Rainer%20Kuhlen%20Informationswissenschaft%20 - PowerPoint PPT Presentation

Title: Rainer%20Kuhlen%20Informationswissenschaft%20


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Rainer KuhlenUniversity of Konstanz Germany Depar
tment of Computer and Information Science

• Rainer KuhlenInformationswissenschaft
  Universität Konstanz FB Informatik und
  Informationswissenschaft
• NETHICS

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Collaborative knowledge management in an
e-learning environment (K3)
Rainer KuhlenUniversity of Konstanz Germany Depar
tment of Computer and Information Science

• Rainer KuhlenInformationswissenschaft
  Universität Konstanz FB Informatik und
  Informationswissenschaft
• NETHICS

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Collaborative knowledge management in an
e-learning environment (K3)
Rainer KuhlenUniversity of Konstanz Germany Depar
tment of Computer and Information Science
also an opportunity to identify and to overcome
gender barriers

• Rainer KuhlenInformationswissenschaft
  Universität Konstanz FB Informatik und
  Informationswissenschaft
• NETHICS

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Collaborative knowledge management in an
e-learning environment (K3)
Rainer KuhlenUniversity of Konstanz Germany Depar
tment of Computer and Information Science
also an opportunity to identify and to overcome
gender barriers

• Rainer KuhlenInformationswissenschaft
  Universität Konstanz FB Informatik und
  Informationswissenschaft
• NETHICS

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Universities of Applied Science
(Polytechnics) Darmstadt
Hamburg
Hannover
Köln
Leipzig
Potsdam
Stuttgart
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Universities
Berlin HU
Berlin FU
Saarbrücken
Regensburg
Hildesheim
Düsseldorf
Konstanz
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Current book project a2k4oi
The Chair of Information at Konstanz University
was established in 1980. After being affiliated
with different departments, the Chair became part
of the Department of Computer and Information
Science in the year 2000. Information Science
courses are curricular part of Information
Engineering Bachelor and Master Studies.
Information Science in Konstanz is known for
having coined the concept of the pragmatic
primacy of information information is knowledge
relevant for action, or to put it in a formula
information is knowledge in action. The
consideration of social, cognitive, political,
economic, ethical, and cultural implications of
information complements the often predominating
technical approach to information.
access to knowledge for open innovation
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Content Topics
K3 collaborative e-learning
paradigm
K3 didactic concept
K3 system features
Gender differences -
findings from research
Gender-mixed course information
ethics
Gender mainstreaming in e-learning
Gender differences in role behaviour
Conclusion
Gender differences in discourse
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K3 collaborative
e-learning paradigm
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K3 collaborative e-learning
paradigm

• K3 (German acronym for communication,
  collaboration, competence) is a knowledge
  management system in learning environments for
  higher level academic teaching.

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K3 collaborative e-learning
paradigm
K3 as a tool for collaborative work
to enable virtual groups (and in them, of course,
individual learners)

• to produce content and acquire knowledge in the
  special course domain

• to acquire information and communication
  competence

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K3 didactic
concept
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K3 didactic concept

• Blended learning

• Mixture of constructivism and instructionalism

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K3 didactic concept

• Blended learning - didactic mix

• virtual group work
• individual work
• classic lectures
• class room discussion
• video conference presentations

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K3 didactic concept

• Combination of constructivism and
  instructionalism

• discourse types
• roles
• reference objects
• summaries
• presentation

• course description
• main topics
• work assignments
• work tasks
• reference objects
• feedback (evaluation)

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K3 collaborative e-learning
paradigm
K3 didactic concept
K3 in a nutshell

• Collaborative e-learning in K3
• firstly, to enable virtual groups (and in them,
  of course, individual learners) to produce
  content and acquire knowledge in the special
  course domain, and,
• secondly, to enable virtual groups to acquire
  information and communication competence.

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K3 didactic concept
role concept

• Moderator
• Presenter

Communication competence

• Summarizer
• Researcher

Information competence
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K3 system
features
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K3 K3 Courses since 2004
Joint course Univ.Konstanz Univ. Genf technical
course
Joint course Univ. Konstanz Univ.
Berlin discourse-oriented
Joint course Univ, Konstanz Univ. Zürich
Information ethics
Joint course Univ.Konstanz Univ. Berlin Univ.
Hildesheim
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Types of K3 courses

