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Participating in the Gran Fondo of Science

  • Dirk IfenthalerEmail author
Chapter

Abstract

A Gran Fondo (loosely translated from Italian as ‘Big Ride’) is a mass participation cycling event on a scenic course attracting several thousand cyclists, ranging from (semi-) professionals to beginners. The characteristics of a Grand Fondo include individual achievements, camaraderie among riders, and winning prizes; hence, a combination of a race and a social event. A Gran Fondo provides excellent support for all cyclists, including infrastructure, mechanical support, safety precaution, food, and refreshments. For me, a Grand Fondo is always a big rolling party! In the following, I will describe several rides of my scientific career and conclude with lessons learned and some inspiring remarks.

Keywords

Mental models Problem-solving Assessment Game-based learning Learning analytics 

Selected Publications

  1. Ifenthaler, D. (2017). Are higher education institutions prepared for learning analytics? TechTrends, 61(4), 366–371.  https://doi.org/10.1007/s11528-016-0154-0.CrossRefGoogle Scholar
  2. Ifenthaler, D., & Schumacher, C. (2016). Student perceptions of privacy principles for learning analytics. Educational Technology Research and Development, 64(5), 923–938.  https://doi.org/10.1007/s11423-016-9477-y.CrossRefGoogle Scholar
  3. Ifenthaler, D., & Seel, N. M. (2011). A longitudinal perspective on inductive reasoning tasks. Illuminating the probability of change. Learning and Instruction, 21(4), 538–549.  https://doi.org/10.1016/j.learninstruc.2010.08.004.CrossRefGoogle Scholar
  4. Ifenthaler, D. (2014). Toward automated computer-based visualization and assessment of team-based performance. Journal of Educational Psychology, 106(3), 651–665.  https://doi.org/10.1037/a0035505.CrossRefGoogle Scholar
  5. Ifenthaler, D., & Widanapathirana, C. (2014). Development and validation of a learning analytics framework: Two case studies using support vector machines. Technology, Knowledge and Learning, 19(1–2), 221–240.  https://doi.org/10.1007/s10758-014-9226-4.CrossRefGoogle Scholar
  6. Ifenthaler, D., & Schweinbenz, V. (2013). The acceptance of Tablet-PCs in classroom instruction: The teachers’ perspectives. Computers in Human Behavior, 29(3), 525–534.  https://doi.org/10.1016/j.chb.2012.11.004.CrossRefGoogle Scholar

Copyright information

© Springer Nature Switzerland AG 2019

Authors and Affiliations

  1. 1.University of MannheimMannheimGermany
  2. 2.Curtin UniversityBentleyAustralia

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