Thinking, Doing, Learning 2017

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Thinking, Doing, Learning (TDL3)








After two successful conferences in Denmark in 2013 and the Netherlands in 2015 the LMU Munich will host the third international Thinking Doing Learning Conference (TDL 3). The conference will take place from April 19 to April 21, 2017.

Confirmed keynote speakers

  • Ellen Bialystok, York University, Toronto, Canada
  • Marianne Gullberg, Lund University, Sweden
  • Gabriele Kasper, University of Hawaii, USA
  • Hans Jörg Schmid, LMU Munich, Germany
  • Marjolijn Verspoor, University of Groningen, The Netherlands

-> Program and Abstracts

Invited colloquia:

  • Frank Fischer, LMU Munich

Students' acquisition of scientific reasoning: How to test and foster a 21st century skill

Reasoning and arguing scientifically, for instance in the process of generating hypotheses or analyzing evidence, is a skill set that gets more and more attention in recent educational guidelines around the world. After a general introduction into the topic, the researchers from the learning sciences on this panel will mostly focus on aspects regarding the assessment and training of these skills. Specific topics of the panel include an overview of test instruments, the generality of the skills for different subject areas, the connection to verbal reasoning, the automated assessment of scientific reasoning and argumentation in verbal data, and the extent to which these skills can be improved in educational settings. Regarding target populations, the main – but not exclusive – focus will be on university students.

  • Søren Eskildsen, University of Southern Denmark (SDU)

What counts as evidence for L2 learning? - a conversation-analytic perspective.

The purpose of this colloquium is to advance our understanding of L2 learning over time from a conversation-analytic / ethnomethodological (CA-EM) viewpoint. The key issues addressed include, a principled description of the interface between what is traditionally thought of as linguistic-semiotic resources and interactional competence, an operationalization of learning that is in line with CA-EM's emic approach, and a coherent methodology for investigating change over time in the same participants' social practices. The colloquium will bring together scholars working with a variety of L2s (Danish, English, Italian, Finnish, French) in a range of settings (everyday interaction, schools, workplace)