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Assistant Professor in Learning Sciences, Faculty of Social Sciences
Dr Lenka Schnaubert is an Assistant Professor in Learning Sciences at the LSRI, School of Education, University of Nottingham. She holds a PhD (Dr. rer. nat.) from the University of Duisburg-Essen in Germany, where she wrote her thesis on the topic of "Providing cognitive and metacognitive awareness information to support regulation in individual and collaborative learning settings" (https://doi.org/10.17185/duepublico/70041). She also holds a Diploma in Psychology awarded by the Dresden University of Technology. Prior to joining the LSRI, she worked as a postdoc and research associate at the University of Duisburg-Essen, where she taught graduate and postgraduate courses in psychology of learning and instruction and research methods and conducted fundamental and applied research on technology-enhanced learning and instruction. She also worked as a research associate at the Centre for e-learning Technology (Saarland University / German Research Centre for Artificial Intelligence) and the Dresden University of Technology on the research project "Adaptive Tutoring Feedback" funded by the German Research Foundation.
Lenka is working in various projects concerned with learning and instruction facilitated or influenced by the use of technology. Thereby, her main interest lies in studying fundamental processes of… read more
Lenka is working in various projects concerned with learning and instruction facilitated or influenced by the use of technology. Thereby, her main interest lies in studying fundamental processes of metacognitive self-regulation, computer-supported collaborative learning and group awareness in digital and social learning environments as well as the effects of awareness tools on individual and collaborative learning. One specific concept in focus is metacognitive uncertainty, i.e. individual uncertainty about own knowledge and assumptions. Questions in focus include: How do learners' uncertainties shape how they regulate their learning? How is this affected by awareness of uncertainty within the social context (group uncertainty awareness)? How can group uncertainty awareness be supported by awareness tools and how may this foster knowledge exchange and learning? In the future, this research will be complemented by questions around the co-evolution of certainty and uncertainty in social networks. Lenka's more applied research projects further explore the use of innovative technology to advance teaching (e.g., smart lights for online lectures) and work processes (e.g., human-centred AI in the chemical industry) and or self-regulation of health-related behaviour (e.g., mHealth technology).
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