Tübingen Center for Digital Education

José Carlos G. Ocampo

Ich untersuche, wie innovative Bildungstechnologien genutzt werden können, um sich besser an die Bedürfnisse von Schüler:innen und Lehrer:innen anzupassen, mit dem Ziel, die Lehr- und Lernprozesse zu verbessern. Meine Arbeit befasst sich damit, wie Lernende und Pädagog:innen KI und AR/VR in verschiedenen Lernkontexten und authentischen Unterrichtsumgebungen einsetzen. Darüber hinaus untersuche ich, wie formative Bewertungs- und Feedbackprozesse mithilfe von Technologie verbessert werden können.
In interdisziplinären Teams (z. B. mit Computerlinguisten, Psychologen und Datenwissenschaftlern) entwerfen wir adaptive Interventionen, analysieren große Datensätze und entwickeln evidenzbasierte Empfehlungen zur Bereicherung der Lernmöglichkeiten.
Wenn Sie diese Forschungsinteressen teilen oder mit mir zusammenarbeiten möchten, kontaktieren Sie mich gerne!

seit 11/2024
Wissenschaftlicher Mitarbeiter, Lehren und Lernen mit digitalen Medien

Universität Tübingen Tübingen Center for Digital Education (TüCeDE)

12/2020 – 02/2024
Doktorand, Universidad de Deusto, Bilbao, Spanien, Forschungsgruppe für Bildung, reguliertes Lernen und Bewertung

Thesis: “Ladies and Gentlemen, Does Gender Really Matter? Unpacking the Role of Gender in Web-Based Peer Assessments.” (Cum Laude). Betreuer: Prof. Dr. Ernesto Panadero and Prof. Dr. Fernando Diez Ruiz.
Finanzierung: Horizon 2020 Marie Skłodowska-Curie Cofund Early Stage Fellowship (Nº 847624).

01/2023 – 04/2023
Gastwissenschaftler im Doktorandenprogramm, Universität Gent, Belgien

Education, Media, Assessment, STEM & Technology (EDUM@ST) Research Group, Faculty of Psychology and Educational Sciences

05/2019 – 11/2020
Dozent für Psychologie und Pädagogik

National University, Manila, Philippinen

05/2018 – 02/2019
Testkoordinator und Psychometriker

De La Salle University, Manila, Philippines, Institutional Testing and Evaluation Office

04/2014 – 04/2018
Master in Lernen und Lehren

De La Salle University, Manila, Philippinen

05/2015 – 05/2018
Forschungsfakultät

Multiple Intelligence International School, Quezon City, Philippinen

05/2014 – 05/2015
Wissenschaftlicher Mitarbeiter

Center for Learning and Development-Asia, Manila, Philippinen

05/2011 – 04/2014
Bachelor of Science in Bildungspsychologie

De La Salle University, Manila, Philippinen

Beiträge und Veröffentlichungen

Publikationen

(7) Ocampo, J. C. G., Panadero, E., Zamorano, D., Sanchez-Iglesias, I., & Diez, F. 

(2023). The effects of gender and training on peer feedback characteristics. Assessment and Evaluation in Higher Education. DOI: 10.1080/02602938.2023.2286432. 

(6) Ocampo, J. C. G., Panadero. E. (2023). Web-based peer assessment platforms:  What Educational features influence learning, feedback, and social interaction. In O. Noroozi & B. De Wever(Eds.), The Power of Peer Learning: Fostering Students’ Learning Processes and Outcomes (pp. 165—182). Springer. DOI: 10.1007/978-3-031-29411-2_8. 

(5) Panadero, E., Alqassab, M., Fernández Ruiz, J., & Ocampo, J. C. G. (2023). A systematic review on peer assessment: Intrapersonal and interpersonal factors. Assessment and Evaluation in Higher Education. DOI: 10.1080/02602938.2023.2164884. 

(4) Ocampo, J. C. G., Panadero, E., & Diez, F. (2022). Are men and women really different? The effects of gender and training on peer scoring and perceptions of peer assessment. Assessment and Evaluation in Higher Education. DOI: 10.1080/02602938.2022.2130167. 

(3) Ocampo, J. C. G., & Magno, C. (2019). Assessing preservice teachers’ passion for teaching. Educational Measurement and Evaluation Review, 10, 3—15. 

