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Mäkitalo-Siegl, Kati

Dr. Kati Mäkitalo-Siegl

CONTACT
Room 018, Leopoldstr. 15, 80802 Munich
Phone: +49-(0)89-2180-6255
Fax: +49-(0)89-2180-99-6255
Email: Email kati.makitalo-siegl.no.spam_@_allowed.psy.lmu.de.NoSp

Office hours:
on appointment
FURTHER INFORMATION

Teaching

Information from HIS-LSF

Research topics

  • Collaborative learning
  • Computer-supported collaborative learning environments
  • Building and maintaining shared understanding (mechanisms of common ground)
  • Uncertainty in collaborative situations
  • Help seeking activities in collaborative learning situations
  • Collaborative scripts
  • Mixed method research (combining qualitative and quantitative approaches)

Current projects

  • Postdoctoral research project: "Help seeking processes in differently scripted computer-supported collaborative learning environments: how to support adaptive help seeking?" (Academy of Finland, 2009-2011; SA prooject 126643)
  • Orchestration of help processes in the classroom

Selected publications

  • Mäkitalo-Siegl, K., Kohnle, C., & Fischer, F. (2011). Computer-supported collaborative inquiry learning and classroom scripts: Effects on help-seeking processes and learning outcomes. Learning and Instruction, 21 (2), 257-266.
  • Mäkitalo-Siegl, K., Zottmann, J., Kaplan, F., & Fischer, F. (Eds.). (2010). Classroom of the future: Orchestrating collaborative spaces. Rotterdam, the Netherlands: Sense Publishers.
  • Mäkitalo-Siegl, K. (2009). Interaction in online learning environments. How to support collaborative activities in higher education settings. Saarbrücken, Germany: Lambert Academic Publishing.
  • Mäkitalo-Siegl, K. (2008). From multiple perspectives to shared understanding: A small group in an online learning environment. Scandinavian Journal of Educational Research, 52 (1), 77-95.
  • Mäkitalo, K., Weinberger, A., Häkkinen, P., Järvelä, S., & Fischer, F. (2005). Epistemic cooperation scripts in online learning environments: Fostering learning by reducing uncertainty in discourse? Computers in Human Behavior, 21 (4), 603-622.
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