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Sabine Seufert
Title
Prof. Dr.
Last Name
Seufert
First name
Sabine
Email
sabine.seufert@unisg.ch
Phone
+41 71 224 26 32
Homepage
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1 - 10 of 441
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PublicationAssessing Subjective and Objective Information Literacy at Upper Secondary Schools - An Empirical Study in Four German-Speaking CountriesType: journal articleJournal: International Journal of Learning Technology
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PublicationGestaltung der digitalen Transformation in Schulen - Ein Reifegradmodell für die Berufsbildung
;Hasselkuss, Marco ;Heinemann, Anna ;Endberg, ManuelaGageik, LisaType: journal articleJournal: Medien Pädagogik - Zeitschrift für Theorie und Praxis der MedienbildungVolume: Schulentwicklungsprozesse für Bildung in der digitalen WeltIssue: 49 -
PublicationLearners don’t know best: Shedding light on the phenomenon of the K-12 MOOC in the context of information literacyType: journal articleJournal: Computers & EducationVolume: 188Issue: 104552
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PublicationOnline, hybrid oder Blended Learning?: Trends in der Weiterbildung nach der Corona-PandemieType: journal articleJournal: weiter bilden. DIE Zeitschrift für ErwachsenenbildungVolume: 2022Issue: 2
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PublicationBildungssystem der Zukunft in VUCA-WeltenType: journal articleJournal: Innovative VerwaltungVolume: 44Issue: 12
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PublicationThe Textbook Learns to Talk: How to Design Chatbot-Mediated Learning to Foster Collaborative High-Order Learning?(Association for the Advancement of Computing in Education (AACE), 2021-11-09)Type: journal article
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PublicationImproving a MOOC to foster information literacy by means of a conjecture mapType: journal articleJournal: International Journal of Learning Technology (IJLT)Volume: 16Issue: 1
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PublicationFostering Students' Academic Writing Skills: Feedback Model for an AI-enabled Support Environment.(Association for the Advancement of Computing in Education (AACE), 2021-11-09)Due to recent advances in natural language processing (NLP), a new generation of digital learning support systems is emerging, which make it possible to analyse the writing quality of texts offering individual, linguistic feedback to writers through various kinds of automated text evaluation. These intelligent tutoring systems (ITS) have to be integrated into existing teaching practices alongside traditional feedback providers (e.g., tutor, peer students). Therefore, this paper explores how academic writing skills of students could be fostered by providing different types of feedback from a tutor, peer students and an ITS. It proposes a feedback model for academic writing in an AI-enabled learning support environment and illustrates the importance of the different feedback providers in an academic writing use case. Through this, the paper aims to contribute to a better understanding of the changing nature of how students' academic writing skills can be fostered in the age of artificial intelligence.Type: journal article