At the nexus of learning and innovation
Peter Reimann

About: I am a professor inthe Sydney School of Education and Social Work, an co-director of the Centre for Research on Learning & Innovation (CRLI).

My primary research areas have been cognitive learning research with a focus on educational computing, multimedia-based and knowledge-based learning environments, e-learning, and the development of evaluation and assessment methods for the effectiveness of computer-based technologies. Current research activities comprise among other issues the analysis of individual and group problem solving/learning processes and possible support by means of ICT, and analysis of the use of mobile IT in informal learning settings (outdoors, in museums, etc.).

I have extensive teaching experience in the areas of experimental psychology, cognitive science, methods of cognitive science, the psychology of emotion and motivation, instructional psychology, developmental psychology. Extensive research experience and responsible for a number of projects in the areas of instructional psychology (in particular the use of computers in schools and for adult education /training) and cognitive psychology (learning, problem-solving). Ample practical experience in the design and evaluation of hypermedia systems, simulation environments and intelligent tutors for teaching and training, in the evaluation of multimedia authoring programmes, in the use of several symbolic programming languages and expert systems development shells.

In addition to my academic work, I also worked as a reviewer for the IT R&D programs of the European Commission in various selections and projects. I have been the founder of a small consulting Germany-based elearning consulting company and been involved in a number of European Commission-funded R&D projects. From 2003 to 2010, I co-direct the CoCo research centre at the University of Sydney, which has grown to 20+ researchers and PhD students, and between 2005 and 2010, directed the ICT unit of the Faculty of Education and Social Work.

I am always looking for PhD students who want to work with me on challenging topics in the learning sciences. An interest in multidisciplinary research, advanced methods, and the willingness to find as many new problems as solutions are required.

Recent publications
  • Jacobson, M., Kapur, M., Reimann, P. (2016). Conceptualizing Debates in Learning and Educational Research: Toward a Complex Systems Conceptual Framework of Learning. Educational Psychologist, 51(2), 210-218. [More Information]
  • Thompson, K., Carvalho, L., Aditomo, A., Dimitriadis, Y., Dyke, G., Evans, M., Khosronejadtoroghi, M., Martinez Maldonado, R., Reimann, P., Wardak, D. (2015). The synthesis approach to analysing educational design dataset: Application of three scaffolds to a learning by design task for postgraduate education students. British Journal of Educational Technology, 46(5), 1020-1027. [More Information]
  • Lee, C., Ling, K., Reimann, P., Diponegoro, Y., Koh, C., Chew, D. (2014). Dynamic scaffolding in a cloud-based problem representation system: Empowering pre-service teachers' problem solving. Campus-Wide Information Systems, 31(5), 346-356. [More Information]
  • Reimann, P., Markauskaite, L., Bannert, M. (2014). e-Research and learning theory: What do sequence and process mining methods contribute? British Journal of Educational Technology, 45(3), 528-540. [More Information]
  • Markauskaite, L., Reimann, P. (2014). Editorial: e-Research for education: Applied, methodological and critical perspectives. British Journal of Educational Technology, 45(3), 385-391. [More Information]
  • Bannert, M., Reimann, P., Sonnenberg, C. (2014). Process mining techniques for analysing patterns and strategies in students' self-regulated learning. Metacognition and Learning, 9(2), 161-185. [More Information]
  • Kay, J., Reimann, P., Diebold, E., Kummerfeld, R. (2013). MOOCs: So many learners, so much potential.. IEEE Intelligent Systems, 28(3), 70-77. [More Information]
  • Reimann, P., Kickmeier-Rust, M., Albert, D. (2013). Problem solving learning environments and assessment: A knowledge space theory approach. Computers & Education, 64, 183-193. [More Information]
  • Bannert, M., Reimann, P. (2012). Supporting self-regulated hypermedia learning through prompts. Instructional Science, 40(1), 193-211. [More Information]
  • Calvo, R., O'Rourke, S., Jones, J., Yacef, K., Reimann, P. (2011). Collaborative Writing Support Tools on the Cloud. IEEE Transactions on Learning Technologies, 4(1), 88-97. [More Information]
  • Thompson, K., Reimann, P. (2010). Patterns of use of an agent-based model and a system dynamics model: The application of patterns of use and the impacts on learning outcomes. Computers & Education, 54(2), 392-403. [More Information]
  • Reimann, P. (2009). Time is precious: Variable- and event-centred approaches to process analysis in CSCL research. Computer-Supported Collaborative Learning, 4, 239-257. [More Information]
  • Muller, D., Sharma, M., Reimann, P. (2008). Raising cognitive load with linear multimedia to promote conceptual change. Science Education, 92(2), 278-296. [More Information]
  • Muller, D., Sharma, M., Eklund, J., Reimann, P. (2007). Conceptual Change Through Vicarious Learning in an Authentic Physics Setting. Instructional Science, 35(6), 519-533. [More Information]
  • Muller, D., Bewes, J., Sharma, M., Reimann, P. (2007). Saying the wrong thing: improving learning with multimedia by including misconceptions. Journal of Computer Assisted Learning, online, 1-12. [More Information]
  • Zumbach, J., Schmitt, S., Reimann, P., Starkloff, P. (2006). Learning life sciences: design and development of a virtual molecular biology learning lab. Journal of Computers in Mathematics and Science Teaching, 25(3), 281-300.
  • Markauskaite, L., Goodwin, N., Reid, D., Reimann, P. (2006). Modelling and evaluating ICT courses for pre-service teachers: What works and how it works? Lecture Notes in Computer Science (LNCS), 4226, 242-254.
  • Reimann, P. (2003). Multimedia learning: beyond modality. Learning and Instruction, 13(2), 245-252. [More Information]
  • Zumbach, J., Reimann, P. (2002). Enhancing Learning from Hypertext by Inducing a goal Orientation: Comparing different approaches. Instructional Science, 30(4), 243-267.
  • Zumbach, J., Reimann, P., Moayer, M. (2002). Wissenserwerb mit Geschaeftprozessmodellen: Eine empirische Studie zum Lernen mit Grafischen Provessvisualisierungen (Knowledge acquisition from business process models: an empirical study on learning with graphical process visualisations). Zeitschrift fur Berufs- und Wirtschaftspaedagogik, 98(3), 421-433.
  • Schult, T., Reimann, P. (2001). Automatisierte Hilfe fuer das Lernen aus Loesungsbeispielen (Automatised support for Learning from Worked Examples). Unterrichtswissenschaft, 29(1), 64-81.
  • Zumbach, J., Reimann, P., Koch, S. (2001). Influence of Passive versus Active Information Access to Hypertextual Information Resources on Cognitive and Emotional Parameters. Journal of Educational Computing Research, 25(3), 301-318.
  • Klieme, E., Funke, J., Leutner, D., Reimann, P., Wirth, J. (2001). Problemloesen als faecheruebergreifende Kompetenz? Konzeption and erste Resultate aus einer Schulleistungsstudie (Problem Solving as cross-curricular competence? Conceptualisation and First Results of a school performance Study). Zeitschrift fur Paedagogik, 47(2), 179-200.
Contact information

Professor of Education

Co-director of CRLI

Phone: +61 2 93516365

Fax: +61 2 90365205

Email: peter.reimann@sydney.edu.au

Email
peter.reimann@sydney.edu.au
Websites

http://sydney.edu.au/education_social_work/about/staff/profiles/peter.reimann.php