Task culture
A successful task culture is characterized by tasks, that work as „catalysers of learning processes“.However, the learning and motivation supporting potential of tasks can only unfold itself, if these tasks are designed, selected, and offered in a comptence oriented way which is in line with im-portant cracteristics of the. At the moment, such an application of tasks that fosters higher order thinking processes as well as self-regulated learning happens to rarely at educational, occupational and academic training and development.
Within the framework of an initiative, of federation and states, that fosters instructor development, the german ministry for research and education (BMBF) promotes instituational and content related further development of instructor education at the TU Dresden. Part of the program at the TU Dresden is to connect the variety of actors who are involved in instructor education at the TU Dresden and in their social environment. Thereby their acting can coordinated optimally and sustainable progress can be achived for the education of prospective instructors.
Researchers at the chair of learning and instruction currently investigate in this framework how instructors can be supported in terms of a professional task culture.These instructors are supposed to be able to systematically select, construct, apply and evaluate tasks for different learners. Furthermore, they should be able to interpret their results. If this happens, the current and dominating manner of how to deal with tasks can be changed.
Contact persons: Gregor Damnik, Hermann Körndle, Susanne Narciss
Selected publications:
Kapp, F., & Proske, A. (2013). Lernaufgaben in der universitären Lehre - Seminarbegleitend, in der Vorlesung oder webbasiert auf Lernplattformen. In B. Berendt, B. Szcyrba, P. Tremp, H.-P. Voss, & J. Wildt (Hrsg.), Neues Handbuch Hochschullehre. Lehren und Lernen effizient gestalten, C 2.26, S.1-26. Berlin: Raabe Fachverlag für Wissenschaftsinformation.
Körndle, H., Narciss, S. & Proske, A. (2004). Konstruktion interaktiver Lernaufgaben für die universitäre Lehre. In D. Carstensen & B. Barrios (Hrsg.), Campus 2004. Kommen die digitalen Medien an den Hochschulen in die Jahre? (S. 57-67). Münster: Waxmann.
Proske, A., Körndle, H., & Narciss, S. (2012). Interactive learning tasks. In N. M. Seel (Ed.), Encyclopedia of the Sciences of Learning (Vol. 1, Part 9, pp. 1606-1610). New York: Springer.
Further Publications can be found on the pages of the contact persons.