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Die Folge haben wir am 30.05.2023 aufgenommen.

Intro & Feedback

Das ist kein Affiliate-Link (und bestimmt ist das ein Fehler von uns).

News+Alt+Entf News+O

• O war auf einer Lesung von Dennis Gastmann mit seinem Buch „Dalee“ (A wurde an Hotel Matze mit Cornelia Funke erinnert)
• Für seinen Umzug ärgert sich O über Betrugsversuche und Beschimpfungen via Kleinanzeigen und fehlende Maler*innen in Hamburg.

News+A

• A hat am UFF teilgenommen, fand die Konferenz-Software spannend und kann ein paar Talks empfehlen
  • Beitrag über LiaScript: Wie kann Web 3.0 die Lehre retten? (Andre Dietrich und Sebastian Zug)
  • AIEDN findet Antworten auf Fragen in Mathematikvideos: Du hast ja KI ’ne Ahnung! (Sven J. Körner)
  • Mehr auch in Episode 17 des Podcast „Lehrreiche Hochschulinnovationen“
• Sie hat an einer Online-Einführung in Stack teilgenommen (Tutorial der RUB)
• Auf Zenodo kann man sich das Preprint der Camera-Ready-Version ihres EMOOCs-Papers sowie das dazugehörige Poster (und Sources bei Overleaf) anschauen

Paper+Alt+Entf Paper+O: Lob-Hacking

de Vogel, Susanne

Simply the best? Determinants of achieving the highest grade in a doctoral degree in Germany Artikel

In: Higher Education, Bd. 85, Ausg. 5, S. 1161–1180, 2023, ISSN: 1573-174X.

Abstract | Links | BibTeX

@article{deVogel2023,
title = {Simply the best? Determinants of achieving the highest grade in a doctoral degree in Germany},
author = {Susanne de Vogel},
url = {https://doi.org/10.1007/s10734-022-00883-z},
doi = {10.1007/s10734-022-00883-z},
issn = {1573-174X},
year = {2023},
date = {2023-05-01},
journal = {Higher Education},
volume = {85},
issue = {5},
pages = {1161–1180},
abstract = {In Germany, the final grade of a doctorate is significant for careers inside and outside the academic labor market. Particularly important is the highest grade—summa cum laude. At the same time, doctoral grades are constantly subject to criticism. Thus far, however, neither German nor international studies have examined the determinants of doctoral grades. Drawing on Hu’s model of college grades, this study develops a conceptual framework for explaining doctoral grades and investigates the impact of doctorate holders’, reviewers’, and environmental context characteristics on the probability of doctoral candidates graduating with the highest grade, summa cum laude. Using logistic regression analyses on data from the German PhD Panel Study, the study confirms that high-performing individuals are more likely to achieve the highest doctoral grade. A learning environment that is characterized by supervision security, high expectations to participate in scientific discourse, and strong support in network integration also increases the chances of graduating with a summa cum laude degree. In contrast, being female, having a highly respected reviewer, studying natural sciences, medical studies or engineering, completing an external doctorate, and studying within a learning environment characterized by rigid time constraints are negatively related to the probability of receiving a summa cum laude grade. This study is the first to lend empirical evidence to the critical discussion of doctoral grades and offers insights to ensure the validity of doctoral grades.},
keywords = {},
pubstate = {published},
tppubtype = {article}
}

Schließen

In Germany, the final grade of a doctorate is significant for careers inside and outside the academic labor market. Particularly important is the highest grade—summa cum laude. At the same time, doctoral grades are constantly subject to criticism. Thus far, however, neither German nor international studies have examined the determinants of doctoral grades. Drawing on Hu’s model of college grades, this study develops a conceptual framework for explaining doctoral grades and investigates the impact of doctorate holders’, reviewers’, and environmental context characteristics on the probability of doctoral candidates graduating with the highest grade, summa cum laude. Using logistic regression analyses on data from the German PhD Panel Study, the study confirms that high-performing individuals are more likely to achieve the highest doctoral grade. A learning environment that is characterized by supervision security, high expectations to participate in scientific discourse, and strong support in network integration also increases the chances of graduating with a summa cum laude degree. In contrast, being female, having a highly respected reviewer, studying natural sciences, medical studies or engineering, completing an external doctorate, and studying within a learning environment characterized by rigid time constraints are negatively related to the probability of receiving a summa cum laude grade. This study is the first to lend empirical evidence to the critical discussion of doctoral grades and offers insights to ensure the validity of doctoral grades.

Schließen

• https://doi.org/10.1007/s10734-022-00883-z
• doi:10.1007/s10734-022-00883-z

Schließen

Was muss ich tun, um ein “summa cum laude” für meine Dissertation zu bekommen? Wir haben die Antwort gefunden!

Paper+A: Ignorance strikes back

Gaze, Eric C.

Debunking the Dunning–Kruger effect Online

2023, besucht am: 09.05.2023.

