Prof. Dr. Elisabeth Mayweg

Prof. Mayweg forscht aktuell an der Schnittstelle von Bildung und Künstlicher Intelligenz. Im Projekt AI-SKILLS entwickelt sie ein curricular integriertes Zertifikatsprogramm für KI-Kompetenzen an der Humboldt-Universität, das Studierenden aller Fachrichtungen ermöglicht, KI-Methoden domänenspezifisch anzuwenden — verbunden mit dem Aufbau einer entsprechenden IT-Infrastruktur für Lehr-Lern-Settings. Parallel arbeitet sie im Projekt DIALLS an kultureller Literalität durch Dialogue und Argumentation in Schulen, um jungen Menschen europäische Identitäten und Kulturen zu vermitteln. Für Unternehmen und öffentliche Institutionen adressiert sie damit zwei zentrale Herausforderungen: die systematische Qualifizierung von Fachkräften in KI-Technologien sowie die Förderung von kritischem Denken und interkultureller Kompetenz im Bildungssystem.

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• DIalogue and Argumentation for cultural Literacy Learning in Schools

  Quelle ↗

  DIALLS is a three year project with three objectives. First, it will develop an understanding of young people’s cultural literacy in formal education through the teaching of dialogue and argumentation as a means to understand European identities and cultures. This will be achieved by the creation and implementation of a cultural literacy learning programme where students respond to and produce multimodal texts reflecting European heritages with the promotion of tolerance, inclusion and empathy as core cultural literacy dispositions. Second, the project will provide comprehensive guidance for the development of cultural literacy in schools through the creation and evaluation ofa scale of progression for cultural literacy learning as manifested in students’ interactions and produced artefacts. Finally, DIALLS will promote the emergence of young people’s cultural identities in a student-authored manifesto for cultural literacy and a virtual gallery of their cultural artefacts. We will conduct analyses of students’ class-based and online interactions, mapping the development of dialogue and argumentation skills to create an open access multilingual data corpus. Cross-comparative analyses of classrooms in seven countries will include analysis of gender, age, ethnicity and socio-economic factors. DIALLS is directly relevant to the call’s work programme as it addresses the role of formal education in supporting the acquisition of the knowledge, skills and competences needed for effective intercultural dialogue and mutual understanding. The novelty of our proposal lies in the intersection of cultural literacy, multimodality, dialogue and argumentation, and through the use of face-to-face and online learningenvironments where students can share their perspectives as they make sense of Europe and its different cultures. Our innovative teaching and assessment tools will guide teachers in their development of a dialogic pedagogy for cultural literacy in tomorrow’s Europe.

• Anwendungsorientierte Infrastruktur für KI-Communities in Lehr-Lern-Settings

  Quelle ↗

• Digital studying in times of COVID-19: teacher- and student-related aspects of learning success in german higher education

  2023

  International Journal of Educational Technology in Higher Education · DOI

  In the wake of COVID-19, study conditions in Europe have changed dramatically. To limit contact between students and teachers, since March 2020 teaching has largely taken place digitally (remotely via digital means) and in private. Because the success of digital learning likely relies on many factors beyond good digital infrastructure conditions, this article focuses on which aspects, at both the teacher and the student levels, promote digital learning success. The large-scale student survey "Studying in Times of the Corona Pandemic" conducted at German universities and universities of applied sciences in the summer semester of 2020 offers data on how COVID-19 has affected several aspects of university studying in Germany. Here, we consider this data within the theoretical framework "theory of transactional distance" introduced by Moore (in: Moore (ed) Handbook of distance education, Routledge, 2018), according to which the success of digital teaching is influenced by dialogue, structure, and learner autonomy. Based on various regression analyses, our results show that several (digital) framework conditions must be created on both the teacher and student levels to achieve sufficient digital learning success. In this sense, our findings provide guidance on which aspects institutions of higher education should focus on when developing or updating their digitalization strategies. In accordance with collaborative learning approaches a key factor for learning success appears to be enabling peer-to-peer interactions. This finding supports our prediction that the possibility of engaging in interactive learning activities is crucial for students' learning experience, as it might reduce the perception of transactional distance and allow for social exchange. The strongest predictor of students' learning success turned out to be the (perceived) digital competencies of the teachers. This finding clearly emphasizes that teachers must be qualified to address the very specific challenges of teaching in digital contexts and indicates that universities may need to implement more teacher qualification programs. Supplementary Information: The online version contains supplementary material available at 10.1186/s41239-023-00382-w.