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Rainer Kuhlen University of Konstanz Germany Department of Computer and Information Science

Rainer Kuhlen University of Konstanz Germany Department of Computer and Information Science. Rainer Kuhlen Informationswissenschaft – Universität Konstanz FB Informatik und Informationswissenschaft NETHICS. Collaborative knowledge management in an e-learning environment (K3).

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Rainer Kuhlen University of Konstanz Germany Department of Computer and Information Science

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  1. Rainer KuhlenUniversity of Konstanz Germany Department of Computer and Information Science Rainer KuhlenInformationswissenschaft – Universität Konstanz FB Informatik und Informationswissenschaft NETHICS

  2. Collaborative knowledge management in an e-learning environment (K3) Rainer KuhlenUniversity of Konstanz Germany Department of Computer and Information Science Rainer KuhlenInformationswissenschaft – Universität Konstanz FB Informatik und Informationswissenschaft NETHICS

  3. Collaborative knowledge management in an e-learning environment (K3) Rainer KuhlenUniversity of Konstanz Germany Department of Computer and Information Science also an opportunity to identify and to overcome gender barriers Rainer KuhlenInformationswissenschaft – Universität Konstanz FB Informatik und Informationswissenschaft NETHICS

  4. This document will be published under the following Creative-Commons-License: http://creativecommons.org/licenses/by-nc-sa/2.0/de// Collaborative knowledge management in an e-learning environment (K3) Rainer KuhlenUniversity of Konstanz Germany Department of Computer and Information Science also an opportunity to identify and to overcome gender barriers Rainer KuhlenInformationswissenschaft – Universität Konstanz FB Informatik und Informationswissenschaft NETHICS

  5. Information Engineering - Department of Computer and Information Science University of Constance E-Learning and Gender – UCLA – GSE&IS March 08 2007

  6. Information Engineering - Department of Computer and Information Science University of Constance E-Learning and Gender – UCLA – GSE&IS March 08 2007

  7. Information Engineering - Department of Computer and Information Science University of Constance E-Learning and Gender – UCLA – GSE&IS March 08 2007

  8. Information Engineering - Department of Computer and Information Science University of Constance E-Learning and Gender – UCLA – GSE&IS March 08 2007

  9. Information Engineering - Department of Computer and Information Science University of Constance E-Learning and Gender – UCLA – GSE&IS March 08 2007

  10. Universities of Applied Science (Polytechnics) Darmstadt Hamburg Hannover Köln Leipzig Potsdam Stuttgart Information Engineering - Department of Computer and Information Science University of Constance E-Learning and Gender – UCLA – GSE&IS March 08 2007

  11. Information Engineering - Department of Computer and Information Science University of Constance E-Learning and Gender – UCLA – GSE&IS March 08 2007

  12. Universities Berlin HU Berlin FU Saarbrücken Regensburg Hildesheim Düsseldorf Konstanz 2 Information Engineering - Department of Computer and Information Science University of Constance E-Learning and Gender – UCLA – GSE&IS March 08 2007

  13. Information Engineering - Department of Computer and Information Science University of Constance E-Learning and Gender – UCLA – GSE&IS March 08 2007

  14. 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 Information Engineering - Department of Computer and Information Science University of Constance E-Learning and Gender – UCLA – GSE&IS March 08 2007

  15. Content – Topics K3 collaborative e-learning paradigm K3 didactic concept K3 system features Gender mainstreaming in e-learning Gender differences - findings from research Gender-mixed course information ethics Gender differences in discourse Gender differences in role behaviour Conclusion 3 Information Engineering - Department of Computer and Information Science University of Constance E-Learning and Gender – UCLA – GSE&IS March 08 2007

  16. K3 collaborative e-learning paradigm Information Engineering - Department of Computer and Information Science University of Constance E-Learning and Gender – UCLA – GSE&IS March 08 2007

  17. 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. Information Engineering - Department of Computer and Information Science University of Constance E-Learning and Gender – UCLA – GSE&IS March 08 2007

  18. 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 Information Engineering - Department of Computer and Information Science University of Constance E-Learning and Gender – UCLA – GSE&IS March 08 2007

  19. K3 didactic concept Information Engineering - Department of Computer and Information Science University of Constance E-Learning and Gender – UCLA – GSE&IS March 08 2007

  20. K3 didactic concept • Blended learning • Mixture of constructivism and instructionalism Information Engineering - Department of Computer and Information Science University of Constance E-Learning and Gender – UCLA – GSE&IS March 08 2007

  21. K3 didactic concept • Blended learning - didactic mix • virtual group work • individual work • classic lectures • class room discussion • video conference presentations Information Engineering - Department of Computer and Information Science University of Constance E-Learning and Gender – UCLA – GSE&IS March 08 2007

  22. 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) Information Engineering - Department of Computer and Information Science University of Constance E-Learning and Gender – UCLA – GSE&IS March 08 2007

  23. K3 didactic concept K3 collaborative e-learning paradigm 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. Information Engineering - Department of Computer and Information Science University of Constance E-Learning and Gender – UCLA – GSE&IS March 08 2007

