Publikationen

In press / Submitted

Ifenthaler, D. (in press). Zur Notwendigkeit einer systematischen Erfassung von Bildungsverläufen. Methodologische Anforderungen einer Veränderungsmessung. Lehrerbildung auf dem Prüfstand.

Ifenthaler, D. (in press). Bridging the gap between expert-novice differences: The model-based feedback approach. Journal of Research on Technology in Education.

Al-Diban, S., & Ifenthaler, D. (in press). Comparison of two analysis approaches for measuring externalized mental models: Implications for diagnostics and applications. Journal of Educational Technology & Society.

Ifenthaler, D., Kinshuk, Isaias, P., Sampson, D., & Spector, J. M. (Eds.). (in press). Multiple perspectives on problem solving and learning in the digital age. New York: Springer.

Ifenthaler, D., & Seel, N. M. (in press). Online-Lernen in der Schule. Schulmagazin 5-10, 12.

Ifenthaler, D., & Seel, N. M. (in press). Online-Lernen im schulischen Unterricht. Schulmagazin 5-10, 12.

Pirnay-Dummer, P., & Ifenthaler, D. (under review). Reading with the guide of automated graphical representations. Instructional Science.

Ifenthaler, D., & Seel, N. M. (under review). A longitudinal perspective on logical problem solving. Illuminating the probability of change. Learning and Instruction.

Ifenthaler, D. (under review). Determining the effectiveness of prompts for self-regulated learning in problem-solving scenarios. New ways of assessment and analysis. Metacognition and Learning.

Ifenthaler, D. (under review). Identifying cross-domain distinguishing features of cognitive structure. Educational Technology Research & Development.

2010

Ifenthaler, D. (2010). Relational, structural, and semantic analysis of graphical representations and concept maps. Educational Technology Research and Development, 58(1),81-97. doi: 10.1007/s11423-008-9087-4

Pirnay-Dummer, P., Ifenthaler, D., & Spector, J. M. (2010). Highly integrated model assessment technology and tools. Educational Technology Research and Development, 58(1),3-18. doi: 10.1007/s11423-009-9119-8

Ifenthaler, D., Pirnay-Dummer, P., & Seel, N. M. (Eds.). (2010). Computer-based diagnostics and systematic analysis of knowledge. New York: Springer.

Spector, J. M., Ifenthaler, D., Isaias, P., Kinshuk, & Sampson, D. (Eds.). (2010). Learning and instruction in the digital age: Making a difference through cognitive approaches, technology-facilitated collaboration and assessment, and personalized communications. New York: Springer.

Ifenthaler, D. (2010). Scope of graphical indices in educational diagnostics. In D. Ifenthaler, P. Pirnay-Dummer & N. M. Seel (Eds.), Computer-based diagnostics and systematic analysis of knowledge (pp. 213-234). New York: Springer.

Pirnay-Dummer, P., & Ifenthaler, D. (2010). Automated knowledge visualization and assessment. In D. Ifenthaler, P. Pirnay-Dummer & N. M. Seel (Eds.), Computer-based diagnostics and systematic analysis of knowledge (pp. 77-115). New York: Springer.

Ifenthaler, D. (2010). Learning and instruction in the digital age. In J. M. Spector, D. Ifenthaler, P. Isaías, Kinshuk & D. G. Sampson (Eds.), Learning and instruction in the digital age: Making a difference through cognitive approaches, technology-facilitated collaboration and assessment, and personalized communications (pp. 3-10). New York: Springer.

Ifenthaler, D. (2010). The LMS Moodle in schools: Benefits and obstacles. In M. B. Nunes & M. McPherson (Eds.), Proceedings of the IADIS international conference on e-learning (Vol. I, pp. 81-88). Freiburg: IADIS.

2009

Seel, N. M., & Ifenthaler, D. (2009). Online lernen und lehren. München: Ernst Rheinhardt Verlag.

Ifenthaler, D. (2009). Model-based feedback for improving expertise and expert performance. Technology, Instruction, Cognition and Learning, 7(2), 83-101.