• K3 as a management tool for organizing courses

K3 as a knowledge base for single courses and for
the whole curriculum
K3 as a tool for collaborative work in virtual
groups
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K3 5-level architecture
(1) course
(5) discourse objects
(2) main topics
(3) work assignments
(5) discourse objects
(4) specific tasks
(5) discourse objects
(5) discourse objects
(6) reference objects
bibl. references
web links
upload files
summaries
presentations
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Course level 1
Reference objects
Information ethics
Short course description
Learning contract
Extended course description
Objectives
Target groups
Didactics
Language
Main topics
Discourse types
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Main topics - level 2 (instructional mode)
What is information ethics? K1 Privacy B1 Human
rights B2 Knowledge ecology K2 Digital
divide KB3 Who owns knowledge?
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Main topics - level 2 (instructional mode)
Reference objects
Work assignments
Main topic K1 Privacy in electronic environments
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Work assignments - level 3
Filter free text
Filter date
Filter discourse type
Filterroles
Work tasks
Filteruser
Topic work assigment What is information privacy?
Beginning/end of group work
Assigned roles for work assignment
Evaluation of group work - by course instructor
Work assigment description
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Work tasks - level 4
Results Summaries presentation
Work task Privacy data traces
Discourse
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Work tasks - level 4
Discourse for work task privacy - data traces
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Work tasks - level 4
Role Researcher Discourse type Addendum
Reference objects hyperlinks literature
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Discourse objects level 5
(1) Role specification (Mmoderator P
presenter S summarizer)
(2) Discourse type (Kritikcriticism These
thesis Fragequestion Ergänzungaddendum...)
(3) New contribution, so far unread
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Fig.4
K3 discourse with discourse objects in the
thread paradigm
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Gender mainstreaming in e-learning
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Gender mainstreaming
The gender concept, in contrast to the bi-polar
sex concept, considers differences between male
and female behavior and their norms/value systems
to be socially and culturally constructed.
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Gender mainstreaming
Gender mainstreaming is not the same as the
promotion of women or a politics of equalization
of women, but rather a politics of equalizing the
opportunities for development both for men and
women.
http//www.bmbf.de/pub/women_in_education_and_rese
arch.pdf.
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Gender mainstreaming in Germany
Innovation and work place in the information
society of the 21st century
objectives

• equal Internet access for men and women

• a 40 contingent of women in IT-related
  professional training and in the first semester
  in computer science

• a significant consideration of women in other
  government programs, such as media and e-learning

http//www.bmbf.de/pub/women_in_education_and_rese
arch.pdf.
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Gender differences -
findings from research
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Gender differences - findings
from research
Some findings from research

• Women tend to underestimate their computer
  competence compared to men even if they have a
  higher competence profile than that of their male
  colleagues.

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Gender differences - findings
from research
Some findings from research

• Confidence levels of the female CS majors are
  often lower even than the male non-majors.

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Gender differences - findings
from research
Some findings from research

• Male students prefer individual work whereas
  female students like group work.

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Gender differences - findings
from research
Some findings from research

• Women are less likely to engage in criticism of
  one other.

 
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Gender differences - findings
from research
Some findings from research
 
 
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Gender differences - findings
from research
Some findings from research
 
 
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Gender-mixed course in
information ethics
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Gender-mixed course in
information ethics
23 participants, 12 from Berlin (library
science), 11 from Konstanz (information
engineering) 11 male (7 Konstanz, 4 Berlin) 12
female (4 Konstanz, 8 Berlin)
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Gender-mixed course in
information ethics
Blended learning Phases in the information
ethics course
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Gender-mixed course in
information ethics
Hypotheses
H1 There are gender- and domain-specific
differences in course activity.
H2 Men, independently of their domain of study,
tend to take over more prestigious roles in
virtual group work, whereas women are willing to
take over the remaining, more service-oriented
roles.
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Gender-mixed course in
information ethics
Hypotheses
H3 Men tend to be more initiative-oriented and
critical in discourse, whereas women act more
cooperatively by reacting to other peoples
comments.
H4 The gender composition in virtual group work
has an effect on the performance of the virtual
work.
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Gender-mixed course in
information ethics
Discourse objects as typed objects

• Organization of discourse

• Initialization of discourse (to get discourse
  started) question, thesis, new topic

• Enhancement of discourse addendum, critique

• Results of discourse summaries, presentations

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Gender differences in discourse in
detail
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H1 There are gender- and domain-specific
differences in course activity
Gender differences in discourse
The median of the total number of gender-specific
contributions shows clearly more activity on the
part of the women. This is true both for the
total number of comments (column 9 median/f61
vs. median/m51)
and for the number of reference objects (column
13 median/f29 vs. median/m18).
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Gender differences in discourse
H1 There are gender- and domain-specific
differences in course activity

• Men in the male-dominated Konstanz group are more
  active than men in total (58,5/m/KN vs.
  51/m/total), and men in the female-dominated
  Berlin environment are even dramatically less
  active (36/m/B vs 51/m/total and 58,5/m/KN).
• The same is true for the womens behavior (but
  not as significant as for that of the men)
  (65,5/f/B - 61/f 65,5/f/B 59/f/KN).

