Contents

Olga Zlatkin-Troitschanskaia...

Editorial...

Part I: Positive and Negative Learning in Higher Education

Howard Gardner and Wendy Fischman

Towards Quality Higher Education: Barriers and Enablers

David Berliner

The Role of Modeling for "Seeking Truth" in an Educational Policy Classroom

Fritz Oser

Critical Thinking in Social Domains

Part II: Learning with New Media and Technology

Marcus Maurer, Christian Schemer, Olga Zlatkin-Troitschanskaia, and Judith Jitomirski

Positive and Negative Media Effects on University Students' Learning: Preliminary Findings and a Research Program

Vinay Chaudhri

Explicating Logic of Biology to Support Critical Thinking

Pascal Klein, Stefan Küchemann, Paul van Kampen, Leanne Doughty, and Jochen Kuhn

Picture Bias in Upper-Division Physics Education

Koichi Kise

The Role of Media Conversion for Positive Learning

Part III: Innovative Analytical Approaches for Modeling of Learning

Towards a Computational Model for Measuring the Complexity of Learning Tasks: A Combined Cognitive and Computational Approach

Michael Hoffer, Gabriel Wittum, Babett Lemke, Robert Jabs, and Arne Nägel

Automated Methods for the Comparison of Natural Languages

Andy Lücking

Grounding Educational Language: From Situation Modeling to Cognitive Structures

Successful and Positive Learning through Study Crafting: A Self-Control Perspective

Mita Banerjee

Literature, Simulation, and the Path towards Deeper Learning

Andrej Podolskiy

On the Way of Developing a Holistic Explanatory Model of Positive Learning

Part IV: Measuring of Intra- and Interindividual Learning - From Neural Correlates to Language Topology

Arne Nagels, Svenja Lüll, Lisa Friederich, Benjamin Straube, Michael Grosvald, and Silvia Hansen-Schirra

The Neural Basis of Idea Density During Natural Spoken Language

Daniela Czernochowski, John Gamboa, and Shanley E. M. Allen

What Can the Eyes and the Brain Tell Us About Learning? The Role of Information Density in the Comprehension and Retrieval of Complex Concepts

Susanne Schmidt, Olga Zlatkin-Troitschanskaia, and William Walstad

IRT Modeling of Decomposed Student Learning Patterns as Positive and Negative Learning in Higher Education Economics

Walter Bisang and Patryk Czerwinski

Performance in Knowledge Assessment Tests from the Perspective of Linguistic Typology

James Pellegrino

Challenges in the Modeling and Assessment of Complex Constructs: Some Examples from the PLATO Project

PART V: Perspectives

Olga Zlatkin-Troitschanskaia, Alexander Mehler, Walter Bisang & Gabriel Wittum

Positive Learning at Risk - Mapping Information Structures of Learning Sources in Economics and Computer Science (PLATO-i)

Richard J. Shavelson

PLATO in Search of Identity

About the Author:

Olga Zlatkin-Troitschanskaia has been Chair of Business and Economics Education at Johannes Gutenberg University Mainz (JGU), Germany, since 2006. She earned her doctoral degree from Humboldt University of Berlin in 2004 and her postdoctoral qualification in 2006. She has published widely on empirical educational research in vocational and higher education. She has directed numerous externally funded national and international research projects and has been coordinating the national research program 'Modeling and Measuring Competencies in Higher Education (KoKoHs)' since 2011. Her research has earned various awards and honors. She is a member of many national and international advisory and editorial boards and serves as an expert consultant to ministries, foundations, and international journals.