I’ve been in love with teaching and learning for half my life. In 2008, I decided to turn my passion into a profession and have studied the topic ever since. In October this year, I will finish my PhD in educational sciences.
My second passion is web development, data visualization and data analysis. In 2011, I started to learn about web development and have constantly expanded my skills. These skills allow me to communicate information visually and create custom-made websites.
I love sports. Ever since I was a kid I have enjoyed doing every kind of sport. Right now, I am a dedicated hobby runner and a wannabe tennis player, cyclist, and beach volleyball player.
I enjoy reading, especially non-fiction. I don’t really care what I read about as long as it is well written and I get new perspectives from the book. Have a look at my Goodreads list.
I am self-taught. I love learning and consider it a hobby of mine. I am especially interested in learning about web development, data science, and data visualization.
Throughout the last years I have been given courses in various subjects at the University of Freiburg. Most courses were in the field of online learning and for bachelor students.
In my doctoral thesis I investigated how graphical feedback affects students' ability to write quality texts. The studies conducted in this research program taught me how write comprehesive texts and explanations, and gave me insights into the fundamental principles of visual communication.
Immerz, A., Spahn, C., Burkhart, C., & Richter, B. (2020). „stimmig digital“ – ein E-Learning-Programm zur Vermittlung der Inhalte „Gesundheitsförderung und Stimme“ an Lehramtsstudierende im Studiengang Master of Education am Standort Freiburg. In K. Kaspar, M. Becker-Mrotzek, S. Hofhues, J. König, & D. Schmeinck (Eds.), Bildung, Schule, Digitalisierung (pp. 158–164). Waxmann.
Burkhart, C., Lachner, A., & Nückles, M. (2020). Using spatial contiguity and signaling to optimize visual feedback on students’ written explanations. Journal of Educational Psychology. Advance online publication. https://doi.org/10.1037/edu0000607
Burkhart, C., Lachner, A., & Nückles, M. (2020). Assisting students’ writing with computerbased concept map feedback: A validation study of the CohViz feedback system. PLOS ONE, 15(6). https://doi.org/10.1371/journal.pone.0235209
Wegner, E., Burkhart, C., Weinhuber, M., & Nückles, M. (2020). What metaphors of learning can (and cannot) tell us about students’ learning. Learning and Individual Differences. Advance Online Publication. https://doi.org/10.1016/j.lindif.2020.101884
Nückles, M., Zaki, K., Graichen, M., Liefländer, A., Burkhart, C., Klein, C., Lösch, L. (2018). Das e-Portfolio in der Freiburger Lehrerbildung: Selbstgesteuerte Kohärenzkonstruktion durch vernetzende Lernaufgaben. In I. Hellmann, J. Kreutz, M. Schwichow, & K. Zaki (Eds.), Kohärenz in der Lehrerbildung. Theorien, Modelle und empirische Befunde (1st ed., pp. 217–232). Springer. https://doi.org/10.1007/978-3-658-23940-4
Lachner, A., Burkhart, C., & Nückles, M. (2017). Mind the Gap! Automated Concept Map Feedback Supports Students in Writing Cohesive Explanations. Journal of Experimental Psychology: Applied, 23(1), 29-46. https://doi.org/10.1037/xap0000111
Lachner, A., Burkhart, C., & Nückles, M. (2017). Formative Computer-Based Feedback in the University Classroom: Specific concept map scaffold students’ writing. Computers in Human Behavior, 72, 459-469. https://doi.org/10.1016/j.chb.2017.03.008