Below you can find the overview of JURE workshops.
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ACADEMIC PUBLISHING


It’s not only what you say, it’s also how you say it. This workshop offers an introduction to academic presenting to help prepare you for talks and paper presentations at conferences, meetings, and seminars. In the workshop, we will reflect on three important topics in any academic presentation. First, we will discuss the structure of presentations. Second, we will focus on body posture and voice. And third, we will practice how to open and close your talk. This interactive workshop includes short lectures, examples, demonstrations, practice opportunities, and peer feedback with the ultimate goal of preparing you when presenting your research to an academic audience. 

gegenfurtnerAndreas Gegenfurtner works as a senior researcher at the Deggendorf Institute of Technology, Germany. His research specializes in digital learning, expertise research, motivation, and transfer of training. He has given international workshops on meta-analysis, mixed methods, and visible learning. Andreas is past coordinator of the EARLI SIG 17 Methods in Learning Research. Furthermore, he currently serves as Associate Editor of Human Resource Development Quarterly and is on the editorial boards of Heliyon and Educational Research Review.

 

Writing Matters: becoming an expert academic writer


For many doctoral students and fully-fledged academics, and for both first and second language users, writing about their research is the most challenging thing they do.  The term ‘academic writing’ is not always helpful as it is a rather vague term conceptually, and there is a lack of clarity about what it really means.  As a consequence, it can be very difficult to develop real confidence in this area. But writing is powerful – it is far more than translation of thoughts in the head into words on the page, and through effective writing you can convey to your reader authoritative control of your ideas.

DebraDebra Myhill is Professor of Education at the University of Exeter, and  Director of the Centre for Research in Writing.  Her research interests focus principally on aspects of language and literacy teaching, particularly linguistic and metalinguistic aspects of writing, and the composing processes involved in writing.  This research is inter-disciplinary, drawing on psychological, socio-cultural and linguistic perspectives on writing.  In 2014, her research team was awarded the Economic and Social Research Council award for Outstanding Impact in Society Over the past twenty years, she has led a series of research projects in these areas, in both primary and secondary schools, and has been involved in commissioned research or advisory roles for policy-makers and examination boards.  She is a Fellow of the Academy of Social Sciences, and President-Elect of the European Association for Research in Learning and Instruction.  In 2014, she served on the Education sub-panel for the Research Excellence Framework (REF), assessing the quality of UK educational research, and is currently Deputy Chair of the sub-panel for 2021.
 

Researching feedback that makes a difference


Feedback is key for learning at all levels, but is an ongoing dilemma for students, educators, and researchers. In recent years, debate has intensified regarding definitions and conceptualisations of feedback. Recasting feedback as a process where the learner must make sense of information and take action to enhance the quality of their work or performance, has implications for how we might research feedback. This includes shifting the focus from teacher-centred feedback practice, to learners’ capabilities with feedback, the relationships between teachers and learners, and actions that learners take in response to feedback information. This workshop will tackle dilemmas about feedback and its conceptualisation, and introduce novel perspectives on feedback and feedback research, to equip participants with knowledge and capabilities for innovative research and practice.

taiJoanna Tai is Research Fellow at the Centre for Research in Assessment and Digital Learning at Deakin University in Melbourne, Australia. Her research interests include feedback and assessment literacy, student perspectives on learning and assessment, peer-assisted learning, developing capacity for evaluative judgement, and research synthesis. She has a background in health professions education. She is an Assessment and Measurement SIG Co-Convenor for the Australian Association for Research in Education.

 

 

With contributions by Rola Ajjawi, David Boud and Tijs Rotsaert.

