2,637 research outputs found
Fostering shared knowledge with active graphical representation in different collaboration scenarios
This study investigated how two types of graphical representation tools influence the way in which learners use shared and unshared knowledge resources in two different collaboration scenarios, and how learners represent and transfer shared knowledge under these different conditions. Moreover, the relation between the use of knowledge resources, representation, and the transfer of shared knowledge was analyzed. The type of graphical representation (content-specific vs. content-unspecific) and the collaboration scenario (video conferencing vs. face-to-face) were varied. 64 university students participated. Results show that the learning partners converged in their profiles of resource use. With the content-specific graphical representation, learners used more appropriate knowledge resources. Learners in the computer-mediated scenarios showed a greater bandwidth in their profiles of resource use. A relation between discourse and outcomes could be shown for the transfer but not for the knowledge representation aspectIn dieser Studie werden die Wirkungen von verschiedenen Arten graphischer ReprĂ€sentation auf die Nutzung geteilter und ungeteilter Wissensressourcen in zwei verschiedenen Kooperationsszenarien untersucht. Des Weiteren wird analysiert, wie Lernende geteiltes und ungeteiltes Wissen unter diesen verschiedenen Bedingungen reprĂ€sentieren und transferieren. SchlieĂlich wird die Beziehung zwischen der Nutzung von Wissensressourcen auf der einen Seite sowie der ReprĂ€sentation und dem Transfer geteilten Wissens auf der anderen Seite geprĂŒft. Mit der Art der graphischen ReprĂ€sentation (inhaltsspezifisch vs. inhaltsunspezifisch) und dem Kooperationsszenario (Videokonferenz vs. face-to-face) werden zwei Faktoren experimentell variiert. 64 Studierende nahmen an der Studie teil. Ergebnisse zeigen, dass die Lernpartner in ihren Profilen der Ressourcennutzung konvergierten. Lernende, die durch die inhaltsspezifische graphische ReprĂ€sentation unterstĂŒtzt wurden, verwendeten angemessenere Wissensressourcen. Lernende in den computervermittelten Szenarien weisen eine gröĂere Bandbreite in ihren Profilen der Ressourcennutzung auf. Eine direkte Wirkung vom Diskurs der Lernenden auf die Entwicklung geteilten Wissens konnte fĂŒr den Transfer, aber nicht fĂŒr die WissensreprĂ€sentation gezeigt werde
Knowledge convergence in computer-supported collaborative learning
This study investigates how two types of graphical representation tools influence the way in which learners use knowledge resources in two different collaboration conditions. In addition, the study explores the extent to which learners share knowledge with respect to individual outcomes under these different conditions. The study also analyzes the relationship between the use of knowledge resources and different types of knowledge. The type of external representation (content-specific vs. content-independent) and the collaboration condition (videoconferencing vs. face-to-face) were varied. Sixty-four (64) university students participated in the study. Results showed that learning partners converged strongly with respect to their use of resources during the collaboration process. Convergence with respect to outcomes was rather low, but relatively higher for application-oriented knowledge than for factual knowledge. With content-specific external representation, learners used more appropriate knowledge resources without sharing more knowledge after collaboration. Learners in the computer-mediated collaboration used a wider range of resources. Moreover, in exploratory qualitative and quantitative analyses, the study found evidence for a relation between aspects of the collaborative process and knowledge convergence
Using the Internet to improve university education: Problem-oriented web-based learning and the MUNICS environment
