Dr. Heike Schaumburg

Dr. Heike Schaumburg forscht schwerpunktmäßig an der Schnittstelle von Digitalisierung und Bildung, insbesondere im Kontext inklusiver Schulentwicklung und Lehrkräftebildung. Ihre empirischen Arbeiten analysieren die Wirksamkeit digitaler Medien im Unterricht und die Förderung computer- und informationsbezogener Kompetenzen von Schülerinnen und Schülern. Ein zentrales Thema ist die Integration digitaler Technologien in inklusive Bildungskontexte sowie die Evaluation von Schulversuchen und Fortbildungsprogrammen. Sie verbindet theoretische Modellierung mit praktischer Anwendung, um Rahmenbedingungen für erfolgreiches, digital gestütztes Lernen zu identifizieren.

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• Evaluation "1000mal1000: Notebooks im Schulranzen"

  Quelle ↗

  Förderer: Bundesministerium für Forschung, Technologie und Raumfahrt Zeitraum: 11/2004 - 02/2007 Projektleitung: Dr. Heike Schaumburg

• Case Method of technology use for training teachers

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  Zeitraum: 10/2005 - 09/2007 Projektleitung: Dr. Heike Schaumburg

• Evaluation der Virtuellen Akademie der FNF

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  Zeitraum: 06/2008 - 12/2009 Projektleitung: Dr. Heike Schaumburg

• Technology-enhanced Personalised Learning: Untangling the Evidence

  2018

  Open Research Online (The Open University)

  Technology-enhanced personalised learning is not yet common in Germany, which is why we have tasked scientists with summarising the current status of international research on the matter. This study demonstrates the great potential of technology in implementing effective personalised learning. Nevertheless, it has not been assessed yet whether the practical implementation actually works: Even in countries such as the U.S., which lead the way in using techology in classroom settings, hardly any evaluation studies have been done to prove the effectiveness of technology-enhanced personalised learning. In the light of the above, the authors make recommendations for actions to be taken in Germany to make best use of the potential of technology in providing individual support and guidance to students.

• Why Are Users Banner-Blind? The Impact of Navigation Style on the Perception of Web Banners

  2006

  Texas Digital Library (University of Texas)

  It has been observed that contradictory results have been found regarding the perception of banner advertisements on the Internet. While some studies found that recall and recognition scores for banners were at a satisfactory level, others observed that banners are almost generally overlooked. In this study, it is argued that the opposing results might be explained by differences in navigation style (aimless browsing versus goal directed searching). To test this hypothesis, 32 subjects were presented with a Web site containing a number of banners ads. Half the subjects were asked to search for specific information, while the other half was instructed just to explore the site as they wished. In a subsequent recall and recognition test, subjects from the aimless browsing group performed significantly better than subjects from the information search group. Results are discussed with regard to the supposed underlying processes of perception and information processing.