Ifenthaler, D., Masduki, I., & Seel, N. M. (2009). The mystery of cognitive structure and how we can detect it. Tracking the development of cognitive structures over time. Instructional Science. doi: 10.1007/s11251-009-9097-6

Ifenthaler, D. (2009). Using a causal path model for the design and development of a simulation game for teacher education. Technology, Instruction, Cognition and Learning, 6(3), 193-212.

Ifenthaler, D., Isaias, P., Spector, J. M., Kinshuk, & Sampson, D. G. (2009). Editors' introduction to the special issue on cognition & learning technology. Educational Technology Research and Development, 57(6), 721-723. doi: 10.1007/s11423-009-9127-8

Seel, N. M., Pirnay-Dummer, P., & Ifenthaler, D. (2009). Quantitative Bildungsforschung. In R. Tippelt & B. Schmidt (Eds.), Handbuch Bildungsforschung (pp. 551-570). Wiesbaden: VS Verlag für Sozialwissenschaften.

Seel, N. M., Ifenthaler, D., & Pirnay-Dummer, P. (2009). Mental models and problem solving: Technological solutions for measurement and assessment of the development of expertise. In P. Blumschein, W. Hung, D. H. Jonassen & J. Strobel (Eds.), Model-based approaches to learning: Using systems models and simulations to improve understanding and problem solving in complex domains (pp. 17-40). Rotterdam: Sense Publishers.

Johnson, T. E., Ifenthaler, D., Pirnay-Dummer, P., & Spector, J. M. (2009). Using concept maps to assess individuals and team in collaborative learning environments. In P. L. Torres & R. C. V. Marriott (Eds.), Handbook of research on collaborative learning using concept mapping (pp. 358-381). Hershey,PA: Information Science Publishing.

Ifenthaler, D., & Pirnay-Dummer, P. (2009). Assessment of knowledge: Do graphical notes and texts represent different things? In M. R. Simonson (Ed.), Annual proceedings of selected research and development papers presented at the national convention of the Association for Educational Communications and Technology (32nd, Loisville, KY, 2009). Volume 2 (pp. 86-93). Bloomington, IN: AECT.

Wieland, K., & Ifenthaler, D. (2009). Evaluating the effectiveness of a simulation-based collaborative learning environment and validating new ways to assess learning outcomes. In M. R. Simonson (Ed.), Annual proceedings of selected research and development papers presented at the national convention of the Association for Educational Communications and Technology (32nd, Loisville, KY, 2009). Volume 2 (pp. 243-250). Bloomington, IN: AECT.

Ifenthaler, D. (2009). Bridging the gap between expert-novice differences: The model-based feedback approach. In Kinshuk, D. G. Sampson, J. M. Spector, P. Isaias & D. Ifenthaler (Eds.), Proceedings of the IADIS international conference on cognition and exploratory learning in the digital age (pp. 49-60). Rome: IADIS Press.

Kinshuk, Sampson, D. G., Spector, J. M., Isaias, P., & Ifenthaler, D. (Eds.). (2009). Proceedings of the IADIS international conference on cognition and exploratory learning in the digital age. Rome: IADIS Press.

Pirnay-Dummer, P., Ifenthaler, D., & Rohde, J. (2009). Text-guided automated self-assessment. In Kinshuk, D. G. Sampson, J. M. Spector, P. Isaias & D. Ifenthaler (Eds.), Proceedings of the IADIS international conference on cognition and exploratory learning in the digital age (pp. 311-316). Rome: IADIS Press.

Eseryel, D., Ifenthaler, D., & Ge, X. (2009). A validation study of a methodology for assessing progress of learning and complex, ill-structured problem solving in STEM domains. In Kinshuk, D. G. Sampson, J. M. Spector, P. Isaias & D. Ifenthaler (Eds.), Proceedings of the IADIS international conference on cognition and exploratory learning in the digital age (pp. 363-368). Rome: IADIS Press.

2008

Ifenthaler, D., Pirnay-Dummer, P., & Spector, J. M. (Eds.). (2008). Understanding models for learning and instruction. Essays in honor of Norbert M. Seel. New York: Springer.

Ifenthaler, D. (2008). Practical solutions for the diagnosis of progressing mental models. In D. Ifenthaler, P. Pirnay-Dummer & J. M. Spector (Eds.), Understanding models for learning and instruction. Essays in honor of Norbert M. Seel (pp. 43-61). New York: Springer.

