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Vorwort
(2010)
Self-Regulated Learning (SRL) is a term that can be used to describe an individual’s ability to develop a skill set allowing him or her to learn in a number of different ways. SRL can also relate to new pedagogical theories that encourage teachers in formal education to motivate and support their students into achieving a high level of self-regulation. This paper reports on the findings of a number of surveys conducted with a wide variety of teachers in different countries, regarding their perceptions of SRL. The results and analysis of these surveys help inform not only the perceptions of SRL amongst teachers but also examine the challenges and opportunities that arise from taking this approach.
Repairs for Reasoning
(2013)
We describe and experimentally investigate phenomena of modal enrichment, that is, phenomena in which a recipient non-literally interprets an utterance by creating and applying a modal operator. We give competing explanations for these phenomena - namely an explanation according to which modal enrichment is a repair procedure for making the utterance match a script of information processing vs. an explanation according to which modal enrichment is triggered by rhetorical structure.
This article presents an approach that supports the creation of personal learning environments (PLE) suitable for self-regulated learning (SRL). PLEs became very popular in recent years offering more personal freedom to learners than traditional learning environments. However, creating and configuring PLEs demand specific meta-skills that not all learners have. This situation leads to the challenge how learners can be supported to create PLEs that are useful to achieve their intended learning outcomes. The theory of SRL describes learners as self-regulated if they are capable of taking over control of the own learning process. Grounding on that theory, a model has been elaborated that offers guidance for the creation of PLEs containing tools for cognitive and meta-cognitive learning activities. The implementation of this approach has been done in the context of the ROLE infrastructure. A quantitative and qualitative evaluation with teachers describes advantages and ideas for improvement.
FnhdC/HTML und FnhdC/S
(2007)
Die Universität Bonn verfügt über ein elektronisches Korpus von Immanuel Kants gesammelten Schriften gemäß den Abteilungen 1–3 der Akademie-Ausgabe. Dieses Korpus bildet die Grundlage einer elektronischen Edition der Schriften Kants, auf die über die Webseite des ehemaligen Instituts für Kommunikationsforschung und Phonetik zugegriffen werden kann: http://www.ikp.uni-bonn.de/kant/. Im vorliegenden Artikel wird über den Umfang und den Zustand des Bonner Korpus und der elektronischen Edition berichtet.