Peter Maurer

Bio: Peter Maurer is an academic researcher. The author has contributed to research in topics: Politics & European Social Survey. The author has an hindex of 1, co-authored 1 publications receiving 874 citations.

The Cambridge Handbook Of The Learning Sciences

Abstract: the cambridge handbook of the learning sciences is available in our digital library an online access to it is set as public so you can download it instantly. Our books collection spans in multiple locations, allowing you to get the most less latency time to download any of our books like this one. Merely said, the the cambridge handbook of the learning sciences is universally compatible with any devices to read.

Perceptions of media influence and performance among politicians in European democracies

Abstract: This study explores politicians’ subjective views of the mediatisation of politics and the implication it has for their satisfaction with democracy. Based on previous research, we hypothesise a negative effect of their perception of media influence on their evaluation of the news media’s performance as a public informant. These perceptions directly and indirectly influence politicians’ satisfaction with democracy. The relationships were tested with a Structural Equation Model (SEM) based on comparative survey data from politicians in seven democracies (Austria, Denmark, France, Germany, Spain, Sweden, Switzerland). Results show that a strong influence runs from politicians’ perception of the media’s performance as regards public information to their satisfaction with the functioning of democracy. This influence is stable across countries. The SEM thus may provide a good explanation for why some politicians attack legacy media and excessively use social media to communicate with voters. Results also point to risks of media-driven democracies.

Editorial: Journalism, Activism, and Social Media: Exploring the Shifts in Journalistic Roles, Performance, and Interconnectedness

Abstract: The emergence of the Hybrid Media System (Chadwick, 2017) has changed the actor constellations between political journalism, active members of the audience, and sources. How journalism responds to activism, pressure from politics, and emerging forms of connective action around news events is an important theme in journalism research. This thematic issue brings together seven articles that look at these developments from different angles in a rapidly changing communication ecosystem. The focus is on journalistic authority and legitimacy, journalism and interpretive communities, and changes concerning journalistic roles and practices.

Interview with Peter Maurer

Abstract: Peter Maurer served as President of the International Committee of the Red Cross (ICRC) from 2012 to 2022. During his time as President, Maurer prioritized strengthening humanitarian diplomacy, engaging States and other actors for the respect of international humanitarian law, and improving the humanitarian response through innovation and new partnerships. Meanwhile, he oversaw an historic budget increase and organizational expansion. Prior to his role at the ICRC, Mr Maurer served as Secretary of State for Foreign Affairs in Switzerland and headed the Swiss Department of Foreign Affairs. Earlier, Mr Maurer held various positions representing Switzerland at the United Nations (UN) in New York, including Ambassador and Permanent Representative of Switzerland to the UN, Chairman of the UN's Fifth Committee, and member of the UN Peacebuilding Commission. Mr Maurer had first joined the Swiss diplomatic service in 1987, through which he held various positions in Bern, Pretoria and New York. Maurer was born in Thun, Switzerland in 1956. He studied history and international law in Bern, where he also earned a doctorate.

The Maker Movement in Education

Abstract: In this essay, Erica Halverson and Kimberly Sheridan provide the context for research on the maker movement as they consider the emerging role of making in education. The authors describe the theoretical roots of the movement and draw connections to related research on formal and informal education. They present points of tension between making and formal education practices as they come into contact with one another, exploring whether the newness attributed to the maker movement is really all that new and reflecting on its potential pedagogical impacts on teaching and learning.

Educational Data Mining and Learning Analytics

Abstract: In recent years, two communities have grown around a joint interest on how big data can be exploited to benefit education and the science of learning: Educational Data Mining and Learning Analytics. This article discusses the relationship between these two communities, and the key methods and approaches of educational data mining. The article discusses how these methods emerged in the early days of research in this area, which methods have seen particular interest in the EDM and learning analytics communities, and how this has changed as the field matures and has moved to making significant contributions to both educational research and practice.

Putting Education in “Educational” Apps Lessons From the Science of Learning

Abstract: Children are in the midst of a vast, unplanned experiment, surrounded by digital technologies that were not available but 5 years ago. At the apex of this boom is the introduction of applications ("apps") for tablets and smartphones. However, there is simply not the time, money, or resources available to evaluate each app as it enters the market. Thus, "educational" apps-the number of which, as of January 2015, stood at 80,000 in Apple's App Store (Apple, 2015)-are largely unregulated and untested. This article offers a way to define the potential educational impact of current and future apps. We build upon decades of work on the Science of Learning, which has examined how children learn best. From this work, we abstract a set of principles for two ultimate goals. First, we aim to guide researchers, educators, and designers in evidence-based app development. Second, by creating an evidence-based guide, we hope to set a new standard for evaluating and selecting the most effective existing children's apps. In short, we will show how the design and use of educational apps aligns with known processes of children's learning and development and offer a framework that can be used by parents and designers alike. Apps designed to promote active, engaged, meaningful, and socially interactive learning-four "pillars" of learning-within the context of a supported learning goal are considered educational.

Curriculum development for the workplace using Entrustable Professional Activities (EPAs): AMEE Guide No. 99.

Abstract: This Guide was written to support educators interested in building a competency-based workplace curriculum. It aims to provide an up-to-date overview of the literature on Entrustable Professional Activities (EPAs), supplemented with suggestions for practical application to curriculum construction, assessment and educational technology. The Guide first introduces concepts and definitions related to EPAs and then guidance for their identification, elaboration and validation, while clarifying common misunderstandings about EPAs. A matrix-mapping approach of combining EPAs with competencies is discussed, and related to existing concepts such as competency milestones. A specific section is devoted to entrustment decision-making as an inextricable part of working with EPAs. In using EPAs, assessment in the workplace is translated to entrustment decision-making for designated levels of permitted autonomy, ranging from acting under full supervision to providing supervision to a junior learner. A final section is devoted to the use of technology, including mobile devices and electronic portfolios to support feedback to trainees about their progress and to support entrustment decision-making by programme directors or clinical teams.

Synthesis of Discipline-Based Education Research in Physics.

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