Pirnay-Dummer, P. & Ifenthaler D. (2008). Foundations and methodologies of mental models research. In D. Ifenthaler, P. Pirnay-Dummer, J.M. Spector (Eds.): Understanding models for learning and instruction. Essays in honor of Norbert M. Seel (pp. 1-2). New York: Springer.

Ifenthaler, D. & Pirnay-Dummer, P. (2008). Model-based theories of instruction. In D. Ifenthaler, P. Pirnay-Dummer, J.M. Spector (Eds.): Understanding models for learning and instruction. Essays in honor of Norbert M. Seel (pp. 103-104). New York: Springer.

Pirnay-Dummer, P. & Ifenthaler, D. (2008). Engineering the model environment. In D. Ifenthaler, P. Pirnay-Dummer, J.M. Spector (Eds.): Understanding models for learning and instruction. Essays in honor of Norbert M. Seel (pp. 197-188). New York: Springer.

Ifenthaler, D. (2008). Implementation of web-enhanced features for successful teaching and learning. The utility of technological progressions of Learning Management Systems. In M. R. Simonson (Ed.), Annual proceedings of selected research and development papers presented at the national convention of the Association for Educational Communications and Technology (31st, Orlando, FL, 2008). Volume 1 (pp. 134-146). Bloomington, IN: AECT.

Kinshuk, Sampson, D.G., Spector, J. M., Isaías, P. , & Ifenthaler, D. (Eds.). (2008). Proceedings of the IADIS international conference on cognition and exploratory learning in the digital age. Freiburg: IADIS.

Nunes, M. B., Isaías, P. , & Ifenthaler, D. (Eds.). (2008). Proceedings of the IADIS international conference WWW/Internet. Freiburg: IADIS.

Pirnay-Dummer, P., Ifenthaler, D., & Spector, J. M. (2008). Highly integrated model assessment technology and tools. In Kinshuk, D. G. Sampson, J. M. Spector, P. Isaias & D. Ifenthaler (Eds.), Proceedings of the IADIS international conference on cognition and exploratory learning in the digital age (pp. 18-28). Freiburg: IADIS.

2007

Ifenthaler, D., Pirnay-Dummer, P., & Seel, N. M. (2007). The role of cognitive learning strategies and intellectual abilities in mental model building processes. Technology, Instruction, Cognition and Learning, 5, 353-366.

Blumschein, P., Ifenthaler, D., & Pirnay-Dummer, P. (2007). Der SMARTroom – Innovative Technologien zur Erweiterung des Lehr- und Ausbildungsangebots. In G. Schneider, B. Couné, C. Gayer, E. Vögele & C. Weber (Eds.), Neue Medien als strategische Schrittmacher an der Universität Freiburg Wie Informations- und Kommunikationstechnologien Studium, Verwaltung und Forschung verändern (pp. 131-138). Freiburg: Universitätsbibliothek.

2006

Ifenthaler, D. (2006). Diagnose lernabhängiger Veränderung mentaler Modelle. Entwicklung der SMD-Technologie als methodologisches Verfahren zur relationalen, strukturellen und semantischen Analyse individueller Modellkonstruktionen. Freiburg: FreiDok.

Johnson, T. E., O’Connor, D. L., Spector, J. M., Ifenthaler, D., & Pirnay-Dummer, P. (2006). Comparative study of mental model research methods: Relationships among ACSMM, SMD, MITOCAR & DEEP methodologies. In A. J. Cañas & J. D. Novak (Eds.), Cncept maps: Thery, methodology, technology. Procedings of the Second International Conference on Concept Mapping, Voume 1 (pp. 87-94). San José: Universidad de Costa Rica.

2005

Ifenthaler, D., & Seel, N. M. (2005). The measurement of change: Learning-dependent progression of mental models. Technology, Instruction, Cognition and Learning, 2(4), 317-336.

Dummer, P., & Ifenthaler, D. (2005). Planning and assessing navigation in model-centered learning environments. Why learners often do not follow the path laid out for them. In G. Chiazzese, M. Allegra, A. Chifari & S. Ottaviano (Eds.), Methods and technologies for learning (pp. 327-334). Sothhampton: WIT Press.