Basiswissen

Praktische Tipps zum Deep Learning als Lernmethode

• Fachleute für eine Austausch suchen: z. B. über Internetforen, Tagungen etc.
  

• Mit etablierten Fachbüchern lernen, z. B. Papula für Mathematik, Halliday für Physik Lehrbücher ↗
  

• Fachbücher von anerkannten Experten lesen, z. B. die Relativitätstheorie von Einstein selbst beschrieben
  

• Inhaltsverzeichnisse von Bücher/Seiten lesen und interpretieren
  

• Exakte Definition suchen und mit diesen Arbeiten
  

• Widersprüche/Fragen festhalten: was sind die reellen Nachbarzahlen der 2?
  

• Überhaupt, Fragen entwickeln sokratische Methode ↗
  

• Routinen automatisieren, z. B. pq-Formel oder Bewegungsgesetze
  

• 3D-Denken entwickeln, z. B. Lösungsmenge von x²+y²=z² visualisieren
  

• Fließtexte verfassen, z. B. "Inwiefern ersetzt die Trigonometrie den Satz des Pythagoras?"
  

• Populärwissenschaftliche Literatur zu aktuellen Forschungsthemen, z. B. Nature oder Spektrum der Wissenschaft
  

• Bei jeder Aufgabe fragen: wie könnte ich alleine mein Ergebnis überprüfen?
  

• Bei jeder Aufgabe verschiedene Lösungswege benutzen und vergleichen.
  

• Jede Lösung als ganzen Satz aufschreiben
  

• Spiralcurriculum ↗
  

Zur Definition von Deeper learning

Fußnoten

• [1] "The concept of deep learning has become a popular and well recognised term in contemporary educational literature and international political documents.". In: Kovač, V. B., Nome, D. Ø., Jensen, A. R., & Skreland, L. Lj. (2023). The why, what and how of deep learning: critical analysis and additional concerns. Education Inquiry, 1–17. https://doi.org/10.1080/20004508.2023.2194502
  

• [2] Als deep approach bezeichnet man einen "Lernstil, der im Gegensatz zum 'surface approach' das Lernen mit Hilfe elaborativer Methoden (z. B. Herstellen von Zusammenhängen, kritisches Hinterfragen, Suche nach Anwendungsbezügen) angeht und auf Verstehen abzielt." In: der Artikel "deep approach". Spektrum Lexikon der Psychologie. Abgerufen am 23. Juni 2024. Online: https://www.spektrum.de/lexikon/psychologie/deep-approach/3155
  

• [3] Deep learning wurde zuerst anhand des Lesens eines Textes definiert: "Some students intended to understand the meaning of the text, while others primarily wanted to be able to reproduce what they had read when questioned on it. Students with an intention to extract meaning from their readings were likely to try to relate information to prior knowledge, to structure ideas into comprehensible wholes, and to critically evaluate knowledge and conclusions presented in the text. Students who took upon themselves the task of committing text to memory were likely to use processing strategies such as rote learning. The former combination of intentions and processing strategies became known as a deep approach to learning and the latter as a surface approach. " In: Marton F, Säljö R. On qualitative differences in learning: I—Outcome and process. British Journal of Educational Psychology. 1976;46(1):4–11. doi: 10.1111/j.2044-8279.1976.tb02980.x.
  

• [4] Barrett, H. (2006). Researching and evaluating digital storytelling as a deep learning tool. In C. Crawford, R. Carlsen, K. McFerrin, J. Price, R. Weber, & D. Willis (Eds.), Proceedings of SITE 2006–society for information technology & teachereducation international conference, Orlando, Florida, USA (pp.647–654). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE).
  

• [5] Bentz, V. M. (1992). Deep learning groups: Combining emotional and intellectual learning. Clinical Sociology Review, 10, 71–89.
  

