We asked our newly admitted Academy Fellows to describe briefly their current research and suggest a recent publication that is indicative of that research. Here are the replies of Professor Ines Dussel, Professor Tina Seidel, and Professor Olga Zlatkin-Troitschanskaia.
Professor Ines Dussel, Department of Educational Research, CINVESTAV (Mexico) is conducting research on the effects of digital media on schools and classrooms. She published a chapter in Uneven Space-Times of Education: Historical Sociologies of Concepts, Methods, and Practices, which was edited by J. McLeod, N. Sobe, & T. Seddon (https://www.taylorfrancis.com/books/e/9781315363806). In the chapter entitled “Digital classrooms and the reconfiguration of the space-times of education: On transient images, ephemeral memories, and the challenges of schooling,” published in 2018, Professor Dussel reflects on how digital media reconfigure the space-times of education. Grounding on visual and spatial studies and on German Media Theory, she analyzed data from secondary school classrooms in Argentina and Mexico. Based on the data, she argues that digital technologies produce changes in archival practices – how signs are inscribed, stored and circulated – that bring forth new relationships with truth and memory. Images are privileged, but less as representations of the real or records of collective memory than as means for play and irony. These shifts raise several critical questions about the future of schooling and democracies.
Professor Tina Seidel, is on the faculty of the Technische Universitat Munchen (Germany). In her research she focuses on improving classroom teaching by combining teaching and teacher education research. Currently, she is studying how teachers diagnose individual student’s cognitive and motivational characteristics as prerequisites for learning. She uses eye-tracking technology to describe teacher attention processes while observing and diagnosing student characteristics. In teacher education research she is using knowledge gained from classroom studies to create and empirically test video-based learning environments. Thereby, teacher professional vision serves as an outcome measure for the application of professional knowledge to video-based classroom examples. Her most recent publication, “Is teacher judgment accuracy of students’ characteristics beneficial for verbal teacher-student interactions in classrooms,” was published in the journal Teaching and Teacher Education in 2018 (https://doi.org/10.1016/j.tate.2018.01.002).
Professor Olga Zlatkin-Troitschanskaia, Chair of Business and Economics Education at Johannes Gutenberg University in Mainz, Germany, has headed PLATO – Positive Learning in the Age of Information since 2016. PLATO unites excellent researchers from over fifteen disciplines and universities for the purpose of analyzing conditions and methods for acquiring warranted, verified knowledge in ICT-supported formal and informal environments and settings. Most recently, she was the senior editor and contributor of Positive Learning in the Age of Information: A Blessing or a Curse? (Springer VS, 2018), (https://www.springer.com/de/book/9783658195663). She also serves as co-director of iPAL, the International Collaborative for Performance Assessment of Learning in Higher Education and heads the 10-year national program, KoKoHs – Modeling and Measuring Competencies in Higher Education. Working together with an international network of experts in assessing student learning outcomes in more than 20 countries, she edited Assessment of Learning Outcomes in Higher Education: Cross-National Comparisons and Perspectives (Springer VS, 2018) (https://www.springer.com/de/book/9783319743370).