Online Guest Talk von Prof. Dr. Garvin Brod | DIPF: Leibniz-Institut für Bildungsforschung und Bildungsinformation

Guest Talk von Prof. Dr. Garvin Brod am 15. Februar 2022 | DIPF: Leibniz-Institut für Bildungsforschung und Bildungsinformation

Towards Individualized Learning with Technology: Meeting the Needs of All Ages

Abstract

It is almost a truism that different learners react differently to different teaching methods— sometimes even differently to the same teaching method at different points in time. Individualization is thus a promising response to this inherent variability of learning processes, and it is facilitated by the rise of educational technologies. In my talk, I will first explain that we conceptualize individualization as the systematic adaptation of instructional parameters to relevant characteristics of a specific learner at a specific point in time (Tetzlaff et al., 2021). I will then describe recent (Breitwieser et al., 2021) and ongoing research projects in which we attempt to develop and test adaptive technologies that support self-regulation during learning in various age groups.

Kurzbiographie

Garvin Brod initially studied music (Jazz trombone) at the Universities of Arts Hanover and Rotterdam, then psychology at Saarland University. He did his PhD at the Max Planck Institute for Human Development, Berlin. Currently, he is a Professor of Psychology at Goethe University Frankfurt and DIPF | Leibniz Institute for Research and Information in Education. At DIPF, he directs the Individualized Interventions Laboratory. His research examines psychological interventions with the goal of improving educational prospects of children.

Ausgewählte Publikationen

Breitwieser, J., Neubauer, A. B., Schmiedek, F., & Brod, G. (2021). Self-Regulation prompts promote the achievement of learning goals–but only briefly: Uncovering hidden dynamics in the effects of a psychological intervention. Learning and Instruction, 101560.

Tetzlaff, L., Schmiedek, F., & Brod, G. (2021). Developing personalized education: A dynamic framework. Educational Psychology Review, 33(3), 863-882.