Eye tracking in educational (multimedia) research


Eye tracking makes it possible to track a person's gaze while (s)he is processing information (for example, learning materials). This allows us to use the eye tracking technique to assess where a person is looking, for how long and in what order (s)he is processing the materials. A basic assumption when using eye tracking is that it also tells us something about a person's cognitive processes. Therefore, eye tracking is interesting for researchers interested in the cognitive processes underlying learning. On the other hand, eye tracking can also be used as an instructional teaching tool. For example, we can show novice learners the gaze behavior of a more experienced learner to support them in processing learning materials. In the workshop, participants will learn about the eye tracking technique and its use in educational research (especially research on text and image comprehension) and about the different functions of eye tracking (i.e. eye tracking as a method to assess attention vs. eye tracking as a teaching tool). In the second part of the workshop we will discuss the advantages and disadvantages of eye tracking and what distinguishes good eye tracking research. Finally, we will discuss concrete ideas for the use of eye tracking in your own research. This workshop is aimed at researchers with little or no knowledge about the use of eye tracking. 

schuelerAnne Schüler is a post-doctoral researcher at the Leibniz-Institut für Wissensmedien (IWM; Tübingen, Germany). From 2006 to 2009 she worked at the University of Tübingen, where she also earnt her Phd in 2010. Actually, she is member and deputy head of the multiple representations lab at the IWM. In her research she focuses on learning with text and pictures (i.e., multimedia learning), with focus on the cognitive processes underlying the learning process. Additionally, she is interested in the question how we can help learners to benefit from multimedia presentations. To answer these questions, she often uses the eye tracking methodology. She published her work in several international peer-reviewed journals. Anne Schüler was JURE coordinator of the EARLI SIG Comprehension of Text and Graphics from 2009 to 2011. 
 

Neuroscience and Education: Advances in capturing developmental brain dynamics


Neuroscience and Education refers to an interdisciplinary field that explores the connection between the neurobiological mechanisms of learning and education. Due to the broad availability of non-invasive neuroimaging methods, such as functional magnetic resonance imaging (fMRI), the last decade has seen a remarkable growth in interest towards this scientific discipline. This development has provided novel insights into different brain dynamics that are associated with the typical and atypical development of school-taught skills such as reading and mathematics. In the first part of this workshop, I will discuss recent methodological advances on how to capture neurobiological dynamics during learning and development and, how we can characterize education-related changes in the structure and function of the human brain across multiple levels of analyses. In the second part, I will foster an interactive discussion to outline the strengths, weaknesses, opportunities and threats of this relatively new scientific discipline. If the time permits, I will also guide a hands-on-session, discussing the basic principles of neuroimaging data processing to illustrate the possibilities and limitations of brain imaging techniques.

vogelStephan Vogel was born in a picturesque mountain town in Tyrol, Austria. After having experimented with the (non-academic) workforce, I enrolled at the University of Innsbruck where I graduated in Psychology in 2009. That same year, I moved to Canada to obtain my PhD from the University of Western Ontario. Since 2014, I am an Assistant Professor at the Educational Neuroscience Laboratory of the University of Graz, Austria.
At the heart of my academic interest lies the field of neuroscience and education, which aims to uncover mechanisms of learning and instruction from a neuroscientific perspective. My own research focuses on questions such as how individual differences in the brain correlates of numerical processing map onto mathematical achievement. To answer these questions, I use a variety of neuroscientific methods such as functional Magnetic Resonance Imaging (fMRI) and Electroencephalography (EEG).
To foster my research interests, I got actively involved with the European Association for Learning and Instruction (EARLI). In 2014, I played an active part as a local organizer committee member of the “Special Interest Group (SIG) 22: Neuroscience and Education” meeting in Göttingen, Germany. Furthermore, I was a member of the international organizer committee of the “2015 Junior Researcher (JURE) conference” in Limassol, Cyprus and, in 2014 and 2015 I organized the Neuroscience and Education workshops at the JURE conferences in Nicosia and Limassol, Cyprus.

