Kompetenzförderliche Lehreinstellungen beschreiben: Die Dortmunder Befragung für Lehrende DoBeLe

In diesem Artikel wird die Entwicklung eines Befragungsinstruments für Lehrende vorgestellt, mit dessen Hilfe Einstellungsunterschiede zu verschiedenen Bereichen hochschulischer Lehre erhoben werden können. Auf der Basis des Attitudes to Teaching Inventory (TRIGWELL & PROSSER, 2004) sowie theoretischer Überlegungen wurden in einer Pilotstudie mit N=181 Lehrenden Items entwickelt, mit denen sich Lehreinstellungen auf den Skalen Lernprozessorientierung, Inhalts- und Vermittlungsorientierung, Berufsorientierung, Aktivitäts- und Aktivierungsorientierung sowie Feedback- und Interaktionsorientierung abbilden lassen. 23.01.2013 | Antonia Scholkmann (Hamburg), Franziska Eder, Bianca Roters (Dortmund) & Judith Ricken (Bochum

24 Konzepte - 1 Strategie? Zur Vielfalt von Digitalisierung an einer Volluniversität

Wohin führt es, wenn eine Digitalisierungsstrategie für Studium und Lehre ausgehend von den einzelnen Fächern bzw. Disziplinen entwickelt wird? An der Ruhr-Universität Bochum erfassten im Jahr 2017 alle Fakultäten und Zentralen Wissenschaftlichen Einrichtungen (ZWE) den Ist-Zustand zur Digitalisierung in Studium und Lehre für ihren jeweiligen Bereich. Darauf aufbauend erstellten sie jeweils fachspezifische Digitalisierungskonzepte. Diese bildeten die Grundlage der universitätsweiten Strategie der RUB. Vorangegangen war eine Diskussion auf zentraler Ebene unter Einbezug von Lehrenden und Studierenden unabhängig von der Fakultätszugehörigkeit. In ihrem Praxisbericht stellen die Autorinnen und der Autor Erfahrungen mit den zentralen und fakultätsinternen Diskussionen dar. Sie zeigen, wie heterogen die Zugänge zur Digitalisierung an einer Volluniversität sind, welche Vorbehalte es gibt und wie gangbare Lösungen für einen gemeinsamen Weg gefunden werden können. (DIPF/Orig.

Effects of episodic future thinking and self-projection on children’s prospective memory performance

The present study is the first to investigate the benefits of episodic future thinking (EFT) at encoding on prospective memory (PM) in preschool (age: M = 66.34 months, SD = 3.28)and primary school children (age: M = 88.36 months, SD = 3.12). A second aim was to examine if self-projection influences the possible effects of EFT instructions. PM was assessed using a standard PM paradigm in children with a picture-naming task as the ongoing activity in which the PM task was embedded. Further, two first- and two second-order ToM tasks were administered as indicator of children’s self-projection abilities. Forty-one preschoolers and 39 school-aged children were recruited. Half of the participants in each age group were instructed to use EFT as a strategy to encode the PM task, while the others received standard PM instructions. Results revealed a significant age effect, with school-aged children significantly outperforming preschoolers and a significant effect of encoding condition with overall better performance when receiving EFT instructions compared to the standard encoding condition. Even though the interaction between age group and encoding condition was not significant, planned comparisons revealed first evidence that compared to the younger age group, older children’s PM benefited more from EFT instructions during intention encoding. Moreover, results showed that although self-projection had a significant impact on PM performance, it did not influence the effects of EFT instructions. Overall, results indicate that children can use EFT encoding strategies to improve their PM performance once EFT abilities are sufficiently developed. Further, they provide first evidence that in addition to executive functions, which have already been shown to influence the development of PM across childhood, self-projection seems to be another key mechanism underlying this development

Search for dark matter produced in association with bottom or top quarks in √s = 13 TeV pp collisions with the ATLAS detector

A search for weakly interacting massive particle dark matter produced in association with bottom or top quarks is presented. Final states containing third-generation quarks and miss- ing transverse momentum are considered. The analysis uses 36.1 fb−1 of proton–proton collision data recorded by the ATLAS experiment at √s = 13 TeV in 2015 and 2016. No significant excess of events above the estimated backgrounds is observed. The results are in- terpreted in the framework of simplified models of spin-0 dark-matter mediators. For colour- neutral spin-0 mediators produced in association with top quarks and decaying into a pair of dark-matter particles, mediator masses below 50 GeV are excluded assuming a dark-matter candidate mass of 1 GeV and unitary couplings. For scalar and pseudoscalar mediators produced in association with bottom quarks, the search sets limits on the production cross- section of 300 times the predicted rate for mediators with masses between 10 and 50 GeV and assuming a dark-matter mass of 1 GeV and unitary coupling. Constraints on colour- charged scalar simplified models are also presented. Assuming a dark-matter particle mass of 35 GeV, mediator particles with mass below 1.1 TeV are excluded for couplings yielding a dark-matter relic density consistent with measurements