(2) Magno, C., & Ocampo, J. C. G. (2018). Can students’ value for formative assessment develop their academic self-regulation and grit? In C. Magno & A. David (Eds.), Philippine and Global Perspectives on Educational Assessment (pp. 113—132). Philippine Educational Measurement and Evaluation Association. 

(1) Magno, C., & Ocampo, J. C. G. (2015). A metanalysis on the standards-based assessment of students’ school readiness in an open high school program. Journal of Standards-Based Assessment Research, 3, 25-34. 

Konferenzbeiträge

(13) Ocampo, J. C. G., & Mendoza, N. (2024). Mapping Teachers’ Assessment Practices: Evidence from the Philippine Educational System. EARLI SIG1 Conference, Barcelona, Spanien.

(12) Ocampo, J. C. G., Zamorano, D., & Panadero, E. (2024). A Systematic Review on Gender’s Influence on Peer Assessment Outcomes. EARLI SIG1 Conference, Barcelona, Spanien.

(11) Ocampo, J. C. G., Panadero, E., Zamorano, D., Sanchez-Iglesias, I. &. Diez-Ruiz, F. (2024). The Effects of Gender and Training on Peer Feedback Characteristics. EARLI SIG1 Conference, Barcelona, Spanien.

(10) Ocampo, J. C. G., Panadero, E., Diez-Ruiz, F., & Sanchez-Iglesias, I. (2023). “Due to the composition of the feedback, I think it’s a girl”: The effects of gender and peer feedback content on peer feedback uptake and perceptions of peer feedback. EARLI 2023 SIG1 Invited Symposium, Thessaloniki, Griechenland.

(9) Ocampo, J. C. G., Alqassab, M., Fernandez-Ruiz, J. F., & Panadero, E. (2022). A systematic review on peer assessment: Intrapersonal and interpersonal factors. Junior Researchers of EARLI Conference, Porto, Portugal.

(8) Ocampo, J. C. G., & Panadero, E. (2022). Web-Based Peer Assessment Platforms: What Educational Features Influence Learning, Feedback and Social Interaction? EARLI SIG1and SIG4 Conference, Cadiz, Spanien.

(7) Ocampo, J. C. G., Panadero, E., Diez, F. (2022). Are men and women really different? The effects of gender and training on peer scoring and perceptions of peer assessment. EARLI SIG1and SIG4 Conference, Cadiz, Spanien.

(6) Ocampo, J. C. G., Alqassab, M., Fernandez-Ruiz, J. F., & Panadero, E. (2021). A Systematic review on peer assessment: Intrapersonal and interpersonal factors. EARLI 2021 SIG1 Invited Symposium, Göteborg, Schweden. (Online).

(5) Ocampo, J. C. G. (2018). Developing and implementing a classroom feedback model: An action research. International Conference on Educational Measurement and Evaluation (ICEME 2018). Manila City, Philippinen.

(4) Ocampo, J. C. G. (2015). Can students’ value for formative assessment developtheir academic self-regulation and grit? International Conference of Assessment for Learning in Higher Education. Centre for the Enhancement of Teaching and Learning, Hong Kong Universität.

(3) Pinero, T., Ocampo, J. C. G., Osman, A. J. (2014). Development and validation of the general academic procrastination scale. 1st International Conference on Multidisciplinary Research & Statistical Modeling: Best Practices in Research andStatistical Data Analysis. Quezon City, Philippinen.

(2) Ocampo, J. C. G., Mayonado, A. A. D., Orteza, H. N. B. (2014, February). The Mediating influence of maladaptive perfectionism in the relationship of social goals on academic burnout. Philippine Association for Counselor Education, Research and Supervision (38th PACERS Conference). Manila City, Philippinen.

(1) Ocampo, J. C. G., Mayonado, A. A. D., Orteza, H. N. B. (2013, February). Task-Oriented vs. Relationship-oriented: What is the effect of leadership style on voting preference? Philippine Association for Counselor Education, Research and Supervision (37th PACERS Conference). Manila City, Philippinen.

Mitgliedschaften

  • European Association for Research on Learning and Instruction:
    - Special Interest Group 1: Assessment and Evaluation
    - Special Interest Group 7: Technology-Enhanced Learning and Instruction
  • Philippine Educational Measurement and Evaluation Association
  • Psychological Association of the Philippines