Jens Siemon

Theme by Anders Norén

Tag: game-based learning

11. November 2019

Selected publications

Teaching and instruction / video-based classroom research:

Scholkmann, A., Siemon, J. Boom, K.-D. & Knigge, M. (2017). Lernzeitnutzung im Planspielunterricht. Eine Analyse des Einflusses kognitiver Fähigkeiten, Zielorientierungen und Charakteristika von Lernpartnern anhand von Videodaten. [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. 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 

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: Gruppendynamik und  Organisationsberatung 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. Available online: 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 online: 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.

Duarte, J., Gogolin, I., Siemon, J. (2013). Mehrsprachigkeit im Fachunterricht am Übergang in die Sekundarstufe II – erste Ergebnisse einer Pilotstudie. [Multilingualism in subject-based education at the
transition to upper secondary education – first results of a pilot study]
In J. Erfurt, T. Leichsering & R. Streb (Eds.), Mehrsprachigkeit und Mehrschriftigkeit. Sprachliches Handeln in der Schule. Duisburg:
Universitätsverlag Rhein-Ruhr.

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.

29. September 2015

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

17. August 2015

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

17. August 2015

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

17. August 2015

Supervised doctorates

Doctorates supervised by Jens Siemon:

Dr. phil. des. Anja Augsdörfer: Promoting the Situation-Specific Lesson Planning and Coaching Skills of Prospective Teachers and Mentors in Vocational Education: a Video-Based Intervention Study

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

17. August 2015

Game-based learning

25. June 2015

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/