• [6] Campbell, C. M., & Cabrera, A. F. (2014). Making the mark: Are grades and deep learning related? Research in Higher Education, 55(5), 494–507. doi:10.1007/s11162-013-9323-6
  

• [7] Cleveland-Innes, M. F., & Emes, C. (2005). Social and academic interaction in higher education contexts and the effect on deep learning. Journal of Student Affairs Research and Practice, 42(2), 387–408. doi:10.2202/0027-6014.1475
  

• [8] Danker, B. (2015). Using flipped classroom approach to explore deep learning in large classrooms. IAFOR Journal of Education, 3(1), 171–186. doi:10.22492/ije.3.1.10
  

• [9] Fullan, M., & Langworthy, M. (2013). Towards a new end: New pedagogies for deep learning.Seattle, WA: Collaborative Impact.
  

• [10] Fullan, M., & Langworthy, M. (2014). A rich seam: How new pedagogies find deep learning. London: Pearson.
  

• [11] Geitz, G., Brinke, D. J. T., & Kirschner, P. A. (2015). Goal orientation, deep learning, and sustainable feedback in higher business education. Journal of Teaching in International Business, 26(4), 273–292. doi:10.1080/08975930.2015.1128375
  

• [12] Gillon, C. J., Lillicrap, T. P., Beaudoin, P., Bengio, Y., Bogacz, R., Christensen, A., & Kording, K. P. (2019). A deep learning framework for neuroscience. Nature Neuroscience, 22(11), 1761–1770. doi:10.1038/s41593-019-0520-2
  

• [13] Goodfellow, I., Bengio, Y., Courville, A. (2016). Deep Learning (Vol. 1, No. 2). Cambridge: MIT press.
  

• [14] Grauerholz, L. (2001). Teaching holistically to achieve deep learning. College Teaching, 49(2), 44–50. doi:10.1080/87567550109595845
  

• [15] Hermes, J., & Rimanoczy, I. (2018). Deep learning for a sustainability mindset. The International Journal of Management Education, 16(3), 460–467. doi:10.1016/j.ijme.2018.08.001
  

• [16] Kevser, H. A. V. A. (2020). The effects of the flipped classroom on deep learning strategies and engagement at the undergraduate level. Participatory Educational Research, 8(1), 379–394. doi:10.17275/per.21.22.8.1Laird, T. N., Shoup, R., & Kuh, G. (2005). Deep learning and college outcomes: Do fields of study differ? The Annual Meeting of the Association for Institutional Research, San Diego, CA.
  

• [17] LeCun, Y., Bengio, Y., & Hinton, G. (2015). Deep learning. Nature, 521(7553), 436–444. doi:10.1038/nature14539
  

• [18] Leenknecht, M., Hompus, P., & van der Schaaf, M. (2019). Feedback seeking behaviour in higher education: The association with students’ goal orientation and deep learning approach. Assessment & Evaluation in Higher Education, 44(7), 1069–1078.
  

• [19] Lhiadi, R., Kaaouachi, A., & Jaddar, A. (2021). The Role of Applications Deep Learning in Achieving Sustainable Development Goals. In Emerging Trends in ICT for Sustainable Development, The proceedings of NICE2020 international conference (pp. 71–78). Cham: Springer.
  

• [20] Lynch, R., McNamara, P. M., & Seery, N. (2012). Promoting deep learning in a teacher education programme through self-and peer-assessment and feedback. European Journal of Teacher Education, 35(2), 179–197. doi:10.1080/02619768.2011.643396
  

• [21] Marblestone, A. H., Wayne, G., & Kording, K. P. (2016). Toward an integration of deep learning and neuroscience. Frontiers in Computational Neuroscience, 10(94), 1–41.
  