Doing Grounded Theory


The Grounded Theory Methodology (GTM) – with reference to Barney Glaser and Anselm Strauss (1967) – is one of the most popular qualitative research methodologies in social science. Meanwhile there is a growing talk of a “second generation” of GTM, especially influenced by Adele Clarke (2005) and Kathy Charmaz (2006). Following this development GTM is used together with different techniques and procedures of qualitative data selection and data analysis, amongst others, in the field of Discourse Research, Ethnography and Biographical Research and Interviewing. Doing Grounded Theory in research includes different kinds of data, for example interviews, pictures, artefacts, field notes and movies, which point to the wide and open strategies of this concept (“all is data”).
“The best way to do GT is to just do it.” (Glaser/Holton 2004, Abs. 44) This workshop addresses researchers in various disciplines who are interested in inductively building theory, through the qualitative analysis of data. It offers basic Grounded Theory steps and clarifies strategies and procedures, examples and suggestions throughout. Coding procedures (open, axial and selective coding, conditional matrix) and adjunctive procedures (theoretical sampling and saturation) will be practiced and discussed. By including a research example, we will raise questions and outline strategies to indicate possible routes to take. This workshop is a combination of theoretical and practical introduction to discover Grounded Theory.

 

heringDr. Sabine Hering is a Research Fellow at the Chair of Human Resource Education with main focus on Vocational Pedagogy at RWTH Aachen University, Germany. Her research interests include teacher education and the process of professionalization and strengthening teacher personality, transitions in the system of vocational education and training, including specific pedagogic discourses as well as practices in the field of vocational transitions. She has a background in educational science and in interpretative social research, especially in qualitative methods such as narrative and problem-based interviews, grounded theory and discourse analyses. In the last few years she has been involved in different research projects with a focus on modern employability, occupational (professional) and vocational training and education.

Corpus-based Approaches to Empirical Research in Social Contexts


In empirical research, data is collected in many forms. One such form is text, which is the common output of e.g. interviews and open questions in surveys. While the content of these texts is analysed, the way people choose to express this content is often neglected or ignored altogether (Fest 2015). The linguistic choices people make when expressing themselves has been found to be highly indicative (Halliday & Hasan 1985). Through variation in syntax or mood, we can shift the focus of an utterance or suppress information about actors or participants. Pronominal use can stress the involvement of individuals or hide the speaker in the anonymity of a group. Via language, we can enrich the content level with more subtle information. This information, which is often located on the lexico-grammatical level and occurs, as shown by the examples above, through different phenomena, can be disentangled by looking at relevant linguistic features systematically. For this purpose, corpus linguistics makes use of various strategies, from the counting of individual features to identifying lexical and grammatical patterns within or across texts. This workshop will provide an introduction to corpus linguistics. We will define basic terminology and discuss issues of representativeness and corpus design, before getting hands-on practice with two corpus tools, CQP (Evert et al. 2010) and AntConc (Anthony 2005).

festJennifer Fest is a postdoctoral researcher in applied linguistics at RWTH Aachen University. She graduated from RWTH Aachen with an MA in English Studies and Sociology in 2011, focusing on a corpus-linguistic study of sports journalism for her thesis.For her PhD, she conducted a corpus-based analysis of regional and functional variation in English, considering sociolinguistic, grammatical and journalistic perspectives. After a stay at the University of Sydney as a research fellow in 2015, during which she was invited to teach introduction to corpus linguistics to BA students, she completed her work in 2016. Her current research interests include language in microblogging contexts, linguistic implications of press freedom and the application of corpus-based methods in non-linguistic research fields.

Structural equation modeling in educational research


Structural equation modeling (SEM) is very popular in educational sciences. SEM extends linear regression models to make them very versatile in depicting also complex relationships between (latent and manifest) variables. In this workshop, different types of models are introduced. It gives you a basic understanding of the theoretical rationale behind modeling, what kind of research questions can be addressed, when to use different types of models, and how to interpret estimates and fit indices and what needs to be reported. You will get an overview of statistical software that can be used for structural equation modeling. The workshop will benefit PhD-students and postdoctoral researchers who are interested in applying structural equation modeling in their research. You should have some basic understanding of statistics (e.g., how to interpret regression coefficients and p-values); the rest will be covered in the workshop.

froehlichDominik E. Froehlich is a multiple award-winning Researcher and Higher-Ed Teacher/Virtual instructor. He serves as the host of the German academic writing podcast and writing community "Agraphie". Furthermore, he holds academic degrees in Business and Computer Science and a PhD in Corporate Learning. Recently his academic focus is on research methods, especially social network analysis and mixed methods.