Up to this point, university education has largely remained unaffected by the developments of novel approaches to web-based learning. The paper presents a principled approach to the design of problem-oriented, web-based learning at the university level. The principles include providing authentic contexts with multimedia, supporting collaborative knowledge construction, making thinking visible with dynamic visualisation, quick access to content resources via Information and Communication Technologies (ICT), and flexible support by tele-tutoring. These principles are used in the Munich Net-based Learning In Computer Science (MUNICS) learning environment, which is designed to support students of computer science to apply their factual knowledge from the lectures to complex real-world problems. For example, students can model the knowledge management in an educational organisation with a graphical simulation tool. Some more general findings from a formative evaluation study with the MUNICS prototype are reported and discussed. E.g., the students' ignorance of the additional content resources is discussed in the light of the well-known finding of insufficient use of help systems in software applicationsBislang wurden neuere AnsĂ€tze zum web-basierten Lernen in nur geringem MaĂe zur Verbesserung des UniversitĂ€tsstudiums genutzt. Es werden theoretisch begrĂŒndete Prinzipien fĂŒr die Gestaltung problemorientierter, web-basierter Lernumgebungen an der UniversitĂ€t formuliert. Zu diesen Prinzipien gehören die Nutzung von Multimedia-Technologien fĂŒr die Realisierung authentischer Problemkontexte, die UnterstĂŒtzung der gemeinsamen Wissenskonstruktion, die dynamische Visualisierung, der schnelle Zugang zu weiterfĂŒhrenden Wissensressourcen mit Hilfe von Informations- und Kommunikationstechnologien sowie die flexible UnterstĂŒtzung durch Teletutoring. Diese Prinzipien wurden bei der Gestaltung der MUNICS Lernumgebung umgesetzt. MUNICS soll Studierende der Informatik bei der Wissensanwendung im Kontext komplexer praktischer Problemstellungen unterstĂŒtzen. So können die Studierenden u.a. das Wissensmanagement in einer Bildungsorganisation mit Hilfe eines graphischen Simulationswerkzeugs modellieren. Es werden Ergebnisse einer formativen Evaluationsstudie berichtet und diskutiert. Beispielsweise wird die in der Studie festgestellte Ignoranz der Studierenden gegenĂŒber den weiterfĂŒhrenden Wissensressourcen vor dem Hintergrund des hĂ€ufig berichteten Befunds der unzureichenden Nutzung von Hilfesystemen beleuchte
The use of additional information in problem-oriented learning environments
Self-directed learning with authentic and complex problems (problem-oriented learning) requires that learners observe their own learning and use additional information when it is appropriate â e.g. hypertextual information in computer-supported learning environments. Research results indicate that learners in problem-oriented learning environments often have difficulties using additional information adequately, and that they should be supported. Two studies with a computer-supported problem-oriented learning environment in the domain of medicine analyzed the effects of strategy instruction on the use of additional information and the quality of the problem representation. In study 1, an expert model was used for strategy instruction. Two groups were compared: one group with strategy modeling and one group without. Strategy modeling influenced the frequency of looked-up hypertextual information, but did not influence the quality of learners' problem representations. This could be explained by difficulties in applying the general hypertext information to the problem. In study 2, the additional information was presented in a more contextualized way as graphical representation of the case and its relevant concepts. Again, two groups were compared: one with a strategy instruction text and one without. Strategy instruction texts supported an adequate use of this graphical information by learners and had an effect on the quality of their problem representations. These findings are discussed with respect to the design of additional help systems in problem-oriented learning environments
Scripts and scaffolds In Problem-based computer supported collaborative learning environments: fostering participation and transfer
This study investigates collaborative learning of small groups via text-based com-puter-mediated communication. We analyzed how two approaches to pre-structure communication influence participation, individual knowledge transfer, the conver-gence of participation and the convergence of knowledge among learning partners. We varied the factor "scripted cooperation" and the factor "scaffolding" in a 2x2-design. 105 university students of Pedagogy participated. Results show that scrip-ted cooperation was most and scaffolding least beneficial to individual transfer, knowledge convergence and participation in comparison to open discourseDiese Studie befasst sich mit kooperativem Lernen in Kleingruppen ĂŒber text-basierte computervermittelte Kommunikation. Es wurden zwei AnsĂ€tze der Vor-strukturierung von computervermittelter Kommunikation und ihre Auswirkungen auf Partizipation, individuellen Wissenstransfer, die Konvergenz der Partizipation und die Wissenskonvergenz innerhalb einer Lerngruppe untersucht. Dabei wurden die Faktoren "Kooperationsskript" und "Scaffolding" in einem 2x2-Design variiert. 105 Studierende der PĂ€dagogik nahmen teil. Die Ergebnisse zeigen, dass sich das Ko-operationsskript am gĂŒnstigsten und das Scaffolding am wenigsten gĂŒnstig auf individuellen Wissenstransfer, Wissenskonvergenz und Partizipation im Vergleich zu einer Kontrollgruppe des 'Offenen Diskurses' ausgewirkt ha
