Central Lecture Hall Main Floor
Lecture Hall N114
Central Lecture Hall Upper Floor
Lecture Hall N114
For human cognitive architecture, it is widely accepted that all novel information first is processed by a capacity and duration limited working memory and then stored in an unlimited long-term memory for later use. Once information is stored in long-term memory, the capacity and duration limits of working memory disappear transforming our ability to function. This cognitive architecture formed the basis for the development of cognitive load theory (Sweller, van Merrienboer, & Paas, 2019), which provides evidence-informed instructional design guidelines that can be applied to the design of short instructional units such as educational multimedia (e.g., instructional animations, videos, simulations, games), as well as four-component instructional design (4C/ID; van Merrienboer & Kirschner, 2018), which provides guidelines that can be applied to the design of courses or whole curricula. The aim of this presentation is threefold. First, a global overview will be given of the type of research that has been conducted on cognitive load theory and 4C/ID over the last 20 years. Second, design guidelines for multimedia learning materials will be presented and illustrated with concrete examples. Third, design guidelines for educational programs of longer duration will be discussed, with a focus on so-called ‘double blended learning’ programs that combine both face-to-face with online learning and learning in formal educational settings with workplace learning. Finally, a sketch will be given of directions for future research.
The panel discussion is devoted to the question of the extent to which information obtained primarily from Internet sources is (still) trustworthy. Demonstrations and interviews in Germany have recently been used to draw more and more attention to the declining trust in media and their information sharing activities. However, more and more people are using social media as a platform for collecting and passing on information. In this discussion, the question of media confidence will be examined from different perspectives. We welcome Prof. Dr. Stefan Garsztecki (TU Chemnitz) from the field of comparative cultural and country studies as moderator in this discussion. The panelists are Dr. Lena Frischlich (WWU Münster) from the field of communication science (focus on propaganda in online media), Jun.-Prof. Dr. Frank Asbrock (TU Chemnitz), an expert for social and political psychology (focus on subgroup stereotyping), Prof. Dr. Tobias Rothmund (FSU Jena) from the field of media psychology (focus on net publicity and social media, and Dr. Ilka Jakobs (Uni Mainz) from the field of journalism (co-author of the long-term study "Medienvertauen").
Lecture Hall N114
Concerns about new technologies and how they affect the most vulnerable in society are a recurring feature of public and political debate. Over the last century we have seen such ‘moral panics’ emerge about comic books, radios, television, video games and social media. What makes the last decades different, however, is that these moral panics have gained a distinct scientific dimension. Funding, media attention and public interest make moral panics very attractive research areas for academics from many diverse disciplines. Media psychologists however are one of the most represented groups working in this area. Therefore, our discipline plays a key role in shaping and profiting from these public concerns.
Does our research in these areas efficiently contribute to scientific knowledge? Probably not. When examining past and present work, it quickly becomes evident that identical questions are being addressed repetitively for each new technology. In this keynote, I will therefore examine the history of technology panics and highlight their key drivers. I will discuss how these toxic cycles of concern have supported and influenced our discipline and how we might be playing a key role in enabling them to continue. I will then progress to highlight changes to our methods and approaches that could help our discipline break such repetitive cycles of moral panic to instead focus on more fruitful scientific endeavours.