 

 

 

jasperinaJasperina Brouwer is assistant professor at the University of Groningen, focusing on group dynamics, social capital and social networks in the educational context, in particular small group teaching.

 

Social network analysis in educational research


In this workshop, we will cover the foundations of social network analysis. You will get an overview of the current methods that are used in this field and what kind of questions you could explore. For instance, often it is not just the attributes that matter for learning in school or work contexts, but also the relationships between the learners. Also, the workshop shows you the necessary tools and ideas that allow you to conceptualize and execute a social network study on your own. Specifically, we will help you in finding answers to the following questions: Why should you use social network analysis? What social network-research question to ask? How to get social network data? What are the options for analyzing social network data? 


froehlichDominik E. Froehlich is a multiple award-winning Researcher and Higher-Ed Teacher/Virtual instructor. He serves as the host of the German academic writing podcast and writing community "Agraphie". Furthermore, he holds academic degrees in Business and Computer Science and a PhD in Corporate Learning. Recently his academic focus is on research methods, especially social network analysis and mixed methods.

 

 

 

 

jasperinaJasperina Brouwer is assistant professor at the University of Groningen, focusing on group dynamics, social capital and social networks in the educational context, in particular small group teaching.


 

The crucial role of (your) networks: get involved in EARLI and JURE


Who does provide you with valuable feedback? Who do you turn to with difficult questions? Who brings you a novel idea for your research? Who do you call when you get a ‘reject’ for that great article?  These kinds of questions form the backbone of this workshop. This workshop has two connected aims: (1)     Explore the value of your network for your professional development and (2)    Getting to know the EARLI and JURE community and identify opportunities for engagement. By combining those aims, we want to pinpoint how EARLI and JURE can foster the network of Junior researchers and contribute to your development as researcher.  

To reach these goals, we will

  • Forward a framework to explore your professional network
  • Draw your personal learning & development network
  • Formulate a strategy to develop your network
  • Present the EARLI and JURE community
  • Identify possibilities to engage in this community
  • Explore and show how the EARLI community can strengthen your personal network.


pietPiet Van den Bossche is Professor ‘Learning in Organisations’ at the University of Antwerp (Faculty of Social Sciences) and Associate professor at Maastricht University (School of Business & Economics). His research activities are centered around issues of learning and cognition in teams and collaborative environments, both in educational and organizational contexts. Both the individual and the team-level are respectively taken as unit of analysis. Currently, he teaches courses in the areas of collective and workplace learning and is involved in the M.Sc. Programme “Learning & Development in Organisations” and in the M.Sc. Programme “Training and Education Sciences”. He is chair of the department Training and Education Sciences. Also, he is elected member of the executive committee of the European Association of Research on Learning & Instruction (EARLI). He was founding Chief editor of the book series ‘Advances in Business Education and Training’ and Associate editor of ‘Educational Research Review’.

Career trajectories: What might the future hold?


‘Treat job-hunting as a job. I set aside a certain number of hours a week … [And apply!]: you are not going to know [if you can get the job] unless you apply!’

This comment by an early career researcher (ECR) sums up a key idea: career planning takes time, research, diligence and resilience. In this session, we will explore the experiences of ECRs in job seeking, with particular attention to the non-academic labour market. Drawing on this research, participants will generate personal goals and strategies to advance their own career knowledge. 

McAlpineLynn McAlpine am particularly interested in and have been researching since 2006 the trajectories of scientists and social scientists as they navigate their careers and personal lives during and after finishing the PhD. Of particular interest is their career thinking and decision-making which leads them to a range of academic and non-academic careers.  Since this research, conducted in the UK, Europe and Canada, has personal, pedagogical and policy implications, I often have the opportunity to give presentations and workshops.

