Mehrwerte des Kollaborativen Wissensmanagements in der Hochschullehre Integration asynchroner netzwerkbasierter Szenarien des CSCL in der Ausbildung der Informationswissenschaft im Rahmen des K3-Projekts
| Main Author: | Griesbaum, Joachim |
|---|---|
| Format: | Book NonPeerReviewed application/pdf |
| Bahasa: | de |
| Terbitan: |
Bibliothek der Universität Konstanz
, 2007
|
| Subjects: | |
| Online Access: |
http://eprints.rclis.org/9192/1/Griesbaum_Diss.pdf http://eprints.rclis.org/9192/ |
Daftar Isi:
- The Internet has created new possibilities for collaboration in the last few years for science and private companies. The starting point of this work is the question how to apply and develop asynchronous internet media to promote communication and exchange between students, thus enhancing the quality of educational settings in Information Science. The PhD-thesis is part of the K3 project. K3 is an acronym for Kollaboration (collaboration), Kommunikation (communication), and Kompetenz (competence) and is a knowledge management project based on the network or communication approach to knowledge management suggested by Kuhlen. According to that, knowledge production depends not only upon the efficiency of the distribution, retrieval and appliance of existing knowledge to new problems but to a large extent is also the result of communication processes and the collaboration between the participants of a communication process. That means that learning can be especially effective, if different people share their knowledge and are committed to argumentation and negotiation to work out common results and producing new knowledge. The theoretical part of the dissertation is concerned with the issue how to apply this approach in university teaching. An analysis of different knowledge management models – Nonaka & Takeuchi, Probst and Rheinmann-Rothmeier – and a breakdown of effects of computer mediated communication builds the ground on which an elementary concept of the integration of the network approach of knowledge management in university lectures is proposed. On this basis theoretical approaches of cooperative learning are discussed. A review of the State of the Art in the field Computer Supported Cooperative Learning (CSCL) provides a set of tools to facilitate CSCL on curricular, didactic and technological levels. Finally the problem of investigating such learning scenarios is examined and different evaluation approaches and test methods are looked at. The second the empirical part of the thesis starts with a description of the basic ideas and support tools of K3. In K3, traditional face to face learning settings are blended with net based teaching methods that focus on collaborative knowledge production, a new rating system is employed and a software developed that supports collaborative knowledge production in earning environments. Two K3 courses are evaluated. On a macro level, theses concerning the acceptance, feasibility, motivational effects and learning success as well as the facilitation of information literacy and communication competence are investigated and on a micro level the effects of single K3 concepts and technologies are examined. Different census methods: surveys, observations, assessments of learning outcomes and discourse analyses are combined. The results make clear that the network approach to knowledge management is successfully applicable in lectures with a medium number of participants and on the whole, are accepted by the students, motivate them to active discussions in which a variety of social discourse activities are observable and last but not least are leading to high learning success. These positive results are primarly connected with collaborative work on a group level done with the help of clear cut group work orders; a broader communication flow in the sense of an open self-supporting collaboration at a community level did not evolve. Furthermore the distributive surplus values of computer supported communication, specifically the enhanced ability to learn from the material of others are not confirmed. The K3 software as a total system is judged as a suitable tool to support collaborative knowledge building, whereas some of the implemented learning technologies are rather observed sceptically.