Links | BibTeX

@online{nokey,
title = {Debunking the Dunning–Kruger effect},
author = {Eric C. Gaze},
url = {https://phys.org/news/2023-05-debunking-dunningkruger-effect.html},
year = {2023},
date = {2023-05-09},
urldate = {2023-05-09},
howpublished = {phys.org},
keywords = {},
pubstate = {published},
tppubtype = {online}
}

Schließen

• https://phys.org/news/2023-05-debunking-dunningkruger-effect.html

Schließen

Gaze, Eric C.

Debunking the Dunning-Kruger effect – the least skilled people know how much they don’t know, but everyone thinks they are better than average Online

2023, besucht am: 08.05.2023.

Links | BibTeX

@online{Gaze2023,
title = {Debunking the Dunning-Kruger effect – the least skilled people know how much they don’t know, but everyone thinks they are better than average},
author = {Eric C. Gaze},
url = {https://theconversation.com/debunking-the-dunning-kruger-effect-the-least-skilled-people-know-how-much-they-dont-know-but-everyone-thinks-they-are-better-than-average-195527},
year = {2023},
date = {2023-05-08},
urldate = {2023-05-08},
howpublished = {The Conversation},
keywords = {},
pubstate = {published},
tppubtype = {online}
}

Schließen

• https://theconversation.com/debunking-the-dunning-kruger-effect-the-least-skille[...]

Schließen

Nuhfer, Edward; Cogan, Christopher; Fleisher, Steven; Gaze, Eric C.; Wirth, Karl

Random Number Simulations Reveal How Random Noise Affects the Measurements and Graphical Portrayals of Self-Assessed Competency Artikel

In: Numeracy, Bd. 9, Ausg. 1, Nr. 4, 2016.

Abstract | Links | BibTeX

@article{Nuhfer2016,
title = {Random Number Simulations Reveal How Random Noise Affects the Measurements and Graphical Portrayals of Self-Assessed Competency},
author = {Edward Nuhfer and Christopher Cogan and Steven Fleisher and Eric C. Gaze and Karl Wirth},
url = {http://dx.doi.org/10.5038/1936-4660.9.1.4},
doi = {10.5038/1936-4660.9.1.4},
year = {2016},
date = {2016-01-01},
urldate = {2016-01-01},
journal = {Numeracy},
volume = {9},
number = {4},
issue = {1},
abstract = {Self-assessment measures of competency are blends of an authentic self-assessment signal that researchers seek to measure and random disorder or "noise" that accompanies that signal. In this study, we use random number simulations to explore how random noise affects critical aspects of self-assessment investigations: reliability, correlation, critical sample size, and the graphical representations of self-assessment data. We show that graphical conventions common in the self-assessment literature introduce artifacts that invite misinterpretation. Troublesome conventions include: (y minus x) vs. (x) scatterplots; (y minus x) vs. (x) column graphs aggregated as quantiles; line charts that display data aggregated as quantiles; and some histograms. Graphical conventions that generate minimal artifacts include scatterplots with a best-fit line that depict (y) vs. (x) measures (self-assessed competence vs. measured competence) plotted by individual participant scores, and (y) vs. (x) scatterplots of collective average measures of all participants plotted item-by-item. This last graphic convention attenuates noise and improves the definition of the signal. To provide relevant comparisons across varied graphical conventions, we use a single dataset derived from paired measures of 1154 participants' self-assessed competence and demonstrated competence in science literacy. Our results show that different numerical approaches employed in investigating and describing self-assessment accuracy are not equally valid. By modeling this dataset with random numbers, we show how recognizing the varied expressions of randomness in self-assessment data can improve the validity of numeracy-based descriptions of self-assessment.},
keywords = {},
pubstate = {published},
tppubtype = {article}
}

Schließen

Self-assessment measures of competency are blends of an authentic self-assessment signal that researchers seek to measure and random disorder or "noise" that accompanies that signal. In this study, we use random number simulations to explore how random noise affects critical aspects of self-assessment investigations: reliability, correlation, critical sample size, and the graphical representations of self-assessment data. We show that graphical conventions common in the self-assessment literature introduce artifacts that invite misinterpretation. Troublesome conventions include: (y minus x) vs. (x) scatterplots; (y minus x) vs. (x) column graphs aggregated as quantiles; line charts that display data aggregated as quantiles; and some histograms. Graphical conventions that generate minimal artifacts include scatterplots with a best-fit line that depict (y) vs. (x) measures (self-assessed competence vs. measured competence) plotted by individual participant scores, and (y) vs. (x) scatterplots of collective average measures of all participants plotted item-by-item. This last graphic convention attenuates noise and improves the definition of the signal. To provide relevant comparisons across varied graphical conventions, we use a single dataset derived from paired measures of 1154 participants' self-assessed competence and demonstrated competence in science literacy. Our results show that different numerical approaches employed in investigating and describing self-assessment accuracy are not equally valid. By modeling this dataset with random numbers, we show how recognizing the varied expressions of randomness in self-assessment data can improve the validity of numeracy-based descriptions of self-assessment.