A framework to evaluate professional development initiatives/interventions in teacher education


In this workshop, JURE researchers will explore an extended evidence-based framework to evaluate professional development initiatives/interventions in teacher education. During the first part of the workshop, the extended framework will be introduced. Eight core features of professional development initiatives will be discussed. Afterwards, a one-year teacher educator professional development initiative on practitioner research (and its impact on teacher educators' professional development) will be presented. As a collective exercise, this framework will be mapped on this initiative. The goal of this exercise is to illustrate the framework its usefulness when designing, implementing and evaluating the impact of professional development initiatives in teacher education. During the second part of the workshop, JURE researchers will be invited to actively work on their own (ideas of) intervention studies and link these to the framework. In this respect, this workshop is of high interest for developers, implementers and evaluators of professional development initiatives in teacher education (both pre-service and in-service teacher education), as well as researchers in the field of teacher education. 

HANNE TACK

Introduction to Systematic Literature Review


Systematic literature review should be part of every doctoral thesis to embed the research problem to the wider context of the study field. However, it could be also published as an article if it has been conducted taking into account specific methods to ensure validity and reliability of the review and if the chosen topic is something innovative and relevant in a particular field of studies. Therefore, every PhD student would benefit from knowledge of conducting a systematic literature review. The workshop will be conducted by to associated editors of Educational Research Review, a journal that is specifically focusing on publishing literature reviews and is currently in the field of education one of the journals with highest impact factor in the world. Both editors have also published in the journal and will tell their story in the beginning of the workshop. Later on, the seminar will focus on learning how to conduct systematic literature review. In the seminar will be introduced the main phases of a systematic literature review according to the PRISMA model: formulating research questions, choosing search terms, search sources, conducting search, screening data sources, evaluation, selection based on inclusion criteria, matrix for data analysis.


margusDr. Margus Pedaste is a Full Professor of Educational Technology at the Institute of Education of the  University of Tartu, Estonia, where he is leading the Centre for Educational Technology. He is also the head of Pedagogicum, which is a consortium for coordinating teacher education at the University of Tartu. On the national level he is leading the Council for Professions in Education. In the last five years he has been involved in many national and international research and development projects: e.g., Go-Lab, Ark of Inquiry, Smart technologies and digital literacy in promoting a change of learning, Next-Lab, ViSuAL, EL-STEM, and EduTech. His main research themes are educational technology, inquiry-based learning, technology-enhanced learning and instruction, digital competences, learning analytics and augmented reality. His main interest in all these themes is in the context of STEM education. He is an active member of several professional associations, e.g. EARLI, AERA, IEEE. Currently he is the Vice-Chair of IEEE Estonian section and an associate editor of EARLI journal Educational Research Review.

RAIJA HÄMÄLÄINEN
A Full Professor (PhD) Raija Hämäläinen works in the field of technology-enhanced learning at the Center for Research for Learning and Teaching at the University of Jyväskylä, Finland. Belonging to the elite or the top 5% in the world, JYU research center is among the leading European research groups in learning and teaching. Hämäläinen’s research interests include collaboration and creativity at the technology-enhanced learning settings, workplace-learning, and teacher-student interaction. Hämäläinen has been the principal investigator / leader of several research projects related to technology-enhanced learning. She has designed a long-term research line that focuses on designing and investigating new learning environments for future educational efforts. Hämäläinen’s work has been based on active international collaboration. In practice, her international collaboration efforts include, for example, visits to international research groups and joint high-level publishing. She is an active member of EARLI, a member of the computer-supported collaborative leaning committee and an associate editor of Educational Research Review (5-Year Impact Factor: 5.655).

