Metacognition is understood as knowledge about one’s own knowledge, i.e., person-related knowledge, task-related knowledge, strategic knowledge, and the regulation of one’s own cognitive activity (Flavell, 1979). This...
Approximately 90 leading researchers, policy makers and practioners from all continents and over 30 countries gathered in Kyoto, Japan, from May 29 to June 1, 2023,...
This book integrates foundational ideas from psychology, immersive digital learning environments supported by theories and methods of the learning sciences, particularly in pursuit of questions of...
New open access article published focussing on theoretical perspectives related to artificial intelligence and learning processes. Gibson, D. C., Kovanovic, V., Ifenthaler, D., Dexter, S., &...
New article published focussing on adaptive self-assessment in higher education. Ifenthaler, D., & Sahin, M. (in press). Empowering higher education students to monitor their learning progress:...
New open access article published reporting a scoping review on artificial intelligence and complex problem-solving. Joksimovic, S., Ifenthaler, D., De Laat, M., Siemens, G., & Marronne,...
The CELDA conference aims to address the main issues concerned with evolving learning processes and supporting pedagogies and applications in the digital age. Paradigms such as...
Neuer Beitrag mit Fokus auf Entwicklungslinien um Learning Analytics sowie Handlungsempfehlungen für die Implementierung von Learning Analytics in Bildungsorganisationen. Ifenthaler, D. (2023). Gelingensbedingungen für produktive Learning...
Neuer frei zugänglicher Beiitrag (open access) mit Fokus auf ethische Grundlagen von künstlicher Intelligenz im Kontext der Hochschule erschienen. Ifenthaler, D. (2023). Ethische Perspektiven auf künstliche...
New open access article published reporting a systematic review on online assessments. Heil, J., & Ifenthaler, D. (2023). Online assessment for supporting learning and teaching in...