Author: jens-siemon

Language and Communication in Vocational Education

My article “The Perspective of Vocational and Business Education” (German title: Die Perspektive der Berufs- und Wirtschaftspädagogik) has recently been published in the Inderdisciplinary Manual on Language and Communication in Vocational Training and Continuing Education –   “Sprache und Kommunikation in der beruflichen Aus- und Weiterbildung”, published by Christian Efing and Karl-Hubert Kiefer.

ISBN: 978-3-8233-8041-2

Link to publisher

Profession and Language

The German publisher Franz Steiner Verlag has just published a supplement to its Journal of Vocational and Business Education titled “Profession and Language – Requirements, Competences and Promotion”.

Fact sheet (German)

Sample chapter (German)

Franz Steiner online store

New ambitious partnership project is about to start

At first, it was just a matchmaking workshop bringing together partners from Universität Hamburg, Macquarie University in Sydney and Fudan University in Shanghai for joint research projects. My team in Hamburg had some advantage here because I have been working with Matt Bower at Macquarie for a long time. We were surprised and all the more pleased that Xuanjing Huang also wanted to join our team. Now, after exchanging ideas, presenting methods and techniques and developing a project plan at a second workshop, our goals have become even more ambitious.

Our aim of cooperation is to develop procedures for automated recognition and analysis of teaching and learning behaviour in the classroom, maybe also of lesson quality. Our experiences match perfectly: My team in Hamburg has several years of experience in video analysis of lessons and developing coding schemes. Our colleagues at Fudan have ongoing projects addressing the automated analysis of teaching and learning behaviour and Macquarie University is specialised in technology-based learning and instruction.

Writing research proposals, we have a great deal of work ahead of us!

Learning with Digital Media

Last week I attended the 5th Conference on “Digital Media – Analogue Reality”, a conference series organised by the Federal Insitute for Vocational Education and Training, this time in collaboration with the largest German supermarket corporation EDEKA. This 5th edition focused on learning and teaching environments in commercial occupations. A lot of good ideas from both businesses and vocational schools attracted my attention. However, as shown by the following critical but constructive reflections, there is still much to be done.

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Handbook “Language in Education”

Jörg Kilian, Birgit Brouer und Dina Lüttenberg have published a Handbook on Language in Education in a German publication series called Handbooks on Linguistic Knowledge, to which I contributed with my article “The Linguistic Construcion of Socially Relevant Knowledge for Vocational Education Illustrated by Selected Examples (Sprachliche Konstruktion gesellschaftlich relevanten Wissens für die berufliche Bildung an ausgewählten Beispielen)”.

It also depends on the learning partner

What is it that determines how effectively students work on a task in the open phases of a school lesson? At the European Conference for Educational Research (ECER) in Budapest we presented our latest research results on this. Of course, a student’s own motivation can explain his or her effectiveness to a large extent. But what is surprising is the strong influence the learning partner has on the learning results. Also similarities between the learning partners have an impact on their effectiveness: The more similar the learning partners’ motivations are, the better they learn together.

Vortragende bei der ECER in Budapest 2015

Participants of the symposium at ECER 2015 in Budapest

Presentation (PDF)
Session Information

A short report of a long journey

In the end of September / beginning of October I visited several universities in Australia and New Zealand. My main objective was to finally get a long planned research project with my colleague Matt Bower at Macquarie University’s School of Education up and running. Luckily Macquarie University is one of the strategic partners of Universität Hamburg, which turned out to be an advantage when it came to financing questions.

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Time on Task in Collaborative Learning – Presentation at Macquarie University

Interested in collaborative learning, games based learning, motivation of learners or video analysis? You won’t want to miss this talk by the University of Hamburg’s Professor Jens Siemon on 7 October.

Professor Siemon will speak about his developments in collaborative learning research using video analysis.

What: “‘Time on Task’ in Collaborative Learning – Influence of Learning Goal Motivation and Group Composition”
Speaker: Professor Jens Siemon, University of Hamburg
When: 10-11am Wednesday 7th of October
Where: E6A116
Who: Anyone interested in collaborative learning, games based learning, motivation of learners, video analysis, quantitative and mixed methods

Register: matt.bower@mq.edu.au

Macquarie University Learning and Teaching Blog

Seminar on learners’ motivations and video observations at University of Waikato

Professor Jens Siemon, in conjunction with the Wilf Malcolm Institute of Educational Research, will visit the University of Waikato on 01 October 2015 to speak on learners’ motivations and the challenges of doing video observations in collaborative, game-based learning.

