Laura Ohmes
Laura Ohmes
Forschungsinteresse:
- Lernwirksamkeit von Visualisierungsmethoden (insbesondere Sketchnoting)
- Kreatives Lernen; Förderung von Kreativität in Lehr- und Lernprozessen
- Emotionen und Affekt in Lernprozessen
- Bewältigung von negativen Emotionen wie Angst und Scham sowie Schwierigkeiten im Lernprozess (Coping)
- Lehrkräftebildung
Curriculum vitae
Akademischer Werdegang
09/2023-11/2023
Forschungsaufenthalt an der Kyoto Universität, Graduate School of Education (Japan)
Seit 11/2020
Wissenschaftliche Mitarbeiterin (FwN) und Doktorandin am Institut für Pädagogik an der Carl von Ossietzky Universität Oldenburg (Arbeitsgruppe empirische Lehr-Lernforschung)
08/2019 – 10/2019 und 02/2020 – 04/2020
Studentische Hilfskraft am Institut für Pädagogik der Carl von Ossietzky Universität Oldenburg
10/2017 – 07/2020
Masterstudium (Deutsch und Kunst, Schwerpunkt Gymnasiallehramt) an der Carl von Ossietzky Universität Oldenburg, Abschluss: Master of Education, M. Ed.
02/2016 – 08/2016
Studentische Hilfskraft (Tutorin) am Institut für Pädagogik der Carl von Ossietzky Universität Oldenburg
08/2015 – 01/2016
Auslandssemester an der Universität Sevilla (Studium an der Fakultät für Kommunikation)
10/2013 – 12/2017
Bachelorstudium (Germanistik und Kunst & Medien, Schwerpunkt Gymnasiallehramt) an der Carl von Ossietzky, Abschluss: Bachelor of Arts
Förderungen
09/2023 – 11/2023
DAAD-Forschungsstipendium für DoktorandInnen (Forschungsaufenthalt in Japan)
03/2023 und 08/2024
DAAD-Stipendium für Kongressreisen
Mitgliedschaften
DIAGRAMS 2024 (14th International Conference on the Theory and Application of Diagrams), Member of the Programm Committee (Psychology and Education Track) (Gutachtertätigkeiten)
Mitglied in der “European Association for Research on Learning and Instruction” (EARLI):
SIG11 "Teaching and Teache Education"; SIG08 "Motivation and Emotion"
Mitglied im Organisationsteam der EARLI SIG 11-Konferenz 2022 „Digital Transformation in Teaching and Teacher Education“, 21.06. – 24.06.2022, Oldenburg.
Vorträge und Tagungsbeiträge
Ohmes, L. Learning is individual - How can we best support students in note taking and visualizing knowledge?. Gastvortrag an der Tokio-Universität (Graduate School of Education), Japan, auf Einladung von Frau Prof. Yuri Uesaka, 25.11.2025.
Ohmes, L. Can Sketchnoting initiate Creative Learning? A cross-cultural approach. Sixth Sino-German Didactics Dialogue Conference: Creativity, Didactics, and School Development, Leibniz Institute for Science and Mathematics Education (IPN, Kiel), 08.10. - 11.10.2024. (Poster Präsentation)
Ohmes, L., Haug, L., Wagener-Praed, U., Schlesier, J., Hoffmann, G. & Moschner, B. (2024). Was verstehen Lehramtsstudierende unter Kreativität? Befunde und Implikationen für die Lehrerbildung. AEPF 2024: Wissenstransfer zwischen Bildungsforschung, Bildungspraxis, und Lehrer*innenbildung, 10.09.2024-12.09.2024, Universität Osnabrück. (Single Paper)
Ohmes, L. “When I decided to just do it, I felt better”: Preservice teachers’ coping strategies for sketchnoting, EARLI SIG 08 Conference: Motivation & Emotion: Challenges and resources for teaching, learning, and research, 28.08.204 - 30.08.2024, Universität Bern. (Single Paper)
Ohmes, L. & Hoferichter, F. Individual and Contextual factors Affecting Well-being, Satisfaction, and Performance in Education.EARLI SIG 08 Conference: Motivation & Emotion: Challenges and resources for teaching, learning, and research, 28.08.204 - 30.08.2024, Universität Bern. (Organisation des Symposiums)
Ohmes, L. Creative Learning with Sketchnoting: Effects on 5th-grade students´ achievement emotions. EARLI SIG 11&13 Conference 2024, 12.08.-14.08.2024, University of Oxford, UK. (Single Paper)
Ohmes, L. Kann Sketchnoting kreatives Lernen in der Lehrerbildung fördern?. Eine Mixed-Method-Studie. GEBF 2024 (Gesellschaft für Empirische Bildungsforschung), 18.03. – 20.03.2024, Universität Potsdam, Deutschland. (Single Paper)
Ohmes, L. Sketchnoting – visual notetaking for creative thinking and learning from educational science text. EARLI Conference 2023 (European Association for Research on Learning and Instruction), 22.08. – 26.08.2023, University of Thessaloniki und University of Macedonia, Greece. (Single Paper)
Ohmes, L., Haug, L., Wagener-Praed, U., Schlesier, J., Hoffmann, G. & Moschner, B. Creativity in education - an explorative study on student teachers´ concepts of creativity. EARLI Conference 2023, 22.08. – 26.08.2023, University of Thessaloniki und University of Macedonia, Greece. (Single Paper)
Manalo, E. & Ohmes, L. (2022). The Use of Diagrams in Planning for Report Writing. Diagrams 2022. 13th International Conference on the Theory and Application of Diagrams, 13.09. – 15.09.2022, Sapienza University Rome, Italy. (Single Paper)
Manalo, E. & Ohmes, L. (2022). How Useful are Diagrams When Planning to Write Reports? JSET (Japan Society for Educational Technology) conference (Hybrid conference), 10. 09. – 11.09.2022, Kawasaki, Japan. (Poster)
Diskutantin des Symposiums “The Role of Motivation and Emotion in Education in Challenging Times”. JURE conference 2022 der EARLI, 18.07. – 22.07.2022, University of Porto, Portugal.