  24. K3 didactic concept role concept • Moderator • Presenter Communication competence Summarizer Researcher Information competence Information Engineering - Department of Computer and Information Science University of Constance E-Learning and Gender – UCLA – GSE&IS March 08 2007

  25. K3 system features Information Engineering - Department of Computer and Information Science University of Constance E-Learning and Gender – UCLA – GSE&IS March 08 2007

  26. 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 Information Engineering - Department of Computer and Information Science University of Constance E-Learning and Gender – UCLA – GSE&IS March 08 2007

  27. 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 Information Engineering - Department of Computer and Information Science University of Constance E-Learning and Gender – UCLA – GSE&IS March 08 2007

  28. 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 4 Information Engineering - Department of Computer and Information Science University of Constance E-Learning and Gender – UCLA – GSE&IS March 08 2007

  29. Course – level 1 Reference objects Information ethics Short course description Learning contract Extended course description Objectives Target groups Didactics Language Main topics Discourse types Information Engineering - Department of Computer and Information Science University of Constance E-Learning and Gender – UCLA – GSE&IS March 08 2007

  30. 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? Information Engineering - Department of Computer and Information Science University of Constance E-Learning and Gender – UCLA – GSE&IS March 08 2007

  31. Main topics - level 2 (instructional mode) Reference objects Work assignments Main topic K1 Privacy in electronic environments Information Engineering - Department of Computer and Information Science University of Constance E-Learning and Gender – UCLA – GSE&IS March 08 2007

  32. Filter: free text Filter: date Work assignments - level 3 Filter: discourse type Filter:roles Work tasks Filter:user 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 Information Engineering - Department of Computer and Information Science University of Constance E-Learning and Gender – UCLA – GSE&IS March 08 2007

  33. Work tasks - level 4 Results: Summaries presentation Work task „Privacy – data traces“ Discourse Information Engineering - Department of Computer and Information Science University of Constance E-Learning and Gender – UCLA – GSE&IS March 08 2007

  34. Work tasks - level 4 Discourse for work task „privacy - data traces“ Information Engineering - Department of Computer and Information Science University of Constance E-Learning and Gender – UCLA – GSE&IS March 08 2007

  35. Work tasks - level 4 Role: Researcher Discourse type: Addendum Reference objects hyperlinks literature Information Engineering - Department of Computer and Information Science University of Constance E-Learning and Gender – UCLA – GSE&IS March 08 2007

  36. Discourse objects – level 5 (1) Role specification (M=moderator; P= presenter; S= summarizer) (2) Discourse type (Kritik=criticism; These= thesis; Frage=question; Ergänzung=addendum;...) (3) New contribution, so far unread 8 Fig.4 K3 discourse with discourse objects – in the thread paradigm Information Engineering - Department of Computer and Information Science University of Constance E-Learning and Gender – UCLA – GSE&IS March 08 2007

  37. Gender mainstreaming in e-learning Information Engineering - Department of Computer and Information Science University of Constance E-Learning and Gender – UCLA – GSE&IS March 08 2007

  38. 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. Information Engineering - Department of Computer and Information Science University of Constance E-Learning and Gender – UCLA – GSE&IS March 08 2007

  39. 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_research.pdf. Information Engineering - Department of Computer and Information Science University of Constance E-Learning and Gender – UCLA – GSE&IS March 08 2007

  40. 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_research.pdf. Information Engineering - Department of Computer and Information Science University of Constance E-Learning and Gender – UCLA – GSE&IS March 08 2007

  41. Gender differences - findings from research Information Engineering - Department of Computer and Information Science University of Constance E-Learning and Gender – UCLA – GSE&IS March 08 2007

  42. 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. Information Engineering - Department of Computer and Information Science University of Constance E-Learning and Gender – UCLA – GSE&IS March 08 2007

  43. 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. Information Engineering - Department of Computer and Information Science University of Constance E-Learning and Gender – UCLA – GSE&IS March 08 2007

  44. Gender differences - findings from research Some findings from research Male students prefer individual work whereas female students like group work. Information Engineering - Department of Computer and Information Science University of Constance E-Learning and Gender – UCLA – GSE&IS March 08 2007

  45. Gender differences - findings from research Some findings from research Women are less likely to engage in criticism of one other. Information Engineering - Department of Computer and Information Science University of Constance E-Learning and Gender – UCLA – GSE&IS March 08 2007

  46. Gender differences - findings from research Some findings from research 5 Information Engineering - Department of Computer and Information Science University of Constance E-Learning and Gender – UCLA – GSE&IS March 08 2007

  47. Gender differences - findings from research Some findings from research 5 Information Engineering - Department of Computer and Information Science University of Constance E-Learning and Gender – UCLA – GSE&IS March 08 2007

  48. Gender-mixed course in information ethics Information Engineering - Department of Computer and Information Science University of Constance E-Learning and Gender – UCLA – GSE&IS March 08 2007

  49. 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) 6 Information Engineering - Department of Computer and Information Science University of Constance E-Learning and Gender – UCLA – GSE&IS March 08 2007

  50. Gender-mixed course in information ethics Blended learning – Phases in the information ethics course Information Engineering - Department of Computer and Information Science University of Constance E-Learning and Gender – UCLA – GSE&IS March 08 2007

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