Using the Internet to improve university education
Up to this point, university education has largely remained unaffected by the developments of novel approaches to web-based learning. The paper presents a principled approach to the design of problem-oriented, web-based learning at the university level. The principles include providing authentic contexts with multimedia, supporting collaborative knowledge construction, making thinking visible with dynamic visualisation, quick access to content resources via information and communication technologies, and flexible support by tele-tutoring. These principles are used in the MUNICS learning environment, which is designed to support students of computer science to apply their factual knowledge from the lectures to complex real-world problems. For example, students may model the knowledge management in an educational organisation with a graphical simulation tool. Some more general findings from a formative evaluation study with the MUNICS prototype are reported and discussed. For example, the students' ignorance of the additional content resources is discussed in the light of the well-known finding of insufficient use of help systems in software applications
Epistemic and Social Scripts in Computer-Supported Collaborative Learning
Collaborative learning in computer-supported learning environments typically means that learners work on tasks together, discussing their individual perspectives via text-based media or videoconferencing, and consequently acquire knowledge. Collaborative learning, however, is often sub-optimal with respect to how learners work on the concepts that are supposed to be learned and how learners interact with each other. Therefore, instructional support needs to be implemented into computer-supported collaborative learning environments. One possibility to improve collaborative learning environments is to conceptualize scripts that structure epistemic activities and social interactions of learners. In this contribution, two studies will be reported that investigated the effects of epistemic and social scripts in a text-based computer-supported learning environment and in a videoconferencing learning environment in order to foster the individual acquisition of knowledge. In each study the factors "epistemic script" and "social script" have been independently varied in a 2Ă2-factorial design. 182 university students of Educational Science participated in these two studies. Results of both studies show that social scripts can be substantially beneficial with respect to the individual acquisition of knowledge, whereas epistemic scripts apparently do not lead to the expected effects.Unter kooperativem Lernen in computerunterstĂŒtzten Lernumgebungen versteht man typischerweise, dass Lernende Wissen erwerben indem sie gemeinsam Aufgaben bearbeiten und dabei ihre individuellen Perspektiven mittels textbasierter Medien oder in Videokonferenzen diskutieren. Kooperatives Lernen scheint aber hĂ€ufig suboptimal zu sein in Bezug auf die inhaltliche Bearbeitung der zu lernenden Konzepte sowie hinsichtlich der sozialen Interaktionen der Lernenden. Eine Möglichkeit kooperative Lernumgebungen zu verbessern besteht darin, Skripts zu konzeptualisieren, die epistemische AktivitĂ€ten und soziale Interaktionen von Lernenden unterstĂŒtzen. In diesem Beitrag werden zwei Studien berichtet, die die Wirkungen epistemischer und sozialer Skripts auf den individuellen Wissenserwerb in einer text- bzw. einer videobasierten computerunterstĂŒtzten Lernumgebung untersuchen. In beiden Studien wurden die Faktoren "epistemisches Skript" und "soziales Skript" unabhĂ€ngig voneinander in einem 2Ă2-faktoriellen Design miteinander variiert. 182 Studierende der PĂ€dagogik der LMU MĂŒnchen nahmen an diesen beiden Studien teil. Die Ergebnisse beider Studien deuten darauf hin, dass soziale Skripts individuellen Wissenserwerb substanziell fördern können, wĂ€hrend epistemische Skripts scheinbar nicht zu den erwarteten Ergebnissen fĂŒhren
Human CLPP reverts the longevity phenotype of a fungal ClpP deletion strain
