Teaching and Learning Psychology in Times of COVID and Beyond
2-3 September 2021
The conference was hosted by Heidelberg University, Germany, and will take place entirely online.
Special Issue of PLAT with papers from the ESPLAT 2021 conference is now published online
Over one year ago, ESPLAT 2021 conference was organized by Birgit Spinath and her team from Heidelberg University. Due to the pandemic circumstances, the conference was held fully online.
Thematically, the conference was about the very current issue of "Teaching and Learning Psychology in Times of COVID and Beyond". Following ESPLAT 2021, a special issue of the official journal of ESPLAT, Psychology Learning and Teaching [PLAT], was guest edited by Veit Kubik, Camilla Hakelind and Richard Harris.
We received many valuable contributions for this issue and now, after several months of work, we are happy to announce that the ESPLAT 2021 special issue is now published and available online:
Remember that PLAT is open to your submissions on the teaching and learning of psychology at any time. We look forward to receiving your latest work!
Our PLAT team hopes you enjoy reading this special issue of PLAT!
**The 2021 conference program can be accessed here**
Keynote 1 presentation
"False news! Misinformation! Alternative facts!
Trolls and bots:
Critical thinking just may be an antidote for the chaos of our times"
We are experiencing a global crisis in critical thinking (CT) with the number of ways to mislead citizens multiplying every day. There is considerable evidence that when CT skills are taught for transfer, students can improve in their ability to think critically. Some examples of CT skills are evaluating the source of information, making cost: benefit analyses, giving reasons that support and fail to support a conclusion, recognizing self-serving biases, not confusing correlation with cause, and many more. An unknown proportion of the population will resist CT, but there is also a portion of the population that may improve how they think about real-world issues. Effectively teaching CT skills is the most difficult and most important job we will ever do as teachers. The challenges are great, but we have tools to tackle them, if we are ready to use them.
Diane F. Halpern
Diane F. Halpern is the Dean of Social Sciences, Emerita at the Minerva Schools at KGI, professor of psychology, Emerita at Claremont McKenna College, and a past president of the American Psychological Association and the Society for Teaching of Psychology. Diane has published hundreds of articles and many books including, Thought and Knowledge: An Introduction to Critical Thinking (5th Ed., new edition with Dana Dunn as co-author in press), Sex Differences in Cognitive Abilities (4th ed.), and Women at the Top: Powerful Leaders Tell Us How to Combine Work and Family (co-authored with Fanny Cheung). She has two books published in 2021: The Cambridge International Handbook for Psychology of Women (co-edited with Fanny Cheung) and Critical Thinking in Psychology (co-edited with Robert Sternberg).
Call for submissions
The current pandemic has a substantial impact on every aspect of our lives. This conference would like to be a forum for sharing information on how the Coronavirus pandemic has changed the teaching and learning of psychology. One major subject concerns the organization of teaching, in which online tools play a central role. Another obvious issue is how we as instructors can help students to debunk myths and identify illogical reasoning. Any other issues of how teaching and learning psychology have changed during the Corona-Crisis are welcome.
The Call for Papers can now be accessed here. Submissions are now closed.
Information for presenters can be found here.
University of Heidelberg
Teresa Guasch is the Dean of Psychology and Education Faculty at the Open University of Catalonia- UOC (January 2014). She was director of the Educational Psychology Programme (2006-2011) and Associate professor on the Doctoral Programme on e-learning and the Master of Secondary School Teacher Training. Her research is focused on the process of teaching and learning in online learning environments, with special focus on teacher training and educational scaffolds in writing processes in online environments, such as feedback. She led and participated in different research projects (at national and European level) contributing to a better understanding of teaching and learning processes in virtual learning environments.
Currently, she leads the research project 'Engaging students with feedback for learning in online environments' and co-coordinates the Feed2learn Research Group.
Keynote 2 presentation
"Mastering the challenges of online education:
Planning and feedback"
The pandemic entailed the sudden implementation of remote teaching
practices. This change has clear implications on the way we teach and learn. Teaching and learning remotely and, specifically, online requires a focus on the planning and on the techno-pedagogical design, essential elements that due to the emergency context were not always considered.
From a psychoeducational perspective, I will address two aspects that
research has shown to be key in
teaching and learning online or in hybrid environments: firstly,
techno-pedagogical design and
secondly, planning and implementing dialogic feedback throughout the
learning process that will
contribute to student regulation.
No longer available.