Schließen

• http://dx.doi.org/10.5038/1936-4660.9.1.4
• doi:10.5038/1936-4660.9.1.4

Schließen

Kruger, Justin; Dunning, David

Unskilled and unaware of it: How difficulties in recognizing one's own incompetence lead to inflated self-assessments Artikel

In: Journal of Personality and Social Psychology, Bd. 77, Ausg. 6, S. 1121–1134, 1999.

Abstract | Links | BibTeX

@article{Kruger1999,
title = {Unskilled and unaware of it: How difficulties in recognizing one's own incompetence lead to inflated self-assessments},
author = {Justin Kruger and David Dunning},
url = {https://doi.org/10.1037/0022-3514.77.6.1121},
doi = {10.1037/0022-3514.77.6.1121},
year = {1999},
date = {1999-01-01},
urldate = {1999-01-01},
journal = {Journal of Personality and Social Psychology},
volume = {77},
issue = {6},
pages = {1121–1134},
abstract = {People tend to hold overly favorable views of their abilities in many social and intellectual domains. The authors suggest that this overestimation occurs, in part, because people who are unskilled in these domains suffer a dual burden: Not only do these people reach erroneous conclusions and make unfortunate choices, but their incompetence robs them of the metacognitive ability to realize it. Across 4 studies, the authors found that participants scoring in the bottom quartile on tests of humor, grammar, and logic grossly overestimated their test performance and ability. Although their test scores put them in the 12th percentile, they estimated themselves to be in the 62nd. Several analyses linked this miscalibration to deficits in metacognitive skill, or the capacity to distinguish accuracy from error. Paradoxically, improving the skills of the participants, and thus increasing their metacognitive competence, helped them recognize the limitations of their abilities. (APA PsycInfo Database Record (c) 2016 APA, all rights reserved)},
keywords = {},
pubstate = {published},
tppubtype = {article}
}

Schließen

People tend to hold overly favorable views of their abilities in many social and intellectual domains. The authors suggest that this overestimation occurs, in part, because people who are unskilled in these domains suffer a dual burden: Not only do these people reach erroneous conclusions and make unfortunate choices, but their incompetence robs them of the metacognitive ability to realize it. Across 4 studies, the authors found that participants scoring in the bottom quartile on tests of humor, grammar, and logic grossly overestimated their test performance and ability. Although their test scores put them in the 12th percentile, they estimated themselves to be in the 62nd. Several analyses linked this miscalibration to deficits in metacognitive skill, or the capacity to distinguish accuracy from error. Paradoxically, improving the skills of the participants, and thus increasing their metacognitive competence, helped them recognize the limitations of their abilities. (APA PsycInfo Database Record (c) 2016 APA, all rights reserved)

Schließen

• https://doi.org/10.1037/0022-3514.77.6.1121
• doi:10.1037/0022-3514.77.6.1121

Schließen

Ist der Dunning-Kruger-Effekt eine vielfach nachgewiesene kognitive Verzerrung oder sagen die Zahlen etwas ganz anderes? (Mehr als) Zwei (Lehr-)Stühle, (mehr als) eine Meinung!

• Liste kognitiver Verzerrungen in der Wikipedia
• Imposter Syndrom
• Der Dunning Kruger Blues von Tommy Krappweis

 

Fundgrube+Alt+Entf

Projekte, Tools, Apps… das sind doch bürgerliche Kategorien. Wir packen einfach alles in die Fundgrube:

• Stack als Moodle-Plugin (Tutorial der RUB)
• Better Poster Template: Video, Template
• Geht schon los, ChatGPT verhindert Diplome
• Trailers „by Wes Anderson“
• Podcasts
  • Lehrreiche Hochschulinnovationen von Ronny Röwert und Franz Vergöhl
  • Reden ist Geld (leider eingestellt, Tipp: Joey Kelly, Judith Holofernes, Berufsquizzer Sebastian Klussmann)
  • Zärtlichkeiten im Ohr
  • Deutscher Podcastpreis
    • Tschüss Kohle, hallo Zukunft
    • CheckGPT

Politik+Alt+Entf

• Die OER-Förderrichtlinie zu Communities ist erschienen.
• Gender-Gap bei der Veröffentlichung von OER

Veranstaltungstipps

Immer noch gültig:

• 13. bis 16. Juni 2023: MoodleMOOT DACH in Zürich (DevCamp und BarCamp)
• 14. bis 16. Juni 2023: EMOOCs in Potsdam (online Option)
• 16. Juni 2023: Digitaltag 2023
• 20. & 21. Juni 2023: Open Up – die twillo-Konferenz 2023 in Hannover & online

Weltverbesserung+Alt+Entf

epicenter.worksengagiert sich für Grundrecht in- und außerhalb der digitalen Welt. Mehr erfährt man bspw. in der Episode LNP459 vom Logbuch:Netzpolitik, vor- oder  hinterher kann man hier spenden.

Müssen u.a. politische Arbeit in Kommissionen finanzieren, aktuell UN-Gesetz gegen Cybercrime.
Logbuch:Netzpolitik: LNP459 Kein von, kein zu – –

Diese und andere Weltverbesserungsideen findet man auch gesammelt hier.