Ohmes, L., Schlesier, J., Schneider, S. & Moschner, B. Creating Sketchnotes with 5th-grade students. Impacts on Achievement Emotions. JURE conference 2022 der EARLI, 18.07. – 22.07.2022, University of Porto, Portugal. (Single Paper)
Lectures
Publications
Ohmes, L., Haug, L., Wagener-Praed, U., Schlesier, J., Hoffmann, G. & Moschner, B. (in Druck). „Kreativität ist gedankliche Freiheit“ – Konzepte von Lehramtsstudierenden zu Kreativität und ihre Bedeutung für die Lehrkräftebildung. In S. Nonte, C. Reintjes, E. Grommé, T. Kaiser, J. Schlöpker (Hrsg.). Empirische Perspektiven aus der Bildungsforschung: Wissenstransfer zwischen Empirie und Praxis. Tagungsband der AEPF 2024.
Ohmes, L., Schlesier, J. & Moschner, B. (2025). Feeling better when learning with creative tools? Exploring the effects of a sketchnote intervention on students´ achievement emotions. Zeitschrift für Erziehungswissenschaft. https://doi.org/10.1007/s11618-024-01284-x
Schlesier, J., Raufelder, D., Ohmes, L. & Moschner, B. (2024). How do primary and early secondary school students report dealing with positive and negative achievement emotions in class? A mixed-methods approach. Education Sciences (Special Issue Advancing Research and Methods about Students and Teachers’ Emotions: Correlates, Predictors, and Outcomes, Edited by D. Raccanello, E. Florit & A. Moè), 14, 582. https://doi.org/10.3390/educsci14060582
Manalo, E., Ohmes, L. (2022). The Use of Diagrams in Planning for Report Writing. In V. Giardino, S. Linker, R. Burns, F. Bellucci, JM. Boucheix & P. Viana (eds) Diagrammatic Representation and Inference. Diagrams 2022 (p. 268 – 278). Springer. https://doi.org/10.1007/978-3-031-15146-0_23
Doctoral project
Sketchnoting is a note-taking strategy that can be used to illustrate and organise knowledge content by combining simple drawings, written notes and schematic structures of arrows and lines. Manuals and initial empirical research on sketchnoting suggest that it can be potentially useful to initiate creative thinking and to better understand and retain complex information. However, empirical research investigating the opportunities and limitations of sketchnoting for creative thinking and learning is currently still rare. This dissertation project will therefore use a mixed-method research approach to investigate how university students create sketchnotes for scientific texts, which creativity-related aspects (e.g. divergent and convergent thinking, originality, intuition, etc.) become visible in the process and how sketchnoting affects learning success. In addition, it will be analysed which affective states students experience when sketchnoting, which difficulties they have in the sketchnoting process and how they overcome them. The results contribute to the discussion on how sketchnoting can be used in educational contexts and how learners can be supported when using sketchnoting to read and learn with complex texts.
Sketchnoting is a note taking strategy, that can be used to clarify and organise information by combining simple drawings, written notes, and diagrammatic structures of arrows and lines. Handbooks and previous research about sketchnoting suggest that it can be potentially useful to initiate creative thinking and helps to better understand and remember complex information. However, empirical research investigating the benefits and costs of sketchnoting for creativity and learning is currently still rare. This PhD project therefore aims to explore in a mixed-method and cross-cultural research approach, how university students generate sketchnotes on scientific texts, what processes related to creativity become apparent in this process and how sketchnoting impacts the learning outcome. Furthermore, it is investigated affective states students experience during sketchnoting, what difficulties they have to deal with and how they cope with them. The findings contribute to the discussion on how sketchnoting can and should be used in educational contexts and how learners can be supported when using sketchnoting for learning from complex texts.
Information for students
Master theses
I offer to supervise theses on the topics of creativity and sketchnoting. If you are interested or have any questions, please send me an email.
General information on Master's theses in our working group can be found here.
Workshops and teacher training
01/2025
Further training for teachers at Cäcilien Gymnasium (Oldenburg) on the topic of promoting creativity (SchilF)
04/2024
Sketchnoting workshop for teachers at Bad Zwischenahn-Edewecht grammar school (Oldenburg) as part of the school's internal further education programme (SchilF)
01/2024
Sketchnoting workshop ("Sketchnoting - a visualisation method for aesthetic practice in research and teaching") at the Graduate College "Aesthetic Practice" at the University of Hildesheim
10/2023
Sketchnoting workshop ("Can learning be supported by drawing sketchnotes?") at Tokyo University (Graduate School of Education) at the invitation of Associate Prof. Yuri Uesaka
10/2023
Sketchnoting workshop as part of the research stay at Kyoto University (Graduate School of Education)
12/2021, 12/2022
Online sketchnoting courses at Kyoto University as part of courses taught by Prof Emmanuel Manalo
11/2022
Reed: Sketchnoting workshop for teachers ("Teaching effectively with sketchnoting")
2017-2022
Sketchnoting courses at the Didactic Centre of the University of Oldenburg as part of the project "Qualitätsoffensive Lehrerbildung",
Course title: Das bleibt im Kopf! Sketchnoting for school practice.
End of project
Design of visualisations, e.g. for educational videos of the non-profit organisation NPO
"German in pictures" (Head: Dr. Stefan Scheider)
Graphic recording (live visualisation of lectures and group discussions at events), e.g. for the project Innovative University Jade-Oldenburg