• [22] McPhail, G. (2020). The search for deep learning: A curriculum coherence model. Journal of Curriculum Studies, Early-On-Line, 1–15. doi:10.1080/00220272.2020.1748231
  

• [23] Mitra, B., Lewin‐jones, J., Barrett, H., & Williamson, S. (2010). The use of video to enable deep learning. Research in Post‐compulsory Education, 15(4), 405–414. doi:10.1080/13596748.2010.526802
  

• [24] Norwegian Directorate for Education and Training. (2018). Video: Deep learning. https://www.udir.no/laring-og-trivsel/lareplanverket/stottemateriell-til-overordnet-del/film-dybdelaring/
  

• [25] Ohlsson, S. (2011). Deep learning: How the mind overrides experience. Cambridge: Cambridge University Press.
  

• [26] Panadero, E., Alonso-Tapia, J., García-Pérez, D., Fraile, J., Galán, J. M. S., & Pardo, R. (2021). Deep learning self-regulation strategies: Validation of a situational model and its questionnaire. Revista de Psicodidáctica (English ed), 26(1), 10–19. doi:10.1016/j.psicoe.2020.11.003
  

• [27] Perrotta, C., & Selwyn, N. (2020). Deep learning goes to school: Toward a relational understanding of AI in education. Learning, Media and Technology, 45(3), 251–269. doi:10.1080/17439884.2020.1686017
  

• [28] Peters, M. (2018). Deep learning, education and the final stage of automation. Educational Philosophy and Theory, 50(6–7), 549–553.
  

• [29] Quinn, J., McEachen, J., Fullan, M., Gardner, M., & Drummy, M. (2019). Dive into deep learning: Tools for engagement. Thousand Oaks, California: Corwin Press.
  

• [30] Richards, B. A., Lillicrap, T. P., Beaudoin, P., Bengio, Y., Bogacz, R., Christensen, A., & Kording, K. P. E. A. (2019). A deep learning framework for neuroscience. Nature Neuroscience, 22(11), 1761–1770. doi:10.1038/s41593-019-0520-2
  

• [31] Rushton, A. (2005). Formative assessment: A key to deep learning? Medical Teacher, 27(6), 509–513. doi:10.1080/01421590500129159
  

• [32] Smith, T. W., & Colby, S. A. (2007). Teaching for deep learning. The Clearing House: A. Journal of Educational Strategies, Issues and Ideas, 80(5), 205–210. doi:10.3200/TCHS.80.5.205-210
  

• [33] Tal, T., & Tsaushu, M. (2018). Student-centered introductory biology course: Evidence for deep learning. Journal of Biological Education, 52(4), 376–390.
  

• [34] Tsingos, C., Bosnic-Anticevich, S., & Smith, L. (2015). Learning styles and approaches: Can reflective strategies encourage deep learning? Currents in Pharmacy Teaching and Learning, 7(4), 492–504. doi:10.1016/j.cptl.2015.04.006
  

• [35] Waheed, H., Hassan, S. U., Aljohani, N. R., Hardman, J., Alelyani, S., & Nawaz, R. (2020). Predicting academic performance of students from VLE big data using deep learning models. Computers in Human Behavior, 104, 106–189. doi:10.1016/j.chb.2019.106189
  

• [36] Warburton, K. (2003). Deep learning and education for sustainability. International Journal of Sustainability in Higher Education, 4(1), 44–56. doi:10.1108/14676370310455332
  

• [37] Winje, Ø., & Løndal, K. (2020). Bringing deep learning to the surface: A systematic mapping review of 48 years of research in primary and secondary education. Nordic Journal of Comparative and International Education (NJCIE), 4(2), 25–41. doi:10.7577/njcie.3798
  

• [38] Abbott, I., Townsend, A., Johnston-Wilder, S., & Reynolds, L. (2009). Literature review: Deep learning with technology in 14-to 19-year-old learners. Coventry: Institute of Education.
  

• [39] Neues Wissen in bestehendes Wissen einzufügen bezeichnet man als Assimilation (Lernpsychologie) ↗
  

• [40] Diese sinnvollen Ganzheiten fasst die Psychologie unter Worten wie Sinn, Gestalt und als Methode auch unter Holismus ↗