{"id":94,"date":"2019-03-25T17:25:08","date_gmt":"2019-03-25T16:25:08","guid":{"rendered":"http:\/\/ifenthaler.info\/website\/?page_id=94"},"modified":"2019-03-25T17:40:44","modified_gmt":"2019-03-25T16:40:44","slug":"2011-2","status":"publish","type":"page","link":"https:\/\/ifenthaler.info\/website\/?page_id=94","title":{"rendered":"2011"},"content":{"rendered":"\n

Ifenthaler, D., & Seel, N. M. (2011). A longitudinal perspective on inductive reasoning tasks. Illuminating the probability of change. Learning and Instruction, 21<\/em>(4), 538\u2013549. doi:10.1016\/j.learninstruc.2010.08.004<\/p>\n\n\n\n

Ifenthaler, D. (2011). Identifying cross-domain distinguishing features of cognitive structures. Educational Technology Research and Development, 59<\/em>(6), 817-840. doi:10.1007\/s11423-011-9207-4<\/p>\n\n\n\n

Ifenthaler, D., Masduki, I., & Seel, N. M. (2011). The mystery of cognitive structure and how we can detect it. Tracking the development of cognitive structures over time. Instructional Science, 39<\/em>(1), 41\u201361. doi:10.1007\/s11251-009-9097-6<\/p>\n\n\n\n

Al-Diban, S., & Ifenthaler, D. (2011). Comparison of two analysis approaches for measuring externalized mental models: Implications for diagnostics and applications. Journal of Educational Technology & Society, 14<\/em>(2), 16\u201330. <\/p>\n\n\n\n

Pirnay-Dummer, P., & Ifenthaler, D. (2011). Reading guided by automated graphical representations: How model-based text visualizations facilitate learning in reading comprehension tasks. Instructional Science, 39<\/em>(6), 901-919. doi:10.1007\/s11251-010-9153-2<\/p>\n\n\n\n

Johnson, T. E., Pirnay-Dummer, P., Ifenthaler, D., Mendenhall, A., Karaman, S., & Tennenbaum, G. (2011). Text summaries or concept maps: Which better represent reading text conceptualization? Technology, Instruction, Cognition and Learning, 8<\/em>(3-4), 297\u2013312. <\/p>\n\n\n\n

Hanke, U., Ifenthaler, D., & Seel, N. M. (2011). Modeling the world of instruction: Creative insight or learnt by advise? The Open Education Journal, 4<\/em>(Suppl 1:M10), 113\u2013119. <\/p>\n\n\n\n

Eseryel, D., Ge, X., Ifenthaler, D., & Law, V. (2011). Dynamic modeling as cognitive regulation scaffold for complex problem solving skill acquisition in an educational massively multiplayer online game environment. Journal of Educational Computing Research, 45<\/em>(3), 265-287. <\/p>\n\n\n\n

Ifenthaler, D. (2011). Intelligent model-based feedback. Helping students to monitor their individual learning progress. In S. Graf, F. Lin, Kinshuk, & R. McGreal (Eds.), Intelligent and adaptive systems: Technology enhanced support for learners and teachers<\/em> (pp. 88\u2013100). Hershey, PA: IGI Global.<\/p>\n\n\n\n

Eseryel, D., Ifenthaler, D., & Ge, X. (2011). Alternative assessment strategies for complex problem solving in game-based learning environments. In D. Ifenthaler, Kinshuk, P. Isaias, D. G. Sampson, & J. M. Spector (Eds.), Multiple perspectives on problem solving and learning in the digital age<\/em> (pp. 159\u2013178). New York, NY: Springer.<\/p>\n\n\n\n

Ifenthaler, D., Kinshuk, Isaias, P., Sampson, D. G., & Spector, J. M. (Eds.). (2011). Multiple perspectives on problem solving and learning in the digital age<\/em>. New York, NY: Springer.<\/p>\n\n\n\n

Pirnay-Dummer, P., & Ifenthaler, D. (2011). Text-guided automated self assessment. A graph-based approach to help learners with ongoing writing. In D. Ifenthaler, Kinshuk, P. Isaias, D. G. Sampson, & J. M. Spector (Eds.), Multiple perspectives on problem solving and learning in the digital age<\/em> (pp. 217\u2013225). New York, NY: Springer.<\/p>\n\n\n\n

Ifenthaler, D., & Pirnay-Dummer, P. (2011). States and processes of learning communities. Engaging students in meaningful reflection and elaboration. In B. White, I. King, & P. Tsang (Eds.), Social media tools and platforms in learning environments: Present and future<\/em> (pp. 81\u201394). New York, NY: Springer.<\/p>\n","protected":false},"excerpt":{"rendered":"

Ifenthaler, D., & Seel, N. M. (2011). A longitudinal perspective on inductive reasoning tasks. Illuminating the probability of change. Learning and Instruction, 21(4), 538\u2013549. doi:10.1016\/j.learninstruc.2010.08.004 Ifenthaler,...<\/p>\n","protected":false},"author":1,"featured_media":0,"parent":13,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-94","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/ifenthaler.info\/website\/index.php?rest_route=\/wp\/v2\/pages\/94","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/ifenthaler.info\/website\/index.php?rest_route=\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/ifenthaler.info\/website\/index.php?rest_route=\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/ifenthaler.info\/website\/index.php?rest_route=\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/ifenthaler.info\/website\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=94"}],"version-history":[{"count":2,"href":"https:\/\/ifenthaler.info\/website\/index.php?rest_route=\/wp\/v2\/pages\/94\/revisions"}],"predecessor-version":[{"id":102,"href":"https:\/\/ifenthaler.info\/website\/index.php?rest_route=\/wp\/v2\/pages\/94\/revisions\/102"}],"up":[{"embeddable":true,"href":"https:\/\/ifenthaler.info\/website\/index.php?rest_route=\/wp\/v2\/pages\/13"}],"wp:attachment":[{"href":"https:\/\/ifenthaler.info\/website\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=94"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}