Capturing teachers' reflections


Teacher’s or teacher student’s reflections are essential to understanding both collective development processes in school and teacher’s individual professional development. Thus, it is crucial to think of ways of making data on teachers' cognitive processes available and how to make implicit thoughts and knowledge explicit.  This workshop highlights conditions and methods that can be useful for capturing teachers’ reflections in different kinds of research designs. It also focuses on different types of reflections and their quality.


ingermarieInger Marie Dalehefte is an associate professor and head of the Department of Education at the University of Agder in Kristiansand/Grimstad (Norway). Her previous work at the Leibniz Institute for Science and Mathematics Education (IPN) in Kiel (Germany) mainly considers research from the “IPN Video Study” in Physics instruction and the professional teacher development program “SINUS for Primary School” with a focus on Mathematics and Science. At present, her research interest addresses the school-development program “School-In” at the University of Agder. With a special passion for video as a tool for improving instruction and reflection, her main issues in research are improving instruction, professional development, and assessment and evaluation within the field of education. 

Becoming a competent discussant: Key principles, alternative forms and challenges


Scientific conferences constitute major events for researchers and the academic community, in general. Among the different conference session formats, those which involve ‘discussion’ at the end (usually symposia but other formats like poster sessions, as well) are particularly interesting and important because the focus is on a specific topic of interest by a group of researchers allowing for a more holistic approach of this topic. The discussant is usually a person who has produced substantial scientific work in the field and being a good discussant is an important academic duty. But what is the discussant’s role and how s/he can be a competent one? Are there different ‘forms’ of discussions and what does a ‘good’ discussion mean? Which are the main challenges for a discussant? The workshop will provide some key principles and the required skills for how to become a good discussant in a symposium or any other format that requires discussion. Challenges and risks for a discussant will also be pointed out. Example cases will be presented and relevant activities for training and reflection will be utilized. The workshop is important for all young researchers who aspire to have an academic career and wish to become competent discussants in scientific meetings.


eleftheriaEleftheria N. Gonida is a Professor of Educational Psychology and Human Development in the School of Psychology at the Aristotle University of Thessaloniki, Greece. Her research focuses on the development of motivation, self-regulated learning, avoidance behaviors, and parental involvement in students’ school life and has been published in international and national journals and edited volumes. Eleftheria has been the Chair of the EARLI SIG8 International Conference on Motivation 2016 held in Thessaloniki  and is guest editor (in collaboration with Marina S. Lemos) of the 2019 volume of the Advances in Motivation and Achievement Series — Motivation in Education at a Time of Global Change: Theory, Research and Implications for Practice. She was a Fulbright visiting professor at the University of Michigan in Ann Arbor (2012) and a visiting scholar both at Stanford University (2013) and the University of Michigan (2018). Eleftheria has also been actively involved in the Erasmus program (now Erasmus+) for over 20 years and is currently Chair of the European Educational Programmes Committee at the Aristotle University of Thessaloniki.

Academic Publishing


This workshop aims to provide an introduction to writing and reviewing international scholarly journals.  In particular, it will discuss the purpose of academic journal publishing, how to choose a journal and to tailor your manuscript appropriately; as well as the function and experience of peer review and editorial decisions.  We will also look at how to review well, and how to respond to peer review comments.  It will also provide an overview of essential publishing ethics, and provide an opportunity for you to ask questions and for general discussion.


gruberHans Gruber is Full Professor of Educational Science at the University of Regensburg (Germany) and Visiting Professor at the Faculty of Education, University of Turku (Finland). Currently he serves as Dean of the Faculty of Psychology, Educational Science and Sport Science, University of Regensburg, and as Editor-in-Chief of Educational Research Review. He is Past President of the European Association for Research in Learning and Instruction (EARLI). His main research topics are Professional Learning, Expertise, Workplace Learning, Social Network Analysis, and Higher Education.

 


ashbyLauren Ashby is currently the Publisher for Educational Research at Elsevier, based in London.  Her role is to manage the development of the education portfolio, by working with academic editors and other stakeholders to improve the quality and range of the journals offered.  Lauren began her career at SAGE publications, working across a range of social science disciplines, and continues to focus on the needs of the social science community in a rapidly developing publishing system, most recently launching a new multidisciplinary, low cost open access journal – Social Sciences & Humanities Open.  In the course of her work, Lauren holds publishing workshops at a wide range of universities to support early career researchers.