Since June 2018 Freydis Vogel is Assistant Professor of Learning Sciences at the Learning Sciences Research Institute (LSRI) in the School of Education, University of Nottingham.
She received her Master's degree in Educational Science, Philosophy and Statistics at the Ludwig-Maximilian-University (LMU) in Munich, Germany. She did here doctor's degree in Educational Science and Psychology at LMU with a dissertation about Scripts for Computer-Supported Collaborative Learning.
From 2009 till 2014 Freydis worked as research assistant and lecturer at the Chair of Education and Educational Psychology at LMU in Munich. Then she joined the School of Education at the Technical University of Munich as postdoctoral research fellow from 2014 till 2018.
Freydis is member of the International Society of the Learning Sciences (ISLS) since 2012. Within ISLS she is member of the Educational Commitee and head of the Network of Educational Programs in the Learning Sciences (NAPLeS). She is also member of the European Association for Research on Learning and Instruction (EARLI) and Junior Coordinator of the EARLI Special Interest Group 26 - "Argumentation Dialogue and Reasoning" since 2013.
In my research, I am focusing on the following topics:
Collaborative learning in small groups
Collaborative learning in small groups can be very beneficial for learning but it is not happening automatically. I am particularly interested in how (computer-supported) learning environments can be designed to enhance collaborative learning. For this, I do research on scaffolding collaborative learning with collaboration scripts. Especially, I am focusing on how learning beneficial dialogue and argumentation can be induced by collaboration scripts. Beyond that I am interested in how to cautiously balance the rather strict instructional support on the ones side and learner's need for autonomy and consideration of their personality on the other side. The most intriguing questions in my research on collaborative learning are "What is happening in the "black box" of collaborative learning?" and "How do learning environments affect mechanisms during the learning process that eventually lead to better learning outcomes?"
Within this research focus I am concerned with the question how teacher education can be enhanced using computer-supported learning environment. This leads to two lines of research. Within the first line, my aim is to create rich learning environments that simulate the experiences of classroom interaction. The second line is rather concerned with the question how teachers can be supported to plan and conduct their lessons using multiple sources of information about the effectiveness of teaching strategies. Here, the overarching question is how we can better connect research, policy and practice in education.
Research methods in Learning Sciences
Beyond the experimental research design I am using for many of my studies, I am focusing on two research methods and the development of their use in Learning Sciences. The first method is meta-analysis and the second method is the proper analysis of learning processes of dyads and small groups. Both research methods are still developing further as former strategies for synthesizing research and analyzing learning processes came across problems, and solutions for these problems led to further challenges that need improvement of these methods. My interest here is to work on how to apply these methods in Learning Sciences research and building communities for researchers to establish and advance standards in this fields.
KOLLAR, INGO, UFER, STEFAN, REICHERSDORFER, ELISABETH, VOGEL, FREYDIS, FISCHER, FRANK and REISS, KRISTINA, 2014. Effects of collaboration scripts and heuristic worked examples on the acquisition of mathematical argumentation skills of teacher students with different levels of prior achievement: Learning and Instruction Learning and Instruction. 32, 22-36 FREYDIS VOGEL, CHRISTOF WECKER, INGO KOLLAR and FRANK FISCHER, 2017. Socio-cognitive scaffolding with collaboration scripts: a meta-analysis Educational Psychology Review. 29(3), 477-511 FREYDIS VOGEL, INGO KOLLAR, STEFAN UFER, ELISABETH REICHERSDORFER, KRISTINA REISS and FRANK FISCHER, 2016. Developing argumentation skills in mathematics through computer-supported collaborative learning: the role of transactivity Instructional Science. 44(5), 477-500
ZOTTMANN, JAN M., STEGMANN, KARSTEN, STRIJBOS, JAN-WILLEM, VOGEL, FREYDIS, WECKER, CHRISTOF and FISCHER, FRANK, 2013. Computer-supported collaborative learning with digital video cases in teacher education: The impact of teaching experience on knowledge convergence: Computers in Human Behavior Computers in Human Behavior. 29(5), 2100-2108
Completed and still running research projects I am involved:
Elk-Math: Fostering the acquisition of mathematical argumentation competence with heuristic worked examples and collaboration scripts (http://www.psy.lmu.de/ffp_en/research/ag-fischer_neu_/completed-projects/elk-math/index.html)
Elk-Math: Synergistic scaffolding of mathematical argumentation competence: Sequencing and integrating heuristic worked examples and collaboration scripts
Promoting teaching expertise: he relationship between individual learning requirements and instructional processes in computer-supported case-based learning environments (https://www.die-bonn.de/id/32373/about/html/)
Teach@TUM: Clearing House Unterricht (https://www.clearinghouse.edu.tum.de/)
Computer-supported collaborative learning
- Fostering argumentation, dialogue and reasoning
- Analyzing collaborative learning processes
- Learning with computer-supported collaboration scripts
- Use of educational technology
- Combining theory, evidence and practice