Towards Conversational Co-Creation of Learning Content in Digital Higher Education

Today formal education like higher education relies on digital learning content like learning videos or quizzes. Using such online learning material enables students to learn independently from time and place. While improvements have been made, there are still many issues as the two-year long crisis in 2020 has revealed. Many offerings do not consider the learners’ needs and can result in unsuccessful learning. One way to address these short comings is to actively include learners in the creation process of learning content. However, co-creation oftentimes relies on face to face and or group settings that may not be possible for all students at all times. Therefore, we undertake a long-term action design research project to investigate the novel concept of conversational co-creation of learning material using a conversational agent and persuasive design to engage and motivate learners. In this article we present an early-stage prototype and concept of conversational co-creation

PEER RATINGS AND ASSESSMENT QUALITY IN CROWD-BASED INNOVATION PROCESSES

Social networks – whether public or in enterprises – regularly ask users to rate their peers’ content using different voting techniques. When employed in innovation challenges, these rating procedures are part of an open, interactive, and continuous engagement among customers, employees, or citizens. In this regard, assessment accuracy (i.e., correctly identifying good and bad ideas) in crowdsourced eval-uation processes may be influenced by the display of peer ratings. While it could sometimes be useful for users to follow their peers, it is not entirely clear under which circumstances this actually holds true. Thus, in this research-in-progress article, we propose a study design to systematically investigate the effect of peer ratings on assessment accuracy in crowdsourced idea evaluation processes. Based on the elaboration likelihood model and social psychology, we develop a research model that incorporates the mediating factors extraversion, locus of control, as well as peer rating quality (i.e., the ratings’ corre-lation with the evaluated content’s actual quality). We suggest that the availability of peer ratings de-creases assessment accuracy and that rating quality, extraversion, as well as an internal locus of control mitigate this effect

Towards a Technique for Modeling New Forms of Collaborative Work Practices – The Facilitation Process Model 2.0

Collaboration Engineering (CE) is an approach for the design and deployment of repeatable collaborative work practices that can be executed by practitioners themselves without the ongoing support of external collaboration professionals. A key design activity in CE concerns modeling current and future collaborative work practices. CE researchers and practitioners have used the Facilitation Process Model (FPM) technique. However, this modeling technique suffers from a number of shortcomings to model contemporary collaborative work practices. We use a design science approach to identify the main challenges with the original FPM technique, derive requirements and design a revised modeling technique that is based on the current technique enriched by BPMN 2.0 elements. This paper contributes to the CE literature by offering a revised FPM technique that assists CE-designers to capture new forms of collaborative work practices

Transferring Well-Performing Collaborative Work Practices with Parameterized Templates and Guidebooks: Empowering Subject Matter Experts for an Adaptation to Slightly Different Contexts

Collaborative work practices (CWPs) package facilitation expertise and have the potential to increase team productivity up to 90%. Collaboration engineers develop CWPs and deploy them to practitioners that execute them. These CWPs, however, are typically customized to conditions of a specific use case. This creates the challenge that changing use case conditions or even small variations across contexts, hinder well-performing CWPs of being applied more often to create a long-term value. Practitioners fail to adapt existing CWPs due to missing collaboration expertise and adaptation guidelines. To address this challenge in collaboration engineering literature, we introduce a) the Subject Matter Expert role; b) the ‘CWP Adaptation Approach’ that formalizes the transfer of CWPs to different contexts with parameterized Templates and Guidebooks. To show a first proof-of-concept, we further inductively generalize from an exemplarily use case with a well-performing CWP in the educational domain

Collaborative Work Practices for Management Education: Using Collaboration Engineering to Design a Reusable and Scalable Collaborative Learning Instructional Design

Pandemics like COVID-19 highlight the needs and pitfalls of inclusive and equitable education in a digital society. IT-based instructional designs are needed to increase learners’ expertise, and to develop higher-order thinking skills. Instructional designs for collaborative learning (CL) seem to be a promising solution. However, they are mostly suitable for face-to-face and not for distance teaching. The core problem that impedes their reusability and scalability is a ‘collaboration problem’ for which collaboration engineering (CE) provides guidance. Therefore, we deploy a design science research study and contribute to CL and CE literature. We develop requirements and provide the design of an IT-based collaborative work practice fostering CL. We provide empirical evidence with an online experiment in a large-scale lecture with undergraduate business information students. This reveals that groups of learners who followed our CL experience achieve higher levels of expertise than those who followed a traditional ad hoc CL experience