory studies as well as field studies to examine the effectiveness and validity of our feedback approach. Additionally, we investigated the underlying cognitive processes, as well as potential boundary conditions while using the CohViz feedback.
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