Professor Siemon’s will speak about a current study he is undertaking with Antonia Scholkmann and Kay-Dennis Boom entitled ‘Time on Task’ in Collaborative Learning – Influence of Learning Goal Motivation and Group Composition. This research focuses on the connection between (a) a student’s individual learning goal motivation and (b) the learning partner’s learning goal motivation and the effective learning time spent on a specific task in a collaborative learning arrangement.

Data video observations of 56 students was used from three classes in the field of business education. All students worked on an assigned computer assisted game-based learning task in dyads for approximately eight hours. Subjects were videotaped for the whole time with three different cameras; additionally, each student wore a personalized audiotape recorder (Knigge, Duarte, Nordstrand, Siemon, & Stolp, 2013). All video material was analyzed in a time-sampling procedure using ten second intervals by trained raters using a coding scheme of learning time being on topic’ vs. ‚off topic’.

Learning goal motivation was surveyed with the SELLMO-scales (Spinath, Stiensmeier-Pelster, Schöne, & Dickhäuser, 2002). Data analysis is currently done using hierarchical regression analyses. First results confirm the hypothesis that both learning partners’ goal motivations add to the explained variance when it comes to time spent on the learning task, which is considered the dependent variable in the model.

For more information see Seminar (PDF)
and Wilf Malcolm Institute of Educational Research

Thoughts and reflections

Vocational education in a knowledge-based society

Lectures

Lecture: Assessing the quality of social interactions

Knigge, M., Siemon, J., & Scholkmann, A. (2014, september). Die Erfassung der Qualität sozialer Interaktionen zwischen Schülerinnen und Schülern im Klassenraum am Beispiel von Dyaden beim simulationsbasierten Lernen [Assessing the quality of social interactions between students in the classroom by the example of dyads during game-based learning]. Lectured at AEPF, Hamburg.

Download (pdf, German version): Knigge_Siemon_Scholkmann_AEPF_2014_09_09a_MK

Lecture on multimodal video and audio analysis (MuVA)

Siemon, J., Boom, K.-D., & Scholkmann, A. (2015). Multimodale Video-und Audioauswertungen (MuVA) [multimodal video and audio analysis (MuVA)]. Script presentet at 3. Frankfurter Tagung zu Videoanalysen in der Unterrichts- und Bildungsforschung [3. Conference on video analysis in classroom and educational research, Frankfurt am Main].

Download (pdf, German version): Siemon, Boom & Scholkmann 2015_Multimodale Video-und Audioauswertungen MuVA

Information for students

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Selected publications

Teaching and instruction / video-based classroom research:

Scholkmann, A., Siemon, J. Boom, K.-D. & Knigge, M. (2017). Time on task during game-based learning. The effects of cognitive skills, goal orientations and the characteristics of learning partners – an analysis based on video data. In: Zeitschrift für Erziehungswissenschaft. Available online. DOI: 10.1007/s11618-017-0736-4

Siemon, J., Scholkmann, A., Paulsen, T. (2017). Coding Manual. Types of teacher supportive behaviour. Event im Event-Sampling. Events within Event Sampling (EiE). German and english version available online.

Siemon, J., Scholkmann, A., Boom, K.-D., & Knigge, M. (2015, Januar 6). Kodiermanual Lernzeitnutzung (Time on Task). Zur Analyse von Schülerverhalten anhand von Videodaten [Coding scheme time on task for video-based analysis of student behaviour]. German version available online: Siemon et al. 2015_Kodiermanual Lernzeitnutzung (translation in progress)

Knigge, Michel; Duarte, Joana; Nordstrand, Vibeke; Siemon, Jens; Stolp, Claudia (2013): Videostudien als Mittel fachdidaktischer Erkenntnisgewinnung [Video studies as a method of instructional knowledge-production]. In: bwpat (24). German version available on http://www.bwpat.de/ausgabe24/knigge_etal_bwpat24.pdf.

Knigge, Michel; Siemon, Jens (2013): Der Einsatz von Video in Forschung und Lehre hat ein neues Niveau erreicht [The use of video in research and instruction has reached a new level]. In: Gruppendyn Organisationsberat 44 (3), S. 241–243. DOI: 10.1007/s11612-013-0220-4 .