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Gender-mixed course information
ethics
Data
Male/female in male/females groups
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Gender differences in discourse
H1 There are gender- and domain-specific
differences in course activity
Ø  Significant differences can be seen with
respect to the reference objects. All
female-related values are much higher than those
of the male-related ones f/total vs. m/total
B/total vs. KN/total B/f only vs. B/m only
K/f-only vs. KN/M-only.
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Gender-mixed course information
ethics
Data total Konstanz - Berlin
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Gender-mixed course information
ethics
Data
Data total Konstanz - Berlin
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Gender differences in discourse
H1 There are gender- and domain-specific
differences in course activity
Ø  Women add more information to existing
discourse objects than men thus they contribute
considerably to the success of collaborative
work. All female-related values are
significantly higher than those of the
male-related ones d/total vs. m/total b/total
vs. KN/total B/f only vs. B/m only K/f-only vs.
KN/m-only.
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Gender-mixed course information
ethics
Data
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Gender differences in discourse
H1 There are gender- and domain-specific
differences in course activity
Ø Women added significantly more new themes to
their group work this is true for all values in
column 4, whereas men (data in column 6) seem to
be more willing to criticize other group members
contributions (without necessarily knowing the
sex of the criticized person).
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Gender-mixed course information
ethics
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Gender differences in role behaviour
H2 Women in general are more willing to take on
role responsibility and thus feel more
responsible for the success of collaborative work.
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Gender differences in role behaviour
H2 The higher degree of female responsibility is
also supported by their willingness to take on
the moderators role (internal group work
activity).
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Gender differences in role behaviour
H2 Men tend to take on the more prestigious or
more visible presenter role (external work),
whereas women are willing to take over the
remaining, more service-oriented internal roles.
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Gender differences in discourse
H3 Men tend to be more initiative-oriented and
critical in discourse
Ø This hypothesis can only be confirmed partially
and needs more detailed investigation.
The average values for men with respect to
question (column 2) and thesis (column 3) are
slightly higher and with respect to critique
(column 6) significantly higher compared to the
ones for women, whereas the values for women
with respect to new theme are significantly
higher than the corresponding ones for men.
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Gender differences in discourse
H4 The gender composition in virtual group work
has an effect on the performance of the virtual
work
Ø  This hypothesis could not be fully tested so
far.

• Data in the discussion of H1 show that men and
  women are in general more active in those
  environments where their sex is dominant.

• Other results support the interpretation that
  both female-dominated virtual groups and
  male-dominated groups achieved better results
  (the female groups with slightly higher ratings)
  compared to gender-mixed groups.

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Conclusion
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Conclusion
What do these gender-specific differences mean?
Ø  Do we accept these differences, although we
know that they are (widely) socially and
culturally constructed and that they can be
changed if the environment changes, for instance
via gender mainstreaming politics?
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Conclusion
What do these gender-specific differences mean?
Ø  Should we encourage men to reduce the extent
of critical and dominating discourse behavior and
to take on more service-oriented roles in group
work rather than aspiring to roles which give
immediate reward in the public?
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Conclusion
What do these gender-specific differences mean?
Should women be encouraged to be more aggressive
and self-confident in their communicative style
and to take on roles which make more activity in
the public necessary?
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Conclusion
We support the postulate that men and women not
only have the same potential but also that a
learning environment should provide both sexes
with equal opportunities to develop the skills
and the behavior that they consider adequate (for
themselves) and that the environment (in
society, politics and professional life) expects
of them.
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Conclusion
Ø   Major objective
Promoting individual talents and preparing
students for a successful and rewarding
professional and public life has always been a
major objective in learning, and it should be in
e-learning as well.
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Thank you for your attention
Power point slides under open CC licence can
be downloaded http//www.kuhlen.name or send
an email to rainer.kuhlen_at_uni-konstanz.de to
receive both the full text file and the
powerpoint file
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Functions of constructivism

• Cognitive Learning produces sustainable results
  when external information or the requirements of
  a task can be embedded in already existing
  cognitive structure, be it as confirmation,
  modification or contradiction of the learners
  existing knowledge

• Motivation The learning process will be better
  accepted and will lead to permanent (sustainable)
  knowledge when learning can be experienced as the
  result of ones own activity, not as a mere
  adaptation to the knowledge of other people

• Social construction Understanding, knowledge
  acquisition and production is to a great extent
  socially constructed, based on collaborative
  knowledge-sharing interaction with others.