Mitochondrial maintenance crucially depends on the quality control of proteins by various chaperones, proteases and repair enzymes. While most of the involved components have been studied in some detail, little is known on the biological role of the CLPXP protease complex located in the mitochondrial matrix. Here we show that deletion of PaClpP, encoding the CLP protease proteolytic subunit CLPP, leads to an unexpected healthy phenotype and increased lifespan of the fungal ageing model organism Podospora anserina. This phenotype can be reverted by expression of human ClpP in the fungal deletion background, demonstrating functional conservation of human and fungal CLPP. Our results show that the biological role of eukaryotic CLP proteases can be studied in an experimentally accessible model organism
Facilitating collaborative knowledge construction in computer-mediated learning with structuring tools
Collaborative knowledge construction in computer-mediated learning environments puts forward difficulties regarding what tasks learners work on and how learners interact with each other. For instance, learners who collaboratively construct knowledge in computer-mediated learning environments sometimes do not participate actively or engage in off-task talk. Computer-mediated learning environments can be endorsed with socio-cognitive structuring tools that structure the contents to be learned and suggest specific interactions for collaborative learners. In this article, two studies will be reported that applied content- and interaction-oriented structuring tools in computer-mediated learning environments based on electronic bulletin boards and videoconferencing technologies. In each study the factors "content-oriented structuring tool" and "interaction-oriented structuring tool" have been independently varied in a 2X2-factorial design. Results show that interaction-oriented structuring tools substantially foster the processes of collaborative knowledge construction as well as learning outcomes. The content-oriented structuring tools facilitate the processes of collaborative knowledge construction, but have no or negative effects on learning outcome. The findings will be discussed against the background of recent literatGemeinsame Wissenskonstruktion in computervermittelten Lernumgebungen birgt Schwierigkeiten in Bezug darauf, welche Aufgaben Lernende bearbeiten und wie sie dabei miteinander interagieren. Lernende, die gemeinsam Wissen in computervermittelten Lernumgebungen konstruieren, nehmen z. B. manchmal nicht aktiv an der Bearbeitung von Lernaufgaben teil oder beschĂ€ftigen sich mit inhaltsfremden Themen. Computervermittelte Lernumgebungen können mit Hilfe sozio-kognitiver Strukturierungswerkzeuge unterstĂŒtzt werden, die die Lerninhalte vorstrukturieren und den Lernenden spezifische Interaktionen nahe legen. In diesem Beitrag werden zwei Studien berichtet, die inhalts- und interaktionsbezogene Strukturierungswerkzeuge in computervermittelten Lernumgebungen, die auf web-basierten Diskussionsforen und Videokonferenz-Technologien beruhen, zum Einsatz gebracht und analysiert haben. In jeder der Studien wurden die Faktoren "inhaltsbezogenes Strukturierungswerkzeug" und "interaktionsbezogenes Strukturierungswerkzeug" unabhĂ€ngig voneinander in einem 2X2-Design variiert. Die Ergebnisse zeigen, dass interaktionsbezogene Strukturierungswerkzeuge die Prozesse sowie die Ergebnisse gemeinsamer Wissenskonstruktion substanziell fördern können. Die inhaltsbezogenen Strukturierungswerkzeuge unterstĂŒtzen die Prozesse gemeinsamer Wissenskonstruktion, zeitigen aber keine oder negative Effekte auf die Lernergebnisse. Die Befunde werden vor dem Hintergrund aktueller theoretischer AnsĂ€tze diskut
Socio-metabolic Transitions in Developing Asia
A possible sustainability transition in developing Asia needs to complement the ongoing transition from an agrarian to an industrial socio-ecological regime. As is known from other world regions, an agrarian-industrial transition involves a major increase in material and energy flows (corresponding to a 2-4 fold increase in the demand for raw materials and energy). The socio-metabolic profile of the South-East Asian region still shows relatively low material and energy consumption per capita, suggesting that major growth may follow. Infrastructures that are closely bound-up in bulk material flows (transport, energy and food sectors) will be critical to future developments. The paper illustrates the challenge and potential solutions from a number of case studies.socio-ecological regime, metabolic profile, industrial transformation, developing Asia, sustainability transition
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