Knigge, Michel; Siemon, Jens; Nordstrand, Vibeke; Stolp, Claudia (2013): Eine neue Methode zur Untersuchung von Mikroprozessen in Lerndyaden: Eine Videostudie unter Berücksichtigung von kognitiven Grundfähigkeiten und Zielorientierungen [A new method for analyzing micro processes in learning dyads: A video study considering cognitive competences and goal orientations]. In: Gruppendyn Organisationsberat 44 (3), S. 277–299. DOI: 10.1007/s11612-013-0219-x .

Simulations for instruction and learning

Siemon, Jens (2015): Lessons learned on simulation-based learning. In: Mercè Gisbert und Mark Bullen (Hg.): Teaching and Learning in Digital World: Strategies and Issues in Higher Education: PUBLICACIONS UNIVERSITAT ROVIRA I VIRGILI, S. 93–97. Online verfügbar unter http://llibres.urv.cat/index.php/purv/catalog/view/155/139/321-1

Stolp, Claudia; Siemon, Jens (2013): Wirkung auf Lernerfolg und Motivation durch Debriefing in Unternehmensplanspielen [Impact on learning success and motivation through debriefing in business simulations]. In: Uwe Faßhauer, Bärbel Fürstenau und Eveline Wuttke (Hg.): Jahrbuch der berufs- und wirtschaftspädagogischen Forschung 2013. Opladen [u.a.]: Budrich; pedocs, S. 99–111. German version available on http://www.pedocs.de/volltexte/2013/8067, as of 19.11.2013.

Language in vocational education

Siemon, Jens; Kimmelmann, Nicole; Ziegler, Birgit (2016): Sprache in der beruflichen Bildung – Bedeutung, Forschungsstand und Desiderata [Language in Vocational Education – Significance, State of Research and Desiderata], in: Siemon, Jens; Ziegler, Birgit; Kimmelmann, Nicole; Tenberg, Ralf (2016): Beruf und Sprache – Anforderungen, Kompetenzen und Förderung[Profession and Language – Requirements, Competences and Promotion], Stuttgart: Franz Steiner Verlag.

Siemon, Jens; Ziegler, Birgit; Kimmelmann, Nicole; Tenberg, Ralf (2016): Beruf und Sprache – Anforderungen, Kompetenzen und Förderung[Profession and Language – Requirements, Competences and Promotion], Stuttgart: Franz Steiner Verlag.

Siemon, Jens; Duarte, Joana; Gogolin, Ingrid (2011): Computer-Based Assessment of Academic Language Skills–the “CALSy”-Tool. In: ICT for Language Learning Conference Proceedings 2011. Milano: Simonelli Editore.

Vocational education in a knowledge-based society

Siemon, Jens; Knigge, Michel; Nordstrand, Vibeke (2013):
Der Einfluss von berufsspezifischem Vorwissen auf die Ausbildungsplatzsuche [The influence previous vocational knowledge has on the search for a vocational training]. In: Karin Wirth, Frank Krille, Tade Tramm und Thomas Vollmer (Hg.): Weiterentwicklung dualer Berufsausbildung: Konsekutiv, kompetenzorientiert, konnektiv. Erfahrungen und Impulse aus dem Schulversuch EARA.
bwpat (Spezial 7).  German version available online: http://www.bwpat.de/spezial7/siemon_etal_eara2013.pdf

Siemon, Jens (2010): Berufsausbildung in der Wissensgesellschaft [Vocational training in a knowledge-based society]. In: Andrea Liesner und Ingrid Lohmann (Hg.): Gesellschaftliche Bedingungen von Bildung und Erziehung: Eine Einführung. Stuttgart: Kohlhammer (Urban-Taschenbücher), S. 216–228.

Supervised doctorates

Doctorates supervised by Jens Siemon:

Dr. Katharina Baumann: Man muss schon ein bisschen mit dem Schreiben zurechtkommen! [You should be able to cope with writing – at least a bit!]

Dr. Martin Novak: Lebenslange berufliche Bildung in der Wissensgesellschaft [lifelong vocational education in a knowledge-based society]

Dr. Marina Trebbels: Transitions at the end of compulsory full-time education

Dr. Claudia Stolp: Wirkung auf Lernerfolg und Motivation durch Debriefing in Unternehmensplanspielen [Impact on learning success and motivation through debriefing in business simulations]

Dr. Jose Maria Cela: Personality, learning patterns and performance of first year students

Language in vocational education

Game-based learning

Video-based research in learning and instruction

Teacher training as a key to digitisation of society

The conference Zukunftssicherung Digitaler Kompetenzen – Herausforderung für Wirtschaft und Bildung  [safeguarding the future of digital competences – challenges for economy and education], held on 27 November 2014 in Hannover by eBusiness-Lotse and partners, focused on how to disseminate eBusiness knowledge and skills in Lower Saxony. Since teachers are important multipliers, my approach ist to identify teacher training as a potential key factor. Still the current state of computer competences and use at school is quite sobering, as the ICILS 2013 study shows. My German presentation contains the most important study results with regard to teacher training and possible ways out of the crisis:

Lehrerbildung – Schlüssel zur Digitalisierung.pdf (5.4 MB)

Marina Trebbels. Transitions at the end of compulsory full-time education. A Study on the educational and future career aspirations and expectations of native and migrant students

Besides different preconditions for educational success in native and migrant families, an important role has been ascribed to students’ educational aspirations in the explanation of ethnic disparities in educational attainment. Based on a sample of several hundred 9th and 10th graders in Hamburg, the study investigates the dimensions along which native and migrant students construct their educational and future career aspirations and expectations at the end of compulsory full-time education. The results provide insight into the applicability of traditional approaches that investigate the mechanisms that shape social disparities in education to explain the ethnic attainment gap, and into the controversial meaning of subjective data in the form of respondent-reported educational aspirations and the interpretation of higher aspirations in migrant families as secondary effects of ethnic origin.

Publisher site

Impact on learning success and motivation through debriefing in business simulations

Stolp, Claudia (2015). Wirkung auf Lernerfolg und Motivation durch Debriefing in Unternehmensplanspielen [Impact on learning success and motivation through debriefing in business simulations] .

http://ediss.sub.uni-hamburg.de/volltexte/2015/7123/

Personality, learning patterns and performance of first year students

Cela Ranilla, Jose Maria (2010). Personality, learning patterns and performance of first year students.

http://www.sub.uni-hamburg.de/opus/volltexte/2010/4807/index.html

Lessons learned on simulation based learning

About three years ago, I delivered „Lessons learned on simulation based learning“ for the final project report of simul@ – and then I forgot about it. Now, it has surprisingly been published. Who would have expected that?

My contribution is available online:

http://llibres.urv.cat/index.php/purv/catalog/book/155

Dr. No has made it!

Lifelong vocational education in a knowledge-based society: A discussion on the interaction of people, government and economy in a knowledge-based society as well as the orientations of lifelong learning and problems, challenges and consequences arising from them for vocational education.

Dr. No has made it! On 15 March 2015, Martin Novak received his doctoral degree (Dr. phil.).

An an external doctoral student, you even accomplished this alongside your teacher traineeship. Congratulations!

Coding Scheme Time on Task is ready!

Our coding scheme for video-analysis of learning time (time on task) is now ready, tested and available for free download:

German version (pdf): Siemon et al. 2015_Kodiermanual Lernzeitnutzung v2

English version (pdf):Siemon et al. 2015_Coding Manual Time on Task v2

Please cite as:

German version:

Siemon, J., Scholkmann, A., Boom, K.-D., & Knigge, M. (2016, Juni 27). Kodiermanual Lernzeitnutzung (Time on Task). Zur Analyse von Schülerverhalten anhand von Videodaten.

English version:

Please cite as: Siemon, J., Scholkmann, A., Boom, K. D. & Knigge, M. (2016). Time on Task Coding Scheme for Student Learning Behaviour in Videos. Universität Hamburg: Institute for Business and Vocational Education (to be requested through the authors).

Doctorate Katharina Baumann

You should be able to cope with writing – at least a bit!
A study on the writing skills of trainees in the lower vocational training segment seen in the context of training maturity.

Katharina Baumann demonstrates excellent writing skills. Under the German title „Man muss schon ein bisschen mit dem Schreiben zurechtkommen! – Eine Studie zu den Schreibfähigkeiten von Auszubildenden im unteren beruflichen Ausbildungssegment im Kontext von Ausbildungsreife